First-hand experiences of belonging among child refugees & asylum seekers, post-migration: a meta-synthesis and “it’s good to have a place where you can just be yourself”: exploring how informal learning programmes designed to reduce loneliness can influence identity construction in young people from disadvantaged backgrounds

Trotter, Emily (2023). First-hand experiences of belonging among child refugees & asylum seekers, post-migration: a meta-synthesis and “it’s good to have a place where you can just be yourself”: exploring how informal learning programmes designed to reduce loneliness can influence identity construction in young people from disadvantaged backgrounds. University of Birmingham. Clin.Psy.D.

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Abstract

Rationale

Loneliness is considered one of the greatest public health challenges of the 21st century, with young people reported to be among the worst affected. Indeed, adolescence has long been considered a period of life when loneliness can be particularly prevalent; however, it is only in recent years that this has been linked to the challenges of identity development. Constructing a sense of identity is widely understood to be a key developmental task of adolescence, yet there is limited research concerning disadvantaged populations who may be struggling with loneliness and finding a sense of self in the world.

Aim

This qualitative study aimed to capture how young people from disadvantaged backgrounds construct a sense of identity through the context of an informal learning programme, designed to enhance peer connectedness and reduce loneliness.

Methodology

Semi-structured interviews were conducted with seven young people, aged 12-17 years, accessing informal learning workshops within a deprived suburb in the UK. Interviews were audio recorded and transcribed, before being subjected to reflexive thematic analysis (RTA).

Results

Three overarching themes were generated through the analysis: A Strengthened Sense of Identity Through Embracing Difference, Who I am Depends on the Context I am in, and A More Emotionally Attuned Self.

Discussion

Findings are considered in the context of existing research, and implications for clinical practice and future research are noted. The study offers insights into how safe, inclusive and informal science learning may influence a stronger sense of personal, social and emotional identity in disadvantaged youth.

Type of Work:

Thesis (Doctorates > Clin.Psy.D.)

Award Type:

Doctorates > Clin.Psy.D.

Supervisor(s):