“Out of Sight, Out of Mind”: An Interpretative Phenomenological Analysis of Young People’s Experience of Isolation Rooms/Booths in UK Mainstream Secondary Schools.

Condliffe, Emma (2021) “Out of Sight, Out of Mind”: An Interpretative Phenomenological Analysis of Young People’s Experience of Isolation Rooms/Booths in UK Mainstream Secondary Schools. Doctoral thesis, University of East Anglia.

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Abstract

This study explored how young people made meaning of their lived experiences of isolation rooms/booths in UK mainstream secondary schools. Unstructured interviews were conducted with five participants aged between 11-18 with repeated experiences of spending time in isolation rooms/booths. Using Interpretative Phenomenological Analysis (IPA), two superordinate themes containing six subordinate themes were identified representing the YP’s lived experiences: The Process (A restrictive process, the punishment, a process that separates) and More than the Process (Impact on learning, relationships, uniqueness). The findings highlighted that YP’s experiences of isolation rooms/booths went beyond the immediate physical process itself and impacted on aspects of wider school life. This study adds to the evidence-base for further understanding isolation rooms/booths, whilst questioning their appropriateness as a legitimate sanction in secondary schools. These findings add support to the use approaches that develop positive relationships that strengthen a sense of belonging and school connectedness.

Keywords: Qualitative research, young people’s experience, Isolation rooms, isolation booths, Interpretative phenomenological analysis, secondary schools, restrictive practice, sanctions, relationships.

Item Type: Thesis (Doctoral)
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Chris White
Date Deposited: 23 Nov 2021 08:35
Last Modified: 23 Nov 2021 08:35
URI: https://ueaeprints.uea.ac.uk/id/eprint/82288
DOI:

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