"I may start a new life" An interpretative phenomenological analysis of the lived experiences of young people with SEND from a special school in England on preparing for adulthood

Turner, Ellie (2023). "I may start a new life" An interpretative phenomenological analysis of the lived experiences of young people with SEND from a special school in England on preparing for adulthood. University of Birmingham. Ap.Ed.&ChildPsy.D.

Preview

Turner2023ApEd&ChildPsyD_Vol1.pdf
Text - Accepted Version
Available under License All rights reserved.
Download (62MB) | Preview

Turner2023ApEd&ChildPsyD_Vol2.pdf
Text - Accepted Version
Restricted to Repository staff only until 31 December 2033.
Available under License All rights reserved.
Download (4MB)

Abstract

Volume 1: This research explored the lived experiences of six young people who have identified special educational needs and/or a disability (SEND), who attended a special school in one local authority (LA) in southeast England, to consider what the barriers and facilitators are to preparing for adulthood (PfA).

Semi-structured interviews were used with young people with SEND to share their experiences on PfA. The interview schedule was created using the current PfA framework from the National Development Team for Inclusion (NDTi, 2022), which considered the following areas: education, employment and training, independent living, community inclusion and health. Interview transcripts were then analysed using interpretative phenomenological analysis (IPA).

Multiple personal experiential themes (PETs) were identified for each participant at an individual level, and general experiential themes (GETs) were created from cross-case analysis of the individual level data in the PETs. Four GETs were finalised to answer the research questions which explored the lived experiences of young people with SEND on PfA. The findings showed that for most GETs, there were barriers and facilitators for the participants PfA experience. The GETs were: personalised, early, and embedded support for PfA; social capital and social networks; agency; and real-world application of PfA (from theory to knowledge). Findings are discussed in relation to current literature, highlighting the unique contribution to the research area and implications for practice.

Volume 2: Fulfilment of my doctorate in applied educational and child psychology requires completion of two volumes which make up the thesis. Volume two, comprises four professional practice reports (PPRs) which have been completed during my position as a trainee educational psychologist (TEP) at the University of Birmingham. The PPRs reflect my experiences as a TEP across my second and third year of training whilst on placement in an educational psychology service at a local authority (LA) in the southeast of England.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):