Adolescent Violence Towards Parents in New South Wales: The Challenges and Perspectives of Secondary Education Professionals
Year: 2013
Type: dissertation
Abstract: Adolescent violence towards parents (AVTP) has received limited attention in research and practice. Despite some empirical and anecdotal evidence suggesting that the school environment is rich in potential to support affected families, no prior studies have examined the perspectives of professionals in the education sector. This thesis explores the perspectives of six education professionals in New South Wales (NSW) with emphasis on challenges and recommendations associated with supporting affected families. Utilising a phenomenological theoretical framework guided by a social constructionist epistemology, semi-structured interviews were conducted with one counsellor, two teachers, one psychologist and two support workers employed across two independent secondary schools for youth with behavioural problems in NSW. Interviews were analysed using Interpretative Phenomenological Analysis, allowing key themes to emerge from the data. Results indicated that all six participants had encountered AVTP and the majority believed that education professionals have an important responsibility to support affected families. Participants’ recommendations included: improving access to resources and professional development in schools; the implementation of holistic approaches to providing support; and the establishment of relationships between education professionals and trained service providers who can offer specialised assistance to families. The results highlighted a need for further empirical exploration of the issue in both mainstream and independent schools. Awareness-raising initiatives and training specifically focused on AVTP in schools is also recommended. With consideration of previous AVTP literature, this thesis discusses all of the current findings with emphasis on the implications for future research, policy and practice. The value of employing a social constructionist framework to examine education professionals’ perspectives is also highlighted by these findings.
Author: Ashleigh Louise Haw
Language: English
Subfield: Health
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W250621292