Exploring the Youth Court experience of children and young people (CYP) with special educational needs and disabilities (SEND): Implications for educational psychology practice.

Kenny, Emily (2022) Exploring the Youth Court experience of children and young people (CYP) with special educational needs and disabilities (SEND): Implications for educational psychology practice. Doctoral thesis, University of East Anglia.

Preview

PDF Download (3MB) | Preview

Abstract

In recent years, the high prevalence of SEND within the youth offending population has been recognised. Large bodies of research have identified the range of needs within this population including those associated with neurodevelopmental conditions, developmental language disorders and mental health difficulties. The Youth Court setting is a system that many CYP participate in when involved with the YJS. However, findings suggest that this system is not currently suitable for the effective participation of CYP with SEND and significant reform is needed. Whilst a small body of research has explored the experiences of CYP in the Youth Court, there has been limited research into the experiences that CYP with SEND, in particular, have of this setting and the support they receive throughout proceedings. This study was thus conducted in two parts. During Part I, semi-structured interviews were conducted to explore the Youth Court experiences of five CYP with identified SEND. Using Thematic Analysis [TA], four overarching themes were identified that provide an insight into how the Youth Court setting gives rise to these experiences: ‘Devoid of Power’, ‘Preparing for the Unknown’, ‘Staying out of Jail’, and ‘A Need to be Nurtured’. During Part II of the study, three focus groups were conducted with twelve YOT practitioners (FG1 = 3, FG2 = 4, FG3 = 5) in order to explore how CYP with SEND are supported throughout Youth Court proceedings. Using TA, five overarching themes were identified that provide a systemic insight into available support and the barriers that can impact on the availability and quality of such support: ‘Identifying CYP with SEND’, ‘Supporting the Effective Participation of CYP with SEND’, ‘Professional Understanding of SEND’, ‘Understanding Stress and Behaviour in the Courtroom’ and ‘Suitability of the Current System’. Through adopting an Ecological Systems Theory (Bronfenbrenner, 1979) framework, the findings of Part I and Part II were collectively interpreted and discussed in relation to the potential role of the EP in supporting the Youth Court experience of CYP with SEND. The findings of this study thus suggest that EPs may be well placed to provide this support at individual and multi-systemic levels.

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 13:07
Last Modified:	25 Oct 2022 13:07
URI:	https://ueaeprints.uea.ac.uk/id/eprint/89346
DOI:

Downloads

Actions (login required)

View Item