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This study explores the views of children and young people and their perceptions of how secondary school staff promote pupil wellbeing. Previous research has predominately focused on measuring the wellbeing of children and young people, looking at wellbeing trends between gender and year group and identifying the key areas which children and young people view are central to their wellbeing. This study seeks to elicit, from the perspective of children and young people, their definition of the term wellbeing, the key areas which are important to their wellbeing, how their school staff provide support within these key areas, whether there are differences between self-reported wellbeing and levels of satisfaction and adequacy in their lives. Furthermore, this study aims to explore whether standardised questionnaires include key areas which are important to children and young people and therefore, whether they are valid tools to measure the wellbeing of children and young people. Thematic analysis of focus groups, of 16 participants, identified that participants viewed wellbeing to be a multifaceted concept which is likely to evolve over time. Participants expressed that there are 4 key areas which are important to their wellbeing; their relationships, having access to activities, having their basic needs met and having a positive outlook on life. Furthermore, male and female participants expressed different perceptions of the important key areas to their wellbeing. 40 participants completed a self-reported wellbeing questionnaire. Data analysis of the Children’s Worlds Wellbeing questionnaire found that there were no gender or year group differences in the levels of self-reported wellbeing. However, there was a significant difference between males and females in the levels of satisfaction with their local area, indicating that males are significantly more satisfied with where they live. The key areas elicited from the focus groups and the areas covered in the Children’s Worlds Wellbeing questionnaire were compared, finding that there were numerous overlaps between the two sources. However, there appeared to be significant gaps within the questionnaire which participants expressed were important to their wellbeing, suggesting that such tools may have limited validity with this sample. 8 participants participated in semi-structured interviews. Thematic analysis identified that overall, participants held positive perceptions of how their school staff support pupil wellbeing, regardless of their self-reported level of wellbeing. Additionally, participants expressed that their school staff provide support which spans across each of the four key areas identified as important to their wellbeing. Although participants acknowledge the valuable support which school staff currently provides, several areas where school staff may further improve provision to improve pupil wellbeing were identified. The implications of the study are considered for schools, educational psychologists and for future directions.

Purpose: This thesis aims to research how homophily affects followers/consumers’ attitudes towards Instagram fashion influencers. In particular, the purpose is to investigate if the perceived level of identification (evaluated according the homophily variables and types of identification) between followers/consumers and fashion influencers is one of the drivers behind followers/consumers’ engagement on Instagram. Additionally, consumption patterns on Instagram will be further investigated, paying special attention in determining if followers/consumers’ identification with fashion influencers have an impact on their purchase intention towards the fashion products the influencer endorses. Methodology: This thesis uses an abductive research approach, together with qualitative methods to fulfill its aim and answer the research questions. The empirical data were gathered through an in-depth interview which eight participants, sampled by purposive sampling ,answered. Subsequently, the interviews were transcribed, coded, and analysed using thematic analysis. The main limitations of the research are the facts that the participants live in the same area and are approximately the same age. Thusly, the transferability of the results mightbe complicated. Findings: The findings of the analysis point out that followers/consumers’ engage with fashion influencers at an interpersonal level, through realization of sharing similar interests and values. Participants have also shown a desire of becoming even more similar to their favourite influencers by altering the beliefs they have in common with them. From the perspective of the theory of Homophily-Heterophily, the engagement between followers and influencers is affected by both, value and status homophily. On the other hand, it has also been demonstrated that identification influences followers/consumers’ purchase intention towards the fashion products influencers endorse on Instagram. Contributions: This paper contributes to the academia by investigating followers/consumers’ purchase intention through the theories of Identification and Homophily-Heterophily. Additionally, the context of Instagram, as well as, the qualitative nature of this investigation are novelties on this field of study. Fashion companies and influencers can also benefit from the results of this research, since they would be able of creating better collaborations.

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This thesis explores the perspectives of people on psychogenic non-epileptic seizures (PNES). It is presented in three separate papers: a systematic literature review; an empirical research paper and a critical reflection of the research process as a whole. The systematic literature review aimed to provide a detailed understanding of stakeholder perspectives on PNES. A systematic search identified relevant studies that were subsequently synthesised using thematic analysis and the broader principles of narrative synthesis. Three broad themes relating to stakeholder perspectives were identified: the nature of PNES as a condition; diagnosis; and management and treatment issues. It was found that both patients and professionals experienced uncertainties in relation to understanding and managing the condition. This highlighted the need for further information and awareness of PNES and the development of clear treatment guidelines. Important differences in opinion were also identified between patients and professionals and consideration was given to how these may disrupt the development of effective partnerships in care. The research into patients' and families' perspectives was found to be lacking and further research was identified as being needed in this area. The empirical paper reports an exploratory qualitative study that aimed to provide an in-depth understanding of the perceived treatment needs of patients with PNES. Semi-structured interviews were conducted and findings were analysed inductively using the principles of thematic analysis. Four key themes were identified: return to normality; post-diagnostic limbo; uncertainty and apprehension about therapy; and need for validation. Patients with PNES described clear goals for their recovery and clear ideas about their treatment needs. However, following their diagnosis, many felt caught in 'limbo' due to uncertainties about their diagnosis and as a result of a lack of post-diagnostic support. Being in 'limbo' also linked to patients' uncertainties about psychology meeting their needs and for some there was apprehension about the potential negative consequences of therapy. The clinical implications of the research are discussed and recommendations for future research are made. The third paper is a critical reflection of the research process as a whole. It provides an overview and evaluation of the first two papers and personal reflections of the lead researcher are offered throughout. Implications for further research and clinical practice are offered and a summary of the research as a whole is offered.

There is an increasing population of students with ASD graduating from schools and entering adulthood. Post-school transition is particularly challenging for these young adults and they tend to exhibit unfavorable outcomes in various domains in life. The concept of self-determination has been identified to promote successful transition and adult outcomes. With its root stemming from Western ideologies, the conceptualizations and manifestations of self-determination have rarely been examined across cultures. The present study aims to examine the experiences of self-determination in young adults with ASD during their school-to-adulthood transition and directly compare their experiences across American and Chinese contexts. Individual interviews were conducted with 11 young adults with ASD in the United States and Hong Kong who exited high school within the past seven years. Results from thematic analysis revealed themes about participants’ experiences of self-determination in areas of autonomy, attainment of goals, psychological empowerment, and self-realization. Contextual factors in family, work, postsecondary education, community-based settings, and early school-age experiences were identified to influence participants’ development and expression of self-determination. Cross-cultural similarities and differences in self-determination among American and Chinese young adults with ASD were discussed in relation to various factors associated with their ecological systems. Implications of cultural-responsive understanding of self-determination for research and practice are discussed to promote better outcomes and quality of life in individuals with ASD transitioning from school to the adulthood.

Magister Psychologiae - MPsych / The purpose of this research was to ascertain how children in lowrisk, middle to upper income areas perceive violence and their experience of it. It explores their exposure to violence and how this may affect their view of the future in terms of their hopes and fears. The research was framed around Frantz Fanon's theory of violence and Urie Bronfenbrenner's Systems Theory. The aims of the research was to explore children's perceptions of violence and how this affects children's sense of wellbeing within the context of South Africa by: i) investigating how much children know and understand about the violence that is prevalent in the country, ii) discovering how this frames their perception of violence and finally iii) explore how this affects their sense of well-being. The participants of the study were 28 male and female grade 6 children, between the ages of 10 and 12 from a private school in the Cape Town metropole. There were three focus groups consisting of 8-11 children per group. This was a qualitative study. The data collection was interpreted through Thematic Analysis. The highest standards of ethical conduct and research practice were adhered to. / South Africa

Magister Artium (Psychology) - MA(Psych) / During Apartheid, South African education policies were largely based on a system of racial segregation, resulting in unequal educational opportunities between black and white students. Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students perceptions of the influence of social integration on academic performance. Tinto Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students academic performance. South African contextual factors such as socio-economic status and language were found to be a potential hindrance to good academic performance. The implications of these findings are discussed. / South Africa

Magister Psychologiae - MPsych / The following study aimed to explore the development of resilience within male youth, despite exposure to numerous factors traditionally classified as high-risk. The research focussed on the developmental process of six male youth who engaged in positive coping through actively seeking protection in a high-risk environment, in the form of a non government organization within their community. The study assumed that the active seeking of a protective environment by high-risk youth is an indication of resilience. A phenomenological approach was used to understand the processes that aided the development of resilience within the individuals, through semi-structured in-depth interview guides. Qualitative thematic analysis was utilized to attain and understand common themes. An ecosystemic approach was used in conceptualizing the findings of this research. Indications of resilient development within male youths, relating to systemic factors, which contributed to resilience were explored. The major findings of this research were congruent with past research, both in South Africa and internationally. Three primary themes of support, control, and security emerged from the analysis. The research findings indicated that individuals possessing an internal locus of control were able to cope with adversity and had hence developed resilience. The participants in this sample were confident in their abilities, possessed motivation and belief in success. Systemic factors that were elicited as important in the optimal development of resilience were belief in the youth’s ability, and faith in their capacity to achieve,as well as providing support and guidance to youth when needed. The research found that if youth were faced with factors understood as high-risk, and were able to overcome them, these risk factors served to further enhance resilience. This research offers researchers and community organizations further insight into effective intervention programs to promote optimal youth development in high-risk areas.

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy. The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study.  The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment. / <p>With a summary in English</p>