| Summary: | Increased awareness of children and young people's emotional wellbeing in recent times has led to raised expectation for schools to promote such development, through dedicating time within the curriculum to deliver activities and interventions. The potential negative impact of family change - in this study, specifically divorce, separation and breakdown of co-habiting relationships - upon children and young people and wider society has received much media attention. Family change issues often arise in my role as an Educational Psychologist (EP), and also resonate with my own experience. These factors led to family change emerging as a research interest. This study's exploration of family change seeks to illuminate a group of children's subjective accounts and perspectives through a detailed analysis of focus group interview data, with the aim of using their experiences to inform school and Educational Psychologists' practices, and to further support other children and young people experiencing family change. The study incorporates the analysis of two semi-structured focus group interviews involving seven Year 5/6 girls from one school in the North of England. Following transcription of the focus group interviews Interpretative Phenomenological Analysis (IPA) is used to present an idiographic analysis of participants' family change experience. IPA as a method acknowledges that the analysis reflects my interpretation of the participants' verbatim contributions, and that it will be influenced by researcher prior knowledge and experience: which is made transparent to the reader. The themes that emerged from the IPA analysis include: psychological impact of family change; relationships with parents; being heard; new family dynamics. Following discussion of these themes consideration is given to the possible implications of findings in relation to children and young people, families, schools and EPs.
|
|---|
