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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3067 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3067 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3067 archive 4031 disk0/00/00/12/13 2010-12-06 12:23:33 2019-12-31 03:40:12 2011-07-19 16:31:16 thesis show 0 Pintilei Aruna Timmins Paul University of Birmingham unpub LB1603 BF 10col_socs Harriss, Barlow and Moli (2008) recognise that a considerable number of children and young people in the United Kingdom are attributed with having social, emotional and behavioural difficulties (SEBDs). The Department for Education and Employment (DfEE, 2001) explain that children, who experience SEBDs outside the normal range for their age or gender, are at increased risk of experiencing mental health disorders. With these points in mind, Nurture Groups, an in-school intervention aimed at meeting the needs of children and young people experiencing considerable SEBDs is the conceptual domain explored throughout this Volume of work. The Volume comprises four chapters. Chapter one focuses on the structure, content, remit and rationale of work in the Volume. Chapter Two presents an in-depth examination of extant literature pertinent to Nurture Groups. Key issues are identified and relevant research is explored with critical analysis of a range of sources and suggestions for further research made. Chapter Three presents a research study which uses grounded theory methods (Charmaz, 2006, Strauss and Corbin, 1990) to explore secondary aged pupils’ experiences and views of a secondary school Nurture Group. The study found that the young people involved in the research valued their time in the Nurture Group and theoretical categories which describe what they valued are explored. Chapter Four offers reflections on the work in this Volume. 2009-12-09 2009-08 graduation 2858334 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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 567 University of Birmingham School of Education d_ae na 2009-12-09 graduation