An exploration of how educational psychologists, and other professionals, gain the perspectives and experiences of non-verbal young people.

Abstract

Background: Article 12 of the United Nations Convention of the Rights of the Child (1989) states that children and young people have the right to be an active participant in decisions that affect them. This thesis explores how this right is being actualised for non-verbal children in the early years and beyond. Method/Participants: Paper one reports a systematic literature review relating to how a range of professionals facilitate the participation of non-verbal young people and how they conceptualise the term ‘views’. Following the PRISMA guidelines nine studies were deemed eligible for inclusion and were evaluated using a qualitative assessment framework. Paper two outlines an action research process in which a group of EPs created a guidance document based on their understanding of good practice when trying to gain the views of non-verbal children in the early years. Data was collected at various points during the process and thematic analysis was employed to develop the themes reported within paper two. Analysis/Findings: Paper one highlighted several methods and approaches that were consistently being used to understand the perspectives of non-verbal young people. Paper two proposed an ideal process for understanding the perspective of non-verbal children in the early years. Both papers demonstrate how a broader understanding of the term, ‘views’ can be supportive when facilitating the views of non-verbal young people. Conclusions/Implications: There is a need for EPs and other professionals to reflect on their conceptualisation of the term ‘views’ and how this impacts on their approach when supporting non-verbal children and young people. The ideal process suggested has implications for the practice of EPs and represents steps towards a consensus relating to good practice. Paper three describes the implications for those involved in the research and the impact that the planned dissemination strategy intends to create.

Date of Award	31 Dec 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Kevin Woods (Supervisor) & Mehmet Agdiran (Supervisor)