A Narrative Analysis of Young People with Experiences of Trauma, Poverty and Turbulent Educational Journeys

经历过创伤、贫困和动荡求学历程的年轻人的叙事分析

• 批准号: 1931651
• 金额: --
• 依托单位: University of Bath
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1931651
• 关键词: Narrative; Analysis; Young; People; Experiences

Research Questions1. How does the process of exclusion from school affect educational motivation?2. How does attending a Pupil Referral Unit (PRU) affect educational motivation?3. How does potential reintegration into mainstream school affect educational motivation?Excluded pupils who attend PRUs have a high-risk of educational failure, only 1.4% of PRU pupils achieve 5 A*-C GCSEs (Martin & White, 2012). The consequences of educational failure include: higher rates of unemployment (Caspi, Wright, Moffitt & Silva, 1998; Felstead & Green, 2013), higher rates of depression (Harrington, 2001), greater chance of criminal involvement (Savolainen et al, 2015), high probability of intergenerational issues (Escarce, 2003; Plewis & Bartley, 2014), and higher rates of health risk behaviours (Gruber & Machamer, 2000). The collaborative partner for this study will be Inner-city youth charity, that works with youth with complex challenges relating to home life and education. This includes young people who have been excluded and attend PRUs.A long-standing relationship exists with the charity including previous employment designing an educational intervention with another university partnership. The charity and this research share a common goal: to help young people avoid educational failure by understanding educational motivation and developing effective interventions.This study uses qualitative methods to explore motivation in excluded pupils. A longitudinal approach, covering an academic year aims to follow changing levels of motivation through exclusion, attending a PRU and potentially reintegrating into mainstream education. The sample group of up to 20 will be identified from the charity's mentoring programme with the aim of ensuring a complete data set from at least 10 participants (with 4 interviews per participant). Participant profiles will be created using the reference data on file. Semi-structured interviews will be used to address the research questions in relation to SDT. If required, each interview can be split into three short interviews to allow participants with communication difficulties (ADHD, PTSD, trauma) to communicate effectively.Narrative analysis will be used to analyse the data and a reflexive journal will record decisions, and their justifications, to provide strong evidence of validity (Creswell & Miller, 2000). The study will take in total 3 years: 1st year for literature review, project design, building relationships (charity and participants), and to start the data collection. 2nd year will continue data collection (18 months is allocated for data collection as the mentoring project has a rolling intake) and 3rd year for analysis and writing up the project. This research is important to improve the life opportunities of disadvantaged young people and to reduce the impact of educational failure on the individual and public purse. Clearer understanding of the motivation behind educational failure, will undoubtedly help identify better interventions. This study builds on the foundation of quantitative research by using qualitative methods to increase the depth of understanding into the complexities of motivation amongst excluded pupils. This information will be used to inform future research and policy concerning the best way to encourage disadvantaged young people to engage well with their education and enjoy the life-long rewards and opportunities it creates.

研究报告1.被学校排斥的过程如何影响教育动机？2.参加学生转介单位（PRU）如何影响教育动机？3.重返主流学校的可能性如何影响教育动机？参加PRU的被排除在外的学生有很高的教育失败风险，只有1.4%的PRU学生获得5 A*-C GCSE（Martin &白色，2012年）。教育失败的后果包括：失业率上升（Caspi，Wright，Moffitt & Silva，1998; Felstead &绿色，2013），抑郁症发病率较高（哈灵顿，2001年），更大的犯罪参与的机会（Savolainen等人，2015），代际问题的可能性很高（Escarl，2003; Plewis & Bartley，2014），以及更高的健康风险行为率（Gruber & Machamer，2000）。这项研究的合作伙伴将是内城青年慈善机构，该机构与家庭生活和教育方面面临复杂挑战的青年合作。这包括被排除在外并参加PRUs的年轻人。与慈善机构存在长期关系，包括以前的就业机会，与另一所大学合作设计教育干预措施。该慈善机构和这项研究有一个共同的目标：通过了解教育动机和制定有效的干预措施来帮助年轻人避免教育失败。一种涵盖一个学年的纵向方法旨在通过排斥、参加PRU和可能重新融入主流教育来跟踪动机水平的变化。将从慈善机构的辅导计划中确定最多20人的样本组，目的是确保至少10名参与者的完整数据集（每位参与者接受4次采访）。将使用存档的参考数据创建受试者配置文件。半结构化访谈将用于解决与特殊和差别待遇有关的研究问题。如果需要的话，每次访谈可以分成三个简短的访谈，让有沟通困难的参与者（ADHD，PTSD，创伤）进行有效的沟通。叙述分析将用于分析数据，反思性日志将记录决策及其理由，以提供有效性的有力证据（Creswell &米勒，2000）。该研究将总共进行3年：第一年进行文献综述，项目设计，建立关系（慈善机构和参与者），并开始收集数据。第二年将继续收集数据（分配18个月用于收集数据，因为指导项目具有滚动摄入量），第三年用于分析和撰写项目。这项研究对于改善弱势青年的生活机会，减少教育失败对个人和公共财政的影响具有重要意义。更清楚地了解教育失败背后的动机，无疑将有助于确定更好的干预措施。本研究建立在定量研究的基础上，通过使用定性方法来增加对受排斥学生动机复杂性的理解。这些信息将用于为未来的研究和政策提供信息，以了解如何以最佳方式鼓励处境不利的年轻人更好地参与教育，并享受教育所创造的终身回报和机会。