There is evidence to indicate that early adversity has long-lasting impact on child development and later educational outcomes. Many studies show significant correlations between early neglect and later social, emotional and behavioural difficulties, which negatively affect school inclusion and achievement. Six children known to have experienced neglect in the first two years of life comprised the research sample, with whom a range of assessments was undertaken, including heart-rate variability, assessment of attachment style, cognitive skills, neuropsychological skills and achievement. Their teachers and carers completed the Strengths and Difficulties Questionnaire, and questionnaires relating to adaptive behaviour and communication skills. Assessment data were harnessed within an action research framework, to inform intervention plans to support progress in school for two of the children, and outcomes reviewed with school staff and carers. Results highlighted both the homogeneity of the research sample and shared characteristics, and the value of a dynamic biopsychosocial model of development in accounting for the individual children’s developmental trajectories. Relational-Developmental Systems metatheory, an extension of dynamic systems theory formed the integrating conceptual framework within which results are interpreted, with emphasis on the complex, recursive, multi-level, co-actional influences between children’s attributes, capabilities and historical identity, and the social contexts which children inhabit.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:742680 |
| Date | January 2018 |
| Creators | Carroll, Bridget |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8182/ |
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