Foetal Alcohol Spectrum Disorders (FASD): the parent perspective on education and implications for educational psychologists (EPs)

Griffiths, Rebecca (2022) Foetal Alcohol Spectrum Disorders (FASD): the parent perspective on education and implications for educational psychologists (EPs). Doctoral thesis, University of East Anglia.

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Abstract

This study gathered the voice of adoptive parents and foster carers who parent a child with a confirmed diagnosis of foetal alcohol spectrum disorders (FASD). Their views were explored in relation to their experiences of the family-school interaction, their perceptions of their child’s experience of school, as well as their experiences of educational psychologist (EP) involvement with their child. The study was underpinned by a solution-oriented approach (O’Hanlon & Weinder-Davis, 2003), which enabled a range of experiences including difficult, positive and any nuances which are positioned in-between, to be captured. A qualitative study using semi-structured interviews was conducted with eight adoptive parents and one pair of foster carers. Braun and Clarke’s (2006; 2021) six phases of reflexive thematic analysis (TA) was used inductively through which four themes were identified: ‘Understanding the Individual’, ‘Sense of Belonging’, ‘Collaboration and Communication’ and ‘Knowledge and Awareness of FASD’. The findings highlighted that parents of children with FASD consider school to be overwhelmingly challenging for their children. This related in part to within-child factors linked to FASD, however, to a greater extent these difficulties were systemic. This study adds to the current evidence-base which indicates that parents play a crucial role in the educational lives of children with FASD, as well as the findings that barriers to the family-school interaction are plentiful. This research adds support to the importance of effective family-school communication which authentically accounts for parents’ views and their expertise. The need for improved knowledge and understanding of FASD within the school system and amongst EPs is also emphasised. Moving forwards, recommendations for how EPs might undertake a more supportive role in this context are provided.

Item Type: Thesis (Doctoral)
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Chris White
Date Deposited: 25 Oct 2022 11:19
Last Modified: 25 Oct 2022 12:57
URI: https://ueaeprints.uea.ac.uk/id/eprint/89333
DOI:

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