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Taking up the challenge: an interpretive phenomenological analysis of teachers’ perceptions regarding the presence of asylum seeker and refugee pupils (ASR) within mainstream primary schools in the Midlands, and the implications this may hold for educational psychologists practice.

Bailey, Simon (2011)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

The increase in Asylum Seeker and Refugee (ASR) applications in recent decades (Hart, 2009) has led to an increase in the numbers of ASR children attending schools in the UK. This study utilizes Interpretive Phenomenological Analysis (IPA), a relatively new qualitative research approach within psychology (Smith et al., 2010), to gain the perceptions of a cohort of teachers who work on the ‘front line’ with these pupils to understand the impact their presence has on those teachers, their classrooms and the wider school and community. Using IPA has allowed the researcher to add a distinct psychological perspective to the limited extant research literature in the field, and has provided rich and contextualized accounts regarding the teachers’ perceptions of those children. The findings suggest that these teachers are generally optimistic about ASR children and recognize the important protective role schools can play in supporting them. However set within a context of rising work pressures some of the teachers’ frustrations with the wider systems are surfaced and the impact on ASR children is discussed. The study discusses how psychological theory can be adopted to support teachers in their work alongside ASR children and the role educational psychologists should play in supporting this agenda.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Howe, Julia
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LC Special aspects of education
Institution:University of Birmingham
ID Code:2931
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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