Exploring children’s resettlement from custody to community and the educational psychologists contribution

Abstract

This thesis explores the perspectives, processes, and practices at the centre of children’s resettlement from custody to the community, and how Educational Psychologists (EPs) currently, or could contribute. It contains four chapters: a systematic literature review (SLR), a bridging chapter containing an ethical and methodological critique, an empirical project, and a reflection on the personal and professional implications of conducting the research. Chapter 1: What are young offenders lived experiences and perceptions of resettlement from custody to community? This SLR explores young offenders’ (YOs’) lived experiences and perceptions of the resettlement process transitioning from custody to the community. I adopt a metaethnographic approach to synthesising six, selected papers. The six studies included were conducted in England and Wales, to reflect the youth justice system context relevant to this. Through the translation and synthesis of themes, four third-order constructs were identified, which represent a new interpretation of the findings. Third order constructs indicated complex (often contradictory) beliefs about desistance, frequently influenced by external factors. The review also highlighted the social needs of YOs, including the mixed experiences of autonomy, a need for belonging and shared experience, and a lack of social capital. Relationships with professionals were also identified and consisted of varying degrees of emotional support, whilst practical support was commonplace. Finally, the ongoing resettlement needs of YOs were identified, informed by mixed experiences of coordinated care and a sense of purpose post-release. This construct highlighted the importance of meaningful, timely and collaborative pre-release planning. I conclude by highlighting the complexity of constructs and themes and propose viewing them within an eco-systemic framework. Chapter 2: Bridging chapter: An ethical and methodological critique This chapter bridges between the SLR and empirical project in chapter 3, providing an ethical and methodological critique of the research process. I begin by reflecting on my professional biography and how this influenced my axiology and the direction of the research. I outline my philosophical orientation and developing critical constructivist philosophical stance. I subsequently justify maintaining a qualitative methodology and propose methodological coherence in my choice of method and data analysis. Finally, I explore researcher positionality, reflexivity, the ethics process, and pertinent ethical considerations surrounding collaboration and participation and power in research. 4 Chapter 3: Supporting the Resettlement of Children from Custody to Community: A Group Exploration of Process, Practice, and Educational Psychologists’ Contribution The purpose of this research was to explore the experiences and perceptions of youth justice (YJ) professionals who support the resettlement of children from custody to community, and to consider how Educational Psychologists (EPs) can support in this sparsely researched area. Using an interpretive, qualitative methodology, three focus groups were held with eleven professionals working at a local youth offending team (YOT). The data was analysed using a combined critical and reflexive approach to thematic analysis (TA). Findings highlight five themes, including: Working within a risk-focused system, challenges of shifting dominant narratives, resource constraints hinder transitions, impact of role demands on wellbeing, and opportunities for connection. The chapter concludes by discussing implications for YJ practitioners and EPs. Chapter 4: A personal and professional reflection This chapter is a personal and professional reflection of the research journey that explores the implications of conducting this research. I begin by discussing how navigating uncertainty and aligning with a critical constructivist (CC) philosophical orientation was a turning point in this research. Relevant to this position, I reflect on language, discourse, and research as a form of resistance, highlighting the impact and influence on my practice as a TEP and future EP.