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An evaluation of an attachment based Early Year's Training Package: a multiple case study

Fitzer, Marie Elizabeth (2010)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

Attachment theory has become widely regarded as the most important and supported framework for understanding social and emotional development (Goldberg, 2000). Evidence suggests that attachment based interventions in early year’s settings will allow for a greater understanding, sensitive response and more effective use of practitioner’s skills when working with children (Kennedy and Kennedy, 2004). This thesis was produced as part of the written requirements for the new full-time Doctoral training in Educational Psychology. Volume one contains four chapters: Chapter one introduces the research study and literature review, providing information on the brokering and relevance of the research area. Chapter two discusses and presents existing attachment based interventions with parents, schools and early year’s settings. Chapter three reports findings from an evaluation an early year’s intervention, based on attachment principles - ‘Building Strong Foundations’. A multiple case study design was adopted. Three settings, where the intervention had been received, were evaluated to provide literal replication, and an additional setting, which had not received the intervention, acted as a comparison, and provided theoretical replication (Yin, 2009). Key positive outcomes and rival explanations are discussed, along with implications and future directions. Chapter four provides some final reflections and conclusions, including limitations in design and methods of the study. The impact which this study makes to the profession of educational psychology is also discussed.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Bozic, Nick M
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
References:

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Keywords:Early Years, Attachment, evaluation, case study
Subjects:BF Psychology
L Education (General)
Institution:University of Birmingham
ID Code:969
This unpublished thesis/dissertation is copyright of the author and/or third parties.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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