“Education is the way out, isn’t it? Education helped me”: Determinants of Accessing Higher Education for Children and Young People Exposed to Domestic Abuse. A Grounded Theory Study.

Scott, Victoria (2024) “Education is the way out, isn’t it? Education helped me”: Determinants of Accessing Higher Education for Children and Young People Exposed to Domestic Abuse. A Grounded Theory Study. Doctoral thesis, University of East Anglia.

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Abstract

Approximately one in three CYP in England will be exposed to domestic abuse (DA) and the effect is often harmful, including educationally. Given this Educational Psychologists (EPs) will likely work with CYP exposed to DA (CYPEDA). Yet, there is little research into this and the existing research shows EPs feel anxious working with CYPEDA. There is also little research into CYPEDA’s strengths and there is no specific research into academically resilient CYPEDA.

Grounded theory was used to develop a theory on why some CYPEDA access higher education (HE). Semi-structured interviews were used to retrospectively explore what nine adult participants felt was conducive to them accessing HE. Grounded theory analysis of the interviews resulted in the theory; ‘Determinants of Accessing Higher Education for Children and Young People Exposed to Domestic Abuse’, (DAHE). DAHE comprises of three superordinate, but interconnected categories: ‘Influences and Motivations’, ‘Drives’ and ‘Adaptive Behaviours’ and the categories and subcategories within them.

DA was found to have had a multi-systemic impact on CYP’s development and this together with certain ‘Influences and Motivations’ in the CYP’s life created particular ‘Drives’ in the participants. HE was perceived as the way to fulfil these ‘Drives’ with certain ‘Adaptive Behaviours’ helping to facilitate HE. The ‘Adaptive Behaviours’ initially derived from participants’ management of the impacts of DA. Within this, various protective factors for CYPEDA’s academic resiliency were identified and discussed. The findings expand the literature on CYPEDA, academic resiliency and resiliency in general. Implications for EP practice is considered, as are future directions.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	28 Oct 2024 15:15
Last Modified:	28 Oct 2024 15:15
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97236
DOI:

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