Research indicates that large numbers of young people are underachieving in UK schools, and that school exclusion levels are unacceptably high. In addition, there are increased numbers of students unable to secure a place in mainstream schools. These unplaced and excluded young people are described by New Labour as `vulnerable', `disaffected' or at risk of disaffection (Social_Exclusion_Unit 1998b). The numbers of young people considered `disaffected' indicates a national problem and so, in response to this, there is a government led drive to `socially include' `excluded' young people and young people considered `at risk' of `exclusion'. This UK study examines the principles and practices of practitioners working with identified `at-risk' and `hard to reach' populations. This thesis seeks to unpack this complex situation of social `exclusion' and `inclusion' as it relates to education by asking; who are the `actors' in this expanding world of `social inclusion'? How can some practitioners `reach' and `include' so called `hard to reach' `disaffected' young people? This research explores socially inclusive practice. It aims to investigate whether a model of socially inclusive practice exists or can be established that could be used by educators, parents, human resource (HR) professionals and others concerned with client services in the helping professions. Social exclusion is one of the key concerns of the New Labour agenda. Inclusive education is perceived as central to promoting social inclusion (Social_Exclusion_Unit 1998b) and as a result there are a number of social inclusion projects operating throughout the UK. These projects generally offer provision for young people who, in the judgement of excluding mainstream practitioners, should be placed outside of their responsibility. These excluding practices reflect the values and ideal of the institution and how they perceive their own ability to respond to the total needs of the learner in their care. Excluded young people are typically referred to pupil referral units (PRU's), study centres or other education provision established to meet the statutory requirement of the education authority to maintain education provision. The practitioner is the focus of this investigation and preliminary issues associated with an investigation into social inclusion practice will be considered in an attempt to identify `what works' in opening up educational opportunities to an inclusive culture. This study then, examines the practice and rationale employed by staff at a project providing education otherwise than at school (EOTAS) to young people unplaced, excluded or at risk of exclusion from mainstream school by analysing empirical data collected over a 3-year period using qualitative instruments. Grounded Theory is the methodological approach used to elicit data and the findings provide valuable insights into inclusive education practices. In addition, a number of relevant and important issues are identified. The theoretical model that emerges is informed by the insights and issues that emerge in this, the first major UK study, into inclusive practice in education where the practitioner is the main focus of the study. This research puts forward a model of professional understanding for inclusive education and makes a contribution to the development of new approaches. The results offer clear indicators for a transferable framework of socially inclusive practice.

The age period of adolescence is significant for epidemiologic research because of the emergence of emotional and behavioral problems, which occur during this time. Many studies have shown that few of the adolescents identified as suffering significant psychological disturbance receive help from specialist mental health agencies. The recognition of this gap between identified need in the community and the utilisation of services underlies the pathways model proposed by Goldberg and Huxley (1980). Understanding the pathways by which the distressed person reaches specialist services may assist in the improvement of the quality of mental health care in the community. The studies of pathways have mainly focused on adult populations. However the dominant patterns of General Practitioner and Medical pathways found in these studies are inconsistent with those of adolescents. Their different level of social and emotional development affects both how they seek help and how their problems are perceived by significant others. This study examined the records of initial contact for adolescents aged 12 to 18 years, who were referred to three community based mental health clinics serving a regional health district of Brisbane, during the period of 1 June 1997 to 30 June, 1998. The results showed that the pathways by which adolescents reach mental health services were broader in scope than those of adults. Parent, Education Professionals and General Practitioners were the dominant pathways to service. The factors most commonly presented to mental health services at the initiation of help seeking were familial/life event problems and behavioral problems. A notable feature in the presentations was the alarming and disturbing quality of a substantial proportion of the identified problems. It is considered that the social impact of the problems is a strong precipitant in referral. The significant findings of the study are that the pathways vary by the age and sex of the adolescent, and that some presentation problems are more highly associated with particular pathways.

Thesis (Psy.D.)--Wheaton College, 2005. / Includes bibliographical references (l. 44-50).

Diss. Stockholm : Karolinska institutet, 2005.

Thesis (Psy.D.)--Wheaton College, 2005. / Includes bibliographical references (l. 44-50).

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 44-50).

Thesis (DScPT)--University of Alabama at Birmingham, 2007. / Title from first page of PDF file (viewed on June 23, 2009). Includes bibliographical references (p. 33-37).

Thesis (M.S.)--University of Michigan, 2003. / Includes bibliographical references.

Thesis (Ph.D.)--University of Alabama at Birmingham, 2008. / Title from PDF title page (viewed on Sept. 17, 2009). Includes bibliographical references (p. 139-148).

Thesis advisor: Elizabeth Altmaier, Daniel Tranel. Includes bibliographic references (p. 142-155).