Adolescents girls’ understandings and experiences of social support within their friendship group.

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3146 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3146 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3146 archive 4031 disk0/00/00/12/43 2010-12-17 12:08:46 2020-12-15 03:40:07 2011-07-19 16:31:53 thesis show 0 Lander Catherine Mary University of Birmingham Adolescents girls’ understandings and experiences of social support within their friendship group. unpub BF L1 10col_socs In the context of growing concerns about the mental health of children and adolescents in the United Kingdom, it is recognised that social support offered by parents, peers and teachers plays an important role in the emotional and psychological well-being of young people. This thesis (Volume One) was produced as part of the written requirements for the Doctoral training in Educational Psychology. It contains four chapters. Chapter One provides an overview of the volume of work and foregrounds my identity and epistemological position. Chapter Two provides a critical review of the theoretical and research literature on social support for children and young people. Chapter Three reports on findings from a small-scale study carried out with adolescent girls within a friendship group at a secondary school. The research employed qualitative methods to explore participants’ lived experience of social support, and data were analysed using Interpretative Phenomenological Analysis (IPA). Chapter Four comprises final reflections on IPA as a methodology and the contribution of the study to my practice as an educational psychologist (EP). 2010-12 2010-06 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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 395 University of Birmingham School of Education d_ae FALSE na 2010-12 graduation