Exploring Young People's Experiences of the Tree of Life Narrative Intervention through Participatory Research

Autor/inn/en	Fleming, Hannah; Paton, Amelia; Rowley, Janet
Titel	Exploring Young People's Experiences of the Tree of Life Narrative Intervention through Participatory Research
Quelle	In: Educational Psychology in Practice, 39 (2023) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleming, Hannah) ORCID (Rowley, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2023.2167810
Schlagwörter	Intervention; Secondary School Students; Participatory Research; Special Schools; Autism Spectrum Disorders; Special Needs Students; Student Attitudes; Males; Group Therapy + Suchen Sie Ihr Suchwort? Sekundarschüler; Forschungstätigkeit; Special school; Sonderschule; Autism; Autismus; Sonderpädagogischer Förderbedarf; Schülerverhalten; Male; Männliches Geschlecht
Abstract	This small-scale, qualitative, participatory study explored a group of young people's experiences of the Tree of Life narrative intervention and ways of conducting participatory research with this particular group. The research was carried out with five co-researchers (aged 12-13 years) who attend a specialist secondary school for students with autism/social communication needs and related social, emotional and mental health needs. Visual approaches were used to answer the research question: "What did we think of the Tree of Life group?" The data were analysed using an adaptation of thematic analysis and the findings included the following themes: friendship, knowledge, fun, and self-expression. The findings suggest implications for educational psychologists regarding the usefulness of the Tree of Life approach to improve friendships, group cohesion and foster self-reflection. The research also has implications for EPs as practitioner researchers in supporting the use of participatory approaches to promote the autonomy of young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01