One-to-One Support: A Phenomenological Study on Teaching Staff and University Students on the Psychological Implications of Receiving One-to-One Support in the Primary School Classroom.
Cardiff Metropolitan University
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The aim of this study is to explore the psychological implications that receiving one-to-one support in the primary school classroom can have on a child. University Students (n=4) whom have received one-to-one support when younger will be interviewed as well as teaching staff (n=9) in a Welsh medium primary school in North Wales. Interpretative Phenomenological Analysis as well as Thematic Analysis will be used to analyse the interviews in order to gain a qualitative understanding of the views, experiences and opinions of all the participants. Findings revealed that the initial onset of receiving one-to-one support cause distress, anxiety and negative feelings and thoughts for the children, despite the Teaching Staff claiming that they do their best to ensure that this does not happen. Furthermore, it can be seen in the results that the future onset seems much better for the University Students as they report wanting gratitude for the support they received. They feel it has helped them through their higher education experience and allowed them to become much more confident within themselves, and it has significantly heightened their self-esteem and self-efficacy. The findings from the interviews will be reported on a master table of themes gathered from both set of data.
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