Investigating the impact of parental constructs of school and school related elements on their children’s constructs of school and school related elements and their subsequent emotionally based school refusal behaviour

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/15972 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/15972 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/15972 archive 4031 disk0/00/00/29/15 2011-11-11 13:58:10 2021-12-13 03:40:03 2011-11-11 13:58:10 thesis show 0 Smith Claire Susan Williams Huw University of Birmingham Investigating the impact of parental constructs of school and school related elements on their children’s constructs of school and school related elements and their subsequent emotionally based school refusal behaviour unpub LB 10col_socs The aim of the current study was to investigate the impact of parental constructs of school upon their children’s constructs of school and their emotionally based school refusing (EBSR) behaviour. The literature review explores the range of definitions surrounding EBSR, examines the existing research conducted to date and explores the lack of research around parental constructs and the potential role parental constructs may have upon EBSR. Using a Personal Construct Psychology (PCP) (Kelly, 1955) methodology called the Repertory Grid Technique (RGT), 5 parents and their children’s (who present with EBSR) constructs were elicited around school and school related elements. Thematic analysis was used to analyse the data collected from the RGT interviews and also the shared themes between the constructs elicited from the parents and children and also between the parent-child dyads. In addition, a chi-square methodology was used to examine whether any of the parent-child repertory grids could be identified as being significantly similar. The results are discussed in relation to PCP and the impact the findings may have upon interventions for the child and their family and also the practice of professionals around the family. Methodological challenges with the study are examined and opportunities for future studies are illustrated. 2011-12 2011-08 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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 569 University of Birmingham School of Education d_ae FALSE na 2011-12 graduation