有国家护理生活经验的青少年的心理健康、身份认同和非正规教育机会：数字故事的作用

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2021-07-25 DOI:10.1080/0305764X.2021.1919057

S. Hammond, N. Cooper, P. Jordan

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引用次数: 6

摘要

具有护理经历的青少年的心理健康困难和教育轨迹是一个普遍关注的国际问题。本文探讨了数字技术如何为有护理经历的青少年提供自我反思对话和非正式教育机会。从一个民族志项目中创建的视频日志摘录进行主题分析，该项目与四个英国住宅中的青少年(n = 10, 6名男性和4名女性，年龄= 15.3岁，年龄范围:14-18岁)和护理人员(n = 35，年龄和性别未寻求)合作。它构建了三个主要主题:日常身份的丰富性;护理身份的复杂性;重新协商叙事创伤。主题说明了参与混合干预(以数字和面对面元素为特色)如何为受信任的成年人创造机会，以支持有护理经验的青少年的心理健康、身份和教育需求。论文最后批判性地讨论了与这个群体一起工作的人的教育意义。

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Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

ABSTRACT The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate self-reflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14–18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.