Abstract
Refugee children have been shown to be incredibly resilient, however, without adequate support some of the difficulties they face can affect their well-being and their ability to access the curriculum. Promoting parental support and enabling parents to help their children through these challenges has been shown to promote positive outcomes for refugee children. The aim of this study was to test the feasibility of delivering informational group sessions to refugee mothers to promote their understanding of SEN and the roles of schools and support services in supporting children with SEN in NI. This study followed a sequential research design in two phases. The first phase involved the delivery of group sessions to Syrian refugee mothers along with pre and post semi-structured interviews. The second phase involved semi-structured interviews with keyworkers who had supported the participants in phase one. Data were analysed using Reflexive Thematic Analysis. The findings of this study provide preliminary support for the feasibility of delivering these types of sessions to Syrian refugee mothers. Six themes were developed in the analysis. Key findings highlighted the importance of positive relationships, of overcoming the language barrier and getting the timing right. Understanding the needs of the group and tailoring the sessions to their needs were also important to boost feasibility. Implications for schools and Educational Psychology practice are discussed. The discussion also contains a critical appraisal of the research, the study’s strengths and limitations, recommendations for future projects, directions for future research, the researcher’s reflexivity and personal reflections.Thesis is embargoed until 31 December 2024.
| Date of Award | Dec 2023 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Supervisor | Maria McAleese (Supervisor) & Stephanie Burns (Supervisor) |