The therapeutic use of stories and storytelling has been studied in western countries for decades. Throughout the last ten years, Chinese researchers and practitioners also have devoted attention to using therapeutic storytelling in psychosocial counselling. However, there is still a dearth of research on using this therapeutic technique with primary school students. This study aims to address this research gap by exploring Chinese primary school psychological counsellors’ understanding and experience of using stories and storytelling therapeutically. In addition, this study seeks to develop an in-depth understanding of how culturally adapted therapeutic stories can be used in Chinese primary school psychological counsellors’ practice. Twelve psychological counsellors serving primary school students were recruited as participants. I created four therapeutic stories and delivered an online presentation to each participant to introduce the basic concept of therapeutic story along with the stories devised by me. The participants were expected to use the stories in their practice, and eight of them actually did so. The participants attended a semi-structured individual interview to reflect on their experience (if any) and express their understanding of implementing therapeutic storytelling. By applying a constructivist grounded theory method of analysis, three core categories emerged. First, the participants found that therapeutic storytelling facilitated the establishment of an effective therapeutic relationship. Second, the participants believed that therapeutic storytelling is compatible with a wide range of therapeutic approaches and preferred to use it as an auxiliary therapeutic technique. Third, the participants thought that taking part in this study promoted their professional development. This study conceptualises how therapeutic storytelling contributes to establishing an effective therapeutic relationship, and proposes a spectrum of therapist directiveness when implementing therapeutic storytelling to integrate the various approaches to using this technique. Based on the analysis of data, this study offers a set of possibly useful guidelines for using therapeutic storytelling in Chinese school settings.

Upward communication of employee voice concerning suggestions and ideas is essential for success and learning within contemporary organisations. Research has identified that implicit responses by employees stifle voice, including pro-organisational change ideas, resulting in the loss of valuable organisational knowledge. The post-2008 Irish recession created an unprecedented period of change in the Irish higher education system. A document commonly known as the “Hunt Report” was introduced as the blueprint for proposed policy changes. This and subsequent policy documents in 2011/12 proposed substantial reform, requesting lecturers in Irish Institutes of Technology (IOTs) to engage in dialogue within their institutions and suggest how to consolidate the sector in a time-bound manner. This thesis examines the extent to which the self-censorship of pro-organisational voice by IOT lecturers is a consequence of current lived experiences and context. This small-scale exploratory qualitative study interviewed eight lecturers in IOTs during the consultation phase utilising a semi-structured interview process. Data was analysed utilising a thematic analysis approach. It employed implicit voice theories (IVTs) as a conceptual framework and a time and context sensitive lens of enquiry designed to enhance understanding. Lecturers reported cautiousness and silence due to underlying perceptions of negative consequences relating to voicing. This outcome is broadly predicted by IVT, yet notably an anomaly concerning voice pertaining to student welfare is highlighted. Lecturer discourse emphasises a deficiency in trust between themselves and management in addition to reporting feelings of despondency, fear and distance from the change process. Findings reflect challenges for organisational learning, change transition and development in the IOT sector and recommend the reinforcement of mutual trust-building initiatives amongst lecturers and management. These research findings contribute contemporary insights and understanding concerning latent voice and silence in Irish IOT settings and provide enhanced knowledge and awareness to those wishing to bring about practitioner-informed change.

People who have been diagnosed with dementia typically experience a progressive deterioration in cognitive function, memory, comprehension and language abilities. There is a substantial and established field of medical research which focuses on the language disorders associated with various types of dementia (Coltheart et al., 2010; Forbes et al., 2004; Glosser et al., 2002; Lambert et al., 2007; Rousseaux et al., 2010). However, this field of research tends to focus on language and literacy loss and deficits, and give little consideration to how people with dementia socially interact and the sociocultural contexts of their lives. This research project draws on perspectives from the New Literacy Studies that literacy is socially embedded in the practices of people’s everyday lives and understanding of knowledge and identity (Street, 2001), and explores how people with early stage dementia engage in everyday literacy practices (Barton & Hamilton, 1998, 2012). Using a life history approach, this study focuses on two older people in the United Kingdom who have been diagnosed with early stage dementia. Data was collected using a series of semi-structured interviews with the research participants with dementia, along with members of their families who have an integral role in their day to day lives. The interviews have produced autobiographical accounts which review engagement in a range of literacy practices throughout their lives and also explores more recent changes to engagement in literacy practices since dementia has become part of their lives. The personal narratives have also provided a way for dementia to be explored using a social lens which contextualises the lived experience of dementia for families; provides a way for self-identities to be preserved and gives a voice to people with dementia who can often feel they are “silenced” (Ward, Campbell & Keady, 2014, p.64); have an “excluded voice” (Wilkinson, 2002, p.9); or they are “invisible” (MacRae, 2011, p.446).

This thesis aims to contribute to our understanding of the current position of creativity in British schools and the impact of policy. The research develops this discussion by providing fresh insight into head teachers' attitudes towards creativity, an area that has received little attention to date. The premise for this thesis is that there remains a lack of critical focus, not only on the definition of creativity, but also on the purpose of education itself. Arguably, progress in the discipline of education is currently restricted by a lack of attention to educational values, the philosophical underpinnings of the educational institution, and to those aspects of schooling that cannot easily be assessed. In assessing these issues, previous research is explored and semi-structured interviews utilised to search for continuity and discontinuity in the participants’ responses. The thesis does not seek to create generalizations; rather to build understanding. One finding is that creativity continues to sit more comfortably amidst traditional ‘creative’ disciplines like the arts. Another is that, while head teachers were aware of the need to create appropriate conditions for creative growth, they considered it a complement to academic processes such as critical reasoning and subject knowledge. It was not statutory or policy guidance, but their own personal creativity and vision for the future that helped them cope with the challenges posed by the wider political and educational environment and which prompted them in turn to look for better ways to nurture creativity in their pupils. Here, creativity is found to be more multi-faceted than anticipated, with two different forms of creativity co-existing and aimed at fulfilling the needs of pupils with different abilities. In this sense, this thesis subsequently argues that there is a risk creativity could, in fact, increase inequalities by widening the disparity in educational results, rather than fulfilling the democratic ideal.

This study aimed to elicit the views of young people with dyslexia on their time attending a special reading school in Ireland. Although the majority of children with dyslexia attend mainstream schools, there are also four reading schools which children attend for two years before returning to a mainstream setting. The purpose of the research was to listen to children’s voices with a view to using this voice to impact practice in schools. While “student voice” has gained momentum in qualitative research, there is still a dearth of studies regarding children’s perspectives in the Irish context. Focus groups were used to obtain data and some of the topics explored included the young people’s understanding of dyslexia, the extent to which they felt included in the school, socio emotional factors and what the young people deemed to be effective learning strategies. An interpretivist approach was adopted and Braun and Clarke’s model was used to analyse the data. Five clear themes emerged as a result and these included the themes of (a) Difference, (b) Inclusive Pedagogy, (c) Socio-emotional issues, (d) A Sense of Space and (e) The Role of Staff. While it was clear that the children were satisfied with the special school, their corresponding levels of dissatisfaction with mainstream schools was also evident. This presents a significant challenge to mainstream teachers and teacher educators to reflect on current practices. It is argued throughout the thesis that this reflection has the potential to inform action, ultimately benefitting all children, including those with dyslexia.

Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.

This thesis explores how English language provision is connected to the community in a super-diverse ward in Sheffield, Northern England. The research was planned and developed in collaboration with English language students in response to cuts to adult community education. The study examines the importance of dynamic local networks which linked English language classes to service provision and engagement with local campaigns and activities. In a period of cuts to public services the study focused on community education in Burngreave. The legacy of radical community development work could be seen in key structures in the area which derived strength from organising and campaigning. The research was conducted in three stages, firstly 325 questionnaire interviews were conducted in 35 classes, between November 2012 and February 2013, generating baseline data about the student population and the English language classes. A consideration in the use of a questionnaire was the diversity and dynamic environment being investigated. The data collection involved considerable teamwork, multilingual peer support and collaboration from community members. Graphs, charts and network diagrams were used to analyse quantitative research data. These visual tools enabled data driven dialogue amongst participants from super-diverse language backgrounds. Collaborative analysis of the data with groups of students, teachers and providers informed the next stage of the research process. This study challenges the view that community education is peripheral. It is significant that over 85% of participants in the study are women. The thesis explores the roles of super-connectors through a series of conversational interviews conducted in June and July 2014 and considers how networks developed in relation to the English language classes across the area. The study identifies the importance of local concerns and community knowledge to develop and sustain appropriate connectors in local networks; these include the local community newspaper, the Adult Learning Guide and other super- connectors. The study also considers external links which connect the provision to city-wide and national sources of funding and support.

The International Baccalaureate Middle Years Programme (IB MYP) is a curriculum framework for students aged 11 – 16 that ‘aims to develop active young learners who are internationally-minded’. It is popular in international schools around the world and is currently used in 1,356 schools in 108 countries, more than half of which describe themselves as international schools. The ‘global’ is ever present in MYP policy and curriculum documents, and discourses around global citizenship feature strongly, yet only one IB publication directly addresses global citizenship education. This study explores global citizenship education in MYP policy and curriculum documents. It provides critical reflection on concepts of global citizenship evident in the programme’s main framework policy document for the MYP, an IB position paper on global citizenship, and two case study unit plans. Critical Discourse Analysis (CDA) is used to examine language structures around global citizenship, investigating configurations of global citizenship constituted within Western, neoliberal-oriented concepts associated with globalisation. Four key findings emerged from the analysis: first, that ‘international education’ may be understood as a platitude for private education; second, the programme has evolved into a curriculum framework that can be used in any kind of school setting globally in which the school can afford to pay the IB’s fees. Third, the programme blends the language of progressive education with the language of neoliberal globalisation in its promotion of global citizenship education. Finally, the study concludes that the IB, by subtly fusing the language of Western oriented neoliberalism with that of global citizenship, orientates its focus towards growth in numbers of schools using the programme, attracting ever greater numbers of customers and expanding its influence.

Following the current Prime Minister Theresa May’s January 2017 announcement, that mental health support should be delivered in ‘classrooms’ and the 2015 Department for Health and National Health Service England paper ‘Future in Mind’, which sets out the government’s strategic plan to improve Children’s Mental Health, the message from policy and politicians is clear that school staff need to respond to the mental health needs of Children and Young People (CYP). There has been some recognition that the established Child and Adolescent Mental Health Services (CAMHS) services cannot respond to rising need. However school staff have to endure: “constant professional challenges….in trying to make sense of competing legislation and policy pressures, while straining to maintain their own passion and purpose.” Corcoran and Finney 2015 In the face of these professional challenges and cuts to education, school staff are concerned that they do not have the capacity or the skills to meet the demand for mental health support (Kidger et al, 2010). Educational Psychology is a small but thriving profession, that has sought to define its purpose since its creation (Fallon et al, 2010), but is primarily concerned with supporting children, young people and families to realise their learning potential and increase their well-being. The training, that Educational Psychologists receive, gives them the ability to support staff to deliver effective well-being interventions and to provide direct therapeutic or systemic work with schools and families. In addition to this, Educational Psychologists are familiar with school systems, routines and educational terminology. This research investigates the title question through the gathering of interview data from representatives of CAMHS, EPS (Educational Psychology Services) and school. Research questions that formed the basis of semi-structured interview schedule were: • What affects the mental health of CYP? • What is effective support for CYP’s mental health needs? • What are the barriers to effective joint work? • What are the facilitators of effective joint work between school, CAMHS and EPS? • What implications do examples of effective practice in joint work have for EPs? Analysis of the data was performed using Thematic Analysis, as described by Braun and Clarke (2006). Data was sought from representatives of three different stakeholder groups, who were working together as part of the jointly launched NHS England and Department for Education; Mental Health Services and Schools Link Project. The data gathered and the themes identified reflect the many influences and systems which shape mental health in young people and the response to mental health needs e.g. pressure to achieve in school, social media, knowledge of mental health, access to support services and resources, to name only a few. Three main themes were identified, the first titled ‘Joint Working’, identifies common facilitators of joint work and barriers to joint work, as well as areas the participants identified as areas for development. The second theme; ‘Mental Health in Schools’, highlighted stressors and supporters of Children and Young People’s (CYP) Mental Health. The third theme; ‘Educational Psychologist’s (EPs) Role in Supporting Mental Health’, considers the role of EP and looks at both the functions of the role and others’ understanding of it. The data from this research would suggest that issues of language, understanding of one another’s roles and professional boundaries (Salmon, 2004) can be overcome through joint work and consultation. There were even instances, within the data, that suggested that the joint work increased school staffs’ capacity to respond to CYP’s mental health difficulties. Referrals to specialist services were improved when school staff were given the opportunity to discuss cases with specialists. The act of joint work appeared to remove the barriers to effective joint working. The new concepts and understandings that developed supported effective working between professionals and shared ‘goals’ for action emerged.

The thesis is an examination of the changing relationship between the academic library and university research. Advances in information technology, shifts in the modes of knowledge production and changes in research practice have affected all points of the research lifecycle. The implications for library practice are far-reaching. Informed by a review of the literature on the drivers of open access, digital scholarship and the knowledge economy, a web-based Delphi study was designed, conducted and analysed to identify the factors likely to have most impact on library practice. Thirty-five expert participants, all employed in roles such as library directors within universities, were asked to consider current and future scenarios for the development of the academic library, its identity and its shape and direction. In particular, the Delphi study investigated the overlapping areas of open access policy, research data management, organisational capacity, scholarly communication and peer review, and library leadership and workforce development. The findings of the research highlighted, firstly, the complexity of the policies and strategies associated with open access, secondly, their likely profound impact on the concept and character of the academic library, and, thirdly, the extent to which university and library leaders have yet to fully appreciate the potency and urgency of digital scholarship. The argument of the thesis is that academic libraries need to embrace transformative change and cultural shift across the entire research lifecycle, rather than simply responding with local, iterative change. In drawing on the expert understandings and reflections of key players, a conceptual framework is developed, to raise awareness of emerging issues and serve as a guide to future action.