What can we learn from interviews with kinship carers, teachers and therapists about the experiences of children in kinship care?

Serlin, Mel (2017) What can we learn from interviews with kinship carers, teachers and therapists about the experiences of children in kinship care? Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust/University of East London. Full text available

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Abstract/Book Review

The aim of this study is to learn more about the experiences of children who live in kinship care and some of the ways in which their lives will be different to children living in foster or adoptive families. A small research project is presented looking at the experiences of a child in kinship care who received therapy through the Tavistock Outreach in Primary Schools project. Data is gathered through semi-structured interviews with his kinship carer, teacher and therapist and analysed using Interpretative Phenomenological Analysis to identify key themes. These findings are then considered in the context of other research findings leading to the formulation of four key areas of discussion: belonging, invisibility, learning from experience and access to services. I propose that these are key areas for consideration when thinking about the experiences of children in kinship care.

Item Type: Thesis (Professional Doctorate)
Additional Information: Thesis submitted in partial fulfilment of the requirements of the Tavistock and Portman NHS Foundation Trust and the University of East London for the degree of Professional Doctorate in Child Psychoanalytic Psychotherapy
Uncontrolled Keywords: Child Psychoanalytic Psychotherapy, M80
Subjects: Children, Young People and Developmental Pyschology > Child Care
Families > Families - Social Sciences
Research, Tests, Assessments > Interpretative Phenomenological Analysis
Department/People: Children, Young Adult and Family Services
Research
Depositing User: Ms Linda Dolben
Date Deposited: 15 Oct 2018 14:41
Last Modified: 15 Oct 2018 14:41
URI: http://repository.tavistockandportman.ac.uk/id/eprint/1837

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