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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/2957 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/2957 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/2957 archive 4031 disk0/00/00/11/42 2010-11-30 17:14:53 2020-12-15 03:40:05 2011-07-19 16:30:35 thesis show 0 Shilvock Gemma Grace Morris Sue University of Birmingham unpub BF L1 10col_socs This volume includes a critical literature review (Part 1) and a small scale empirical study (Part 2) on the topic of ‘emotionally-based non-attendance’ at school. Part one of the volume critically reviews the existing research on ‘school refusal’, in terms of conceptualisation, prevalence, and associated risk and protective factors. This review argues that there is a significantly limited amount of research into the school factors associated with school refusal, and the voice of the child has been insufficiently represented. Overall, there appears to be a bias towards clinical and adult discourses in the school refusal research. Part two of this volume presents an empirical study which investigated the factors associated with emotionally-based non-attendance at school from young people’s perspective. The subjective views and lived experiences of three girls with emotionally-based non-attendance were elicited, using techniques derived from personal construct psychology (Kelly, 1955). These girls were from a non-clinical sample, and were identified as ‘at risk’ of developing more severe and persistent forms of emotionally-based non-attendance in the future. The results are discussed in terms of the ‘young carer role’, ‘ambivalence’, ‘returning to school’ and ‘school factors’. Several implications for practice are drawn from the study. 2010-12 2010-06 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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. public 497 University of Birmingham School of Education d_ae na 2010-12 graduation