{"id":{"repo_id":"essex","oai_identifier":"oai:repository.essex.ac.uk:23477"},"canonical_url":"https://search.dev.ndltd.org/etd/essex/oai:repository.essex.ac.uk:23477","repository":{"repo_id":"essex","name":"University of Essex","base_url":"https://repository.essex.ac.uk/cgi/oai2"},"display":{"title":"An exploration into the parental experience of Emotionally Based School Non Attendance in young people: An Interpretative Phenomenological Analysis.","abstract":"School refusal, school phobia, school anxiety and emotionally based school non-attendance are all interchangeable terms used to describe children who experience high levels of distress and anxiety that prevents them from going to school. Emotionally Based School Non Attendance (EBSNA) in young people is a complex and multifactorial condition which can be a symptom of an underlying mental health disorder (McShane & Rey, 2001). This study explored the experiences of parents of young people aged 13-15 years old who present with EBSNA, who no longer attend mainstream school and who attend an alternative educational provision. Interviews were conducted with five parents and transcripts were analysed using Interpretative Phenomenological Analysis (IPA), leading to four superordinate themes: ‘It turns your life upside down’; Power and the battle to be heard; Loss and fear and Retrospective clarity. These themes captured the far-reaching effects on parents which impacted on relationships within the family, their own mental health and poor relationships between home and school. Parents shared their concern for their child’s future and described the need to understand the origins of their child’s condition. Implications for Educational Psychologists (EPs) and other professional agencies suggest that it is important to increase our understanding and awareness of the parental experience and consider ways of improving the quality of parental and professional relationships.","abstract_html":"School refusal, school phobia, school anxiety and emotionally based school non-attendance are all interchangeable terms used to describe children who experience high levels of distress and anxiety that prevents them from going to school. Emotionally Based School Non Attendance (EBSNA) in young people is a complex and multifactorial condition which can be a symptom of an underlying mental health disorder (McShane & Rey, 2001). This study explored the experiences of parents of young people aged 13-15 years old who present with EBSNA, who no longer attend mainstream school and who attend an alternative educational provision. Interviews were conducted with five parents and transcripts were analysed using Interpretative Phenomenological Analysis (IPA), leading to four superordinate themes: ‘It turns your life upside down’; Power and the battle to be heard; Loss and fear and Retrospective clarity. These themes captured the far-reaching effects on parents which impacted on relationships within the family, their own mental health and poor relationships between home and school. Parents shared their concern for their child’s future and described the need to understand the origins of their child’s condition. Implications for Educational Psychologists (EPs) and other professional agencies suggest that it is important to increase our understanding and awareness of the parental experience and consider ways of improving the quality of parental and professional relationships.","abstract_has_math":false,"creators":["Browne, Rachel"],"institution":"University of Essex and Tavistock & Portman NHS TRust","degree_name":null,"degree_level":"other","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-11","date_published":"2018-11","updated_at":"2026-07-24T02:18:24Z","subjects":["BF Psychology","LC Special aspects of education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Browne, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-11-15"]},{"key":"dc:date.issued","label":"Date","values":["2018-11"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Essex and Tavistock & Portman NHS TRust"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.essex.ac.uk/23477/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["other"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["BF Psychology","LC Special aspects of education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.essex.ac.uk/23477/1/Rachel%20Browne%20M4%20Thesis%20amended%201501170.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School refusal, school phobia, school anxiety and emotionally based school non-attendance are all interchangeable terms used to describe children who experience high levels of distress and anxiety that prevents them from going to school. Emotionally Based School Non Attendance (EBSNA) in young people is a complex and multifactorial condition which can be a symptom of an underlying mental health disorder (McShane & Rey, 2001). This study explored the experiences of parents of young people aged 13-15 years old who present with EBSNA, who no longer attend mainstream school and who attend an alternative educational provision. Interviews were conducted with five parents and transcripts were analysed using Interpretative Phenomenological Analysis (IPA), leading to four superordinate themes: ‘It turns your life upside down’; Power and the battle to be heard; Loss and fear and Retrospective clarity. These themes captured the far-reaching effects on parents which impacted on relationships within the family, their own mental health and poor relationships between home and school. Parents shared their concern for their child’s future and described the need to understand the origins of their child’s condition. Implications for Educational Psychologists (EPs) and other professional agencies suggest that it is important to increase our understanding and awareness of the parental experience and consider ways of improving the quality of parental and professional relationships."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["An exploration into the parental experience of Emotionally Based School Non Attendance in young people: An Interpretative Phenomenological Analysis."]}]}],"canonical_facts":{"dc:creator":["Browne, Rachel"],"dc:date":["2018-11-15"],"dc:date.issued":["2018-11"],"dc:description.abstract":["School refusal, school phobia, school anxiety and emotionally based school non-attendance are all interchangeable terms used to describe children who experience high levels of distress and anxiety that prevents them from going to school. Emotionally Based School Non Attendance (EBSNA) in young people is a complex and multifactorial condition which can be a symptom of an underlying mental health disorder (McShane & Rey, 2001). This study explored the experiences of parents of young people aged 13-15 years old who present with EBSNA, who no longer attend mainstream school and who attend an alternative educational provision. Interviews were conducted with five parents and transcripts were analysed using Interpretative Phenomenological Analysis (IPA), leading to four superordinate themes: ‘It turns your life upside down’; Power and the battle to be heard; Loss and fear and Retrospective clarity. These themes captured the far-reaching effects on parents which impacted on relationships within the family, their own mental health and poor relationships between home and school. Parents shared their concern for their child’s future and described the need to understand the origins of their child’s condition. Implications for Educational Psychologists (EPs) and other professional agencies suggest that it is important to increase our understanding and awareness of the parental experience and consider ways of improving the quality of parental and professional relationships."],"dc:format":["text"],"dc:identifier.uri":["https://repository.essex.ac.uk/23477/1/Rachel%20Browne%20M4%20Thesis%20amended%201501170.pdf"],"dc:language":["en"],"dc:publisher.department":["Department of Psychology"],"dc:publisher.institution":["University of Essex and Tavistock & Portman NHS TRust"],"dc:relation.isreferencedby":["https://repository.essex.ac.uk/23477/"],"dc:subject":["BF Psychology","LC Special aspects of education"],"dc:title":["An exploration into the parental experience of Emotionally Based School Non Attendance in young people: An Interpretative Phenomenological Analysis."],"dc:type":["Thesis"],"dc:type.qualificationlevel":["other"]},"updated_at":"2026-07-24T02:18:24Z"}