An Exploration of the Narratives of Young People Who Have Experienced Emotional Based School Avoidance

Prof Doc Thesis


Tamlyn, G. 2022. An Exploration of the Narratives of Young People Who Have Experienced Emotional Based School Avoidance. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.8v313
AuthorsTamlyn, G.
TypeProf Doc Thesis
Abstract

Emotional Based School Avoidance (EBSA) has been linked with negative outcomes for the young person, family, school and the wider community. EBSA is presented in the literature as a difficulty that can impact on an individual’s academic progress, social relationships and emotional wellbeing. There is limited research that has sought the views of young people with experience of EBSA, meaning the way that EBSA is understood, and the support put into place is often shaped by adult views. Previous research has tended to use structured interviews which may place limits on the voice of the young person and their description of the phenomenon.
The current study used a narrative approach to hear the stories of two secondary school girls of Bengali heritage who had experience of EBSA. Guided interviews took place online and life story grids were used to support the data collection. Clandinin and Connelly’s (2000) Three-Dimensional Space framework was used to re-story the narratives, which provided insight into the multifaceted nature of EBSA and those involved. Member checks with each young person took place to check for accuracy, whilst also appearing to offer therapeutic benefit. The narratives were analysed inductively and deductively using narrative thematic analysis and themes and subthemes relating to individual, school, home and professional factors were identified.
Key themes interpreted within the narratives included risk and protective factors of relationships with staff and peers in school; impact of cultural views; dealing with loss and separation at home; challenges associated with the learning environment; managing negative emotions and mental health; impact of homelearning on participants’ wellbeing and resilience; the importance of individual coping mechanisms; positive, yet minimal, professional engagement.
Implications for professional practice were framed using Ecological Systems Theory, highlighting how EBSA is experienced and shaped by individuals in multiple systems around the young person. Suggestions for future research are outlined.

Year2022
PublisherUniversity of East London
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8v313
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Publication dates
Online24 Oct 2022
Publication process dates
Submitted21 Jun 2022
Deposited24 Oct 2022
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