The education of children in care: Agency and resilience.
This paper considers the educational experiences and progress of children in care in England. As part of a mixed methods study 26 young people, together with their carers, social workers and teachers, were asked about their educational experiences and the contributory factors to educational progress...
| Publicado en: | Children & Youth Services Review Vol. 77; pp. 86 - 94 |
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| Formato: | Artículo |
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Elsevier B.V.
Jun2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123041944&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 123041944 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01907409 JA8 jtl: Children & Youth Services Review issn: 01907409 maglogo: N pubinfo: dt: Jun2017 vid: 77 pid: 2410 pub: Elsevier B.V. artinfo: ui: 123041944 10.1016/j.childyouth.2017.04.004 ppf: 86 ppct: 8 formats: tig: atl: The education of children in care: Agency and resilience. aug: au: Berridge, David affil: University of Bristol, School for Policy Studies, 8 Priory Road, Bristol BS8 1TZ, England su: England Education High schools Social workers Qualitative research Psychological resilience sug: subj: Education High schools Social workers Qualitative research England Administration of Education Programs Educational Support Services All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools Psychological resilience ab: This paper considers the educational experiences and progress of children in care in England. As part of a mixed methods study 26 young people, together with their carers, social workers and teachers, were asked about their educational experiences and the contributory factors to educational progress during secondary schooling. Responses from young people revealed that they were exercising control over their educational experiences – an expression of agency . They chose to engage with learning once they felt the problems in their lives were being managed and, therefore, that certain preconditions were being met. Analysis of this qualitative data was set within a theoretical framework linking the Sociology of Childhood with the Social Ecology of Resilience. Four groups of young people were identified who demonstrated different responses: ‘ Stressed / unresolved ’; ‘ Committee / trusted support ’; ‘ Private / self-reliant ’; and ‘ Disengaged ’. The implications are discussed for social workers and schools in working with young people to improve their educational progress and attainment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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