All our children. A pragmatic case study exploring the impact of a significant other, place or thing on young people’s development using the Capability Approach and the Person, Process, Context and Time Model.

Abstract

Context of the thesis

The purpose of the research was to examine the factors that impact on a young person’s holistic development.

Problem

Disadvantage permeates many parts of society: resources are finite, young people’s needs are complex and many remain unmet. There is little cohesive policy planning for young people that assesses their needs effectively. Without this, young people are being left behind and unable to fulfil their capabilities and subsequent functionings. Furthermore, young people that are permanently excluded from school are some of the most marginalised.

Research design

A pragmatic approach was coupled with nested case study methodology. Evidence was collected to enable a comprehensive understanding of the context and systems that young people exist within. Interview data was gathered from the field over a three-month period. Central to the study is a young person’s interview, Alex, who shares his story of permanent exclusion, reflecting on who has made a difference in his life and how. Fourteen further interviews were conducted with those involved in education at all levels; senior leaders, teachers and pastoral staff, and staff that worked with the young person. Behaviour policies and Ofsted reports formed part of the evidence collection. Sen’s capability approach and Bronfenbrenner and Morris’s person- process-context-time models were used as a framework for analysis.

Findings

1. Sen’s Capability Approach and Bronfenbrenner and Morris’s Person, Proximal Process, Context and Time model have similarities and differences that when merged create depth and add rigour to better understand holistic development.
2. The findings indicate that young people’s capability and functionings are an outcome of personal, social and environmental micro and macro conversion and proximal processes.
3. Forgiveness, curiosity and love are values and behaviours that enhance young people’s development; justice, moral imperative and ‘giving a damn’ can support powerful reasoning in driving the young people’s agenda forward.
4. Assessment of need and measuring impact of interventions are fundamental to establishing a Young Person-Centred Framework and tackling inequity.

Conclusions

Practical application of philosophical models can be problematic through misinterpretation and misrepresentation. A fear of getting it wrong can prevent action altogether. If research highlights something that may provide a solution to how a problem is viewed, and subsequently solved, then courage is required to follow this through. This thesis utilises two seminal theories and creates a tool that can be applied, tested, and explored to support development in health, social and education settings.

Date of Award	23 May 2024
Original language	English
Awarding Institution	Northumbria University
Supervisor	Sean McCusker (Supervisor)