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A community psychology approach to preventing violent extremism. Gaining the views of young people to inform primary prevention in secondary schools

Clinch, Amy (2011)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

The previous government developed guidelines for schools detailing primary prevention approaches that could be used to reduce risk and promote resilience in young people against extremist groups (DCSF, 2009). A community psychology approach is utilized in this research to gain the views of young people in one Local Authority (LA) about the most effective ways to implement the DSCF (2009) guidelines and build resilience locally. The guidelines will be adapted on the basis of the results so that implementation within the LA is relevant to local needs. Focus groups were designed using the structure of the Supply and Demand Model (Meah and Mellis, 2006) of radicalisation and were held with Year 9 students (n=22) from three secondary schools within the LA. A thematic analysis approach was taken to analyse the data gathered. The students developed their own thoughts about effective strategies to prevent violent extremism, which included: developing an environment that facilitates a sense of belonging in school; and providing opportunities for positive multi-cultural experiences. Students had concerns about approaches that encourage debates on current affairs (DCSF, 2009) because they felt this would create hostility in school. It was felt by participants that preventative approaches should focus on primary schools because secondary aged students already have established, fixed ideas. The utility of the Supply and Demand model (Meah and Mellis, 2006) as a risk and resilience framework for violent extremism is discussed.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Bozic, Nick M and Bham, Mohammed
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:BF Psychology
LB Theory and practice of education
Institution:University of Birmingham
ID Code:3197
This unpublished thesis/dissertation is copyright of the author and/or third parties.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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