عنوان

'Every child doesn't matter?' :

TLets532956

'Every child doesn't matter?' :

[Thesis]

Norton, Christopher

do parents feel empowered by Essex Parent Partnership support and what are the outcomes for the children?

University of East London

2009

D.Ed.Ch.Psy.

University of East London

2009

This research used a mixed method sequential design to investigate the experiences ofparents of children on Essex school action and school action plus of the Special EducationalNeeds register (DfES, 2001 b) who had received PPS support. The research explored theimpact of PPS support on parents' confidence in understanding SEN procedures and in theirrelationships with schools. It also looked into outcomes for the children and used systemstheory (Dowling and Osborne, 2003) as the underpinning psychology, alongside a criticalrealist paradigm.Semi-structured interviews were administered and a thematic analysis was conducted withthe aim of building two questionnaires to further inform the research questions. This researchacknowledged a number of limitations, namely the small sample size used and timeconstraints that did not allow for a longitudinal design to be implemented. Findings indicateda perceived increase in parental confidence and understanding of SEN procedures followingPPS support. Qualitative data generally revealed a lack of partnership between home andschool, though there was some evidence of changes towards partnership with positiveoutcomes for children following PPS interventions.Questionnaire data showed a perceived increase in the confidence of parents working inpartnership with schools to support their children after PPS support, with mean scores onrelevant measures ranging between 3.28 and 3.44 (3 = 'same' and 4= 'more confident')There was also evidence of some impact on parental empowerment in their relationshipswith school staff, with mean scores of 3.92 and 4.00 on the two questionnaire measures.Thematic analysis suggested that mothers did not feel their views were listened to by schoolstaff and that they were in a 'fight' with the school. Political language was reconstructed intwo instances, and the claim was made that: 'Every child doesn't matter'. Qualitativefindings revealed some positive findings around parental perceptions of children's academicprogress and behaviour following PPS support.Implications for EP practice were considered and the researcher emphasised the importanceof EPs applying psychology to facilitate partnership between parents and educationprofessionals in their casework, in an attempt to ensure positive outcomes for children.

Norton, Christopher

University of East London

p

[Thesis]

276903

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