Exploring the 'possible selves' of girls attending a pupil referral unit as an insight into their hopes and fears for the future

Cosma, Pandelitsa (2020). Exploring the 'possible selves' of girls attending a pupil referral unit as an insight into their hopes and fears for the future. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The future oriented component of the self-concept has been termed as ‘Possible Selves’ (PSs) and was first coined by Markus and Nurius (1986). PSs refers to the selves that one hopes to become (hoped-for selves), fears to become (feared-for selves) and expects to become (expected selves) in the future (Markus and Nurius, 1986). The theoretical framework of PSs suggests that PSs are a manifestation of individual’s aspirations, goals and fears that provide a conceptual link between self-concept and motivation and provide incentives for future behaviour (Markus and Nurius, 1986).

Children and young people (CYP) attending a PRU are perceived as having fragile and pessimistic views of their future (Mainwaring and Hallam, 2010). Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) emphasised the heightened effects of school exclusion on exclusion from society for girls. Concerns have also been highlighted by Ofsted regarding poor educational standards, future outcomes and low expectations for pupils in PRUs (Ofsted, 2016).

Using a case study approach, this research explores the PSs of seven girls (aged 14 to 16) who attend a PRU in the West Midlands, using the Possible Selves Mapping Interview (PSMI) (Shepard and Marshall, 1999; Shepard and Quressette, 2010). Braun and Clarke’s (2006) thematic analysis was carried out on the data where themes were looked at across cases to construct synthesised overall themes. The analysis indicated that participants generated four overarching themes for hoped-for and feared-for PSs, including family, employment, finance, health, education and lifestyle with themes and subthemes generated across cases within each overarching theme.

Thematic analysis was also conducted to identify facilitating and hindering factors identified by participants to the achievement of hoped-for selves. This included school related factors such as emotional support provided by PRU staff (facilitating factor) and limited opportunities provided at the PRU (hindering factor), community factors such as the support of outside agencies (facilitating factor) and individual personal factors such as low motivation and academic attainment (hindering factors). Finally, the data was considered against theoretical assumptions within the PSs literature to discuss how likely it was that that the PSs generated by girls in a PRU will influence future actions. Findings were discussed against literature on the PSs framework and its associated concepts. Implications for PRU staff, educational professionals, government and Educational Psychologists (EPs) were provided, as a means to further support the commitment to future planning and outcomes for girls in a PRU. This included a focus on how the PSMI can be further utilised to maximise future focus and action-setting, highlighting the wider societal, political and economic constraints to be aware of. Strengths and limitations of this research were proposed, alongside potential directions for future research.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):