‘This shared parenting we do is difficult to get your head around’. Experiences of Parents and Carers during their Child's First Year at a Residential Therapuetic Special School: a Qualitative Study
Onions, Caryn Jane
Date: 26 October 2016
Publisher
University of Exeter
Degree Title
DClinPrac
Abstract
This research examined the impact on parents and carers of having a child
placed at a residential special school for abused, neglected and traumatised
primary aged children. The school is developing its work with families and
carers, because if relationships at home are improved, children are more likely
to benefit from the placement ...
This research examined the impact on parents and carers of having a child
placed at a residential special school for abused, neglected and traumatised
primary aged children. The school is developing its work with families and
carers, because if relationships at home are improved, children are more likely
to benefit from the placement at Stowbury. Although it is the child who is
referred, establishing a good working relationship with parents and carers is
vital in helping them with their child’s return home.
The study focused on parental experiences of the child’s first year at the school,
using interviews at the start of placement and then twelve months later. The
data were analysed using a comparative thematic analysis at two time points
and a secondary narrative analysis. Researcher reflexivity is used and where
appropriate the findings are discussed from a psychoanalytic perspective.
The analysis found that during the first year the children make positive changes.
Birth parents were helped with their parenting, particularly the (re)establishment
of parental boundaries. In contrast, some foster carers found it difficult to share
the parenting role, and tensions between home and school were identified.
Some parents and carers found it difficult to reflect on their role and relationship
with their child. In general, parents and carers expected their child to be able to
go to mainstream school when they left Stowbury, and after one year some
realised that was unlikely.
The study concludes that the experience of foster carers could be improved if
they were helped to increase their ability to reflect on their parenting role. In
addition, sharing the parenting of this group of children can cause tension
between parents, carers and staff. There are training implications for the
professionals involved. This research makes an original contribution to
knowledge about the psychodynamics that develop in the relationships between
the parents, carers and staff looking after abused children in a residential
school.
Doctoral Theses
Doctoral College
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