Parents’ views on EBSNA: A solution-based exploration into successful reintegration.

Sawyer, Rachel (2022) Parents’ views on EBSNA: A solution-based exploration into successful reintegration. Doctoral thesis, University of East Anglia.

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Abstract

The aim of this mixed methods study was to further understand how professionals can support ‘emotionally-based school non-attendance’ (EBSNA), through exploring parental experiences. EBSNA is believed to impact one-two percent of children and young people (CYP), presenting as ‘severe emotional upset at the prospect of attending school’ (Berg et al., 1969). Adopting a ‘solution-oriented’ approach, this research gathered retrospective experiences of successful EBSNA support, aiming to uncover ‘what works’ when supporting children and families experiencing this difficulty. Furthermore, as well as understanding the support accessed by parents, and what was useful, this study additionally hoped to explore the impact of the Covid-19 pandemic on such support and determine if opportunities to learn from practices during the school closure period may exist. Participants first completed an online questionnaire (Phase One; n=28) following which descriptive statistics were produced, and content analysis techniques were employed. During Phase Two, participants completed semi-structured interviews (n=5), and transcripts were analysed using ‘Reflexive Thematic Analysis’ (Braun & Clarke, 2021). The resulting findings provides insight into the different forms of support accessed by parents when experiencing their child’s EBSNA, identifying areas of both success and improvement, as well as how lessons can be learnt from the Covid-19 pandemic. These have been presented as a framework for professional practice, named SPIRAL, which has implications for schools and local authorities in providing support to both CYP and parents experiencing EBSNA. Recommendations for future research are also discussed, informing developments across multiple systems, and highlighting the potential of the EP role.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	26 Oct 2022 08:11
Last Modified:	26 Oct 2022 08:11
URI:	https://ueaeprints.uea.ac.uk/id/eprint/89363
DOI:

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