Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

Hammond, S. P., Cooper, Neil and Jordan, Peter (2021) Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling. Cambridge Journal of Education. ISSN 0305-764X

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Abstract

The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate self-reflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14–18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.

Item Type: Article
Uncontrolled Keywords: education,adolescents,digital storytelling,focused ethnography,state care,thematic analysis,education,sdg 3 - good health and well-being ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Faculty of Social Sciences > School of Psychology
Faculty of Social Sciences > School of Social Work
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 19 Apr 2021 23:50
Last Modified: 21 Oct 2021 01:22
URI: https://ueaeprints.uea.ac.uk/id/eprint/79822
DOI: 10.1080/0305764X.2021.1919057

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