An art programme for excluded teenage females attending a PRU: an investigation of the experiences of pupils, staff and an Educational Psychologist researcher

The aim of this study was to explore the experiences of pupils, staff and an Educational Psychologist (EP) researcher, who had engaged in the planning of, and inclusion in, an arts programme in a Pupil Referral Unit (PRU) setting. A case-study approach was utilised through the design and implementation of a six session art programme which included three members of staff(teaching assistants S1, S2 and S3) , two pupils from Key Stage three ( P2 and P1), one pupil from key stage four(P3) and myself. Semi-structured interviews were conducted with the head of the key stage three PRU (HP), two of the pupils (P1 and P3) and the three members of staff (S2, S1 and S3). A reflective diary was maintained throughout the programme and interview process. An inductive latent Thematic Analysis (TA) was completed on the interview and reflective diary data. Overall the findings reveal the importance of ethos/climate of the environment, conversations and art in the experiences presented. Art was interpreted as having a facilitatory role on the social phenomenon under study. Those outcomes and benefits of the programme prevalent in the data are discussed as well as the difficulties encountered throughout the experience. Further interpretation of the Main Overarching Themes (MOTs) demonstrated the potential importance of the development of more positive relationships in the group as well as opportunities for personal learning. This study has raised questions about the potential for reflection, skill development and the impact on individual and social change. Further information emerged which relates to understanding and meeting the needs of excluded young people and how creative activities such as art may be of benefit in educational provisions. Implications for involving this group of young people in research are discussed. This research highlights one way in which EPs may be able to develop their creative role in the future. It explores one example of how we might increase the accessibility of our service to females and without the need for a perceived within child deficit.

Name dc:type.qualificationname

D.Ed.C.Psy

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Sheffield

Year dc:date.issued

2011

Author dc:creator

• Murphy, Caroline

Advisor dc:contributor.advisor

• Pomerantz, K

Identifier

uk.bl.ethos.555123

OAI identifier oai:identifier

oai:etheses.whiterose.ac.uk:1601