دورية أكاديمية
SPIRALl: Parents' Experiences of Emotionally-Based School Non-Attendance (EBSNA) Informing a Framework for Successful Reintegration
| العنوان: | SPIRALl: Parents' Experiences of Emotionally-Based School Non-Attendance (EBSNA) Informing a Framework for Successful Reintegration |
|---|---|
| اللغة: | English |
| المؤلفون: | Rachel Sawyer, Nikki Collingwood |
| المصدر: | Educational Psychology in Practice. 2024 40(2):141-158. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Attendance, Psychological Patterns, Emotional Response, Parent Attitudes, Foreign Countries, Parent Child Relationship, COVID-19, Pandemics, Parent School Relationship, Educational Practices |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1080/02667363.2023.2285457 |
| تدمد: | 0266-7363 1469-5839 |
| مستخلص: | Emotionally-based school non-attendance (EBSNA) is believed to impact one to two percent of children and young people (CYP): it is understood to present as severe emotional upset at the prospect of attending school. The aim of this study was to further understand parental experiences of EBSNA to enhance professional understanding and support. Adopting a "solution-oriented", exploratory qualitative design, this phenomenological research gathered retrospective experiences of successful EBSNA support, aiming to uncover "what works" when supporting children and families experiencing this difficulty. Participants completed semi-structured interviews (n = 5), and transcripts were analysed using reflexive thematic analysis. Themes generated provided insights into different forms of support accessed by parents, identifying potential areas for improvement arising from their experiences of challenge and successes, as well as lessons learnt from the COVID-19 pandemic. The themes (Supporting Parents; Promoting CYP's Sense of Belonging; Including and Informing Parents; Raising Awareness of EBSNA; Accessing External Professionals; Lessons Learnt from Covid-19) are presented as a framework for professional practice (SPIRAL), which has practical implications for schools and local authorities in providing support to families experiencing EBSNA. Recommendations for practice and future research are discussed, informing developments across multiple systems, and highlighting the potential of the EP role. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424963 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0266-7363 1469-5839 |
|---|---|
| DOI: | 10.1080/02667363.2023.2285457 |