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ELSA: Accounts from Emotional Literacy Support Assistants

Leighton, Mary Kathleen (2015) ELSA: Accounts from Emotional Literacy Support Assistants. DEdPsy thesis, University of Sheffield.

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16.03.16 Final Post viva thesis body.docx
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APPENDICES content.docx
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Appx 1 - Participant Information Sheet.docx
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Appx 2 - Consent Form for ELSAs.docx
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Appx 3 - Consent Form for Headteachers.docx
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Appx 4 - What is a Reflective Journal.docx
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Appx 5 - Semi-structured Interview Questions for ELSAs July 2012 - Pilot.docx
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Appx 6 - Semi-structured Interviews Questions for July 2012 - Pilot - My Prompt Sheet.docx
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Appx 7 - Semi-structured Interview Questions for ELSAs Nov 2012.docx
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Appx 8 - Semi-structured Interviews Questions for Nov 2012- My Prompt Sheet.docx
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Appx 9 - Braun and Clarke (2006) Checklist of Criteria for Good Thematic Analysis Process.docx
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Appx 10 - Example of coding for reflective journals - ThA Identifying themes Phases 1 and 2.docx
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Appx 11 - Example of coding for semi-structured interviews -ThA Identifying themes Phases 1 and 2.docx
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Appx 12 - Themes identified in reflective journals - ThA Phase 3.docx
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Appx 13 - Themes identified in semi-structured interviews - ThA Phase 3.docx
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Appx 14 - Identifying themes - ThA Phase 4.docx
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Appx 15 -Combining themes to develop overarching themes - ThA Phase 5 (final version in body of thesis).docx
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Appx 16 - Sheila Burton’s letter to headteachers, July 2013 (adapted for my LA).docx
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Abstract

This research seeks to learn from Emotional Literacy Support Assistants (ELSAs) how they perceived the Emotional Literacy Support Assistant (ELSA) training had affected their engagement with their school community and the pupils they were working with. The thesis places the role of ELSAs within the context of the rise in interest in emotionality in education and psychology over recent years. The research was conducted with trainee ELSAs who took part in a semi-structured interview whilst most also kept a reflective journal. The ELSAs reported they considered the training had provided them with a greater understanding of their pupils’ emotions and that they felt more competent in supporting their pupils with their emotionality. In addition, the ELSAs considered they were more confident discussing the pupil’s emotionality with colleagues and the pupil’s parents. However, many reported obstacles which prevented them in engaging in their role from their senior management team (SMT) and colleagues. The ELSAs perceived this was due to a lack of understanding emotional literacy (EL). In addition, ELSAs faced the challenge of working with parents who held a mismatch with the school’s expectations regarding pupil behaviour. I make recommendations as to how ELSAs could be supported in their schools. In addition, I explore implications for Educational Psychologists (EPs), schools and local authorities (LAs) with regards to the position of emotionality set against the backdrop of the recent reforms in working with individuals with special educational needs and disabilities (SEND).  

Item Type: Thesis (DEdPsy)
Keywords: emotional literacy, ELSA, emotional literacy support assistants, emotional wellbeing, emotionality
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
The University of Sheffield > Faculty of Social Sciences (Sheffield)
Identification Number/EthosID: uk.bl.ethos.684571
Depositing User: Mrs Mary Kathleen Leighton
Date Deposited: 03 May 2016 09:08
Last Modified: 03 Oct 2016 13:12
URI: http://etheses.whiterose.ac.uk/id/eprint/12444

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