Thesis title: The Prevalence of Adverse Childhood Experiences in a University-Student Population: Associations with Education and Social Service Contact
Supervisors: Dr Trevor Spratt (School of Sociology, Social Policy and Social Work) and Dr Emma Larkin (School of Education).
Background/qualifications
My professional background is in Retail Management and Customer Services (UK and Ireland), with ten years in the US as an International Consultant on Domestic Terrorism (I was a nanny; my boss had a perverse sense of humour). An interest in what makes people ‘tick’ led to a BSc (Hons) in Psychology. The recognition that children tick very differently to adults led to a PGDip in Early Childhood Studies, which has evolved into an interest in how to support those who are generally considered to tick irregularly. Even a broken clock is right, twice a day.
Brief description of current work
To belabour the ‘time piece’ analogy, the current study looks at students who display a self-winding mechanism. While stressful or traumatic childhood experiences are recognised as risk factors for health and social disadvantage in later life, the associations between multiple adversities in childhood and educational outcomes are under-investigated, particularly with regards to academic resilience. The research in this area has, to date, concentrated on the issue of low-attainment in ‘at-risk’ pupils. Using Bronfenbrenner’s bio ecological model, this research hopes to explore the manner in which academically-resilient children understand their adverse environments and access their resources. The prevalence of childhood adversity in first-year undergraduates was established by conducting an online survey, with Biographical Narrative interviews providing the ‘lived experience’ as illustration. This research will inform policy and practice by addressing the impact of multiple adversities in childhood in relation to education, health and social service provision, both at the individual and community level.