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A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts? / EMILY OWEN

Swansea University Author: EMILY OWEN

  • E-Thesis – open access under embargo until: 16th October 2024

DOI (Published version): 10.23889/SUthesis.58701

Abstract

Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, poverty, social marginalisation, criminal behaviour, and premature mortality. As such, implementing effective programmes to re-engage young people who are classified, or are...

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Published: Swansea 2021
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Knight, Camilla J. ; Hill, Denise M.
URI: https://cronfa.swan.ac.uk/Record/cronfa58701
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first_indexed 2021-11-18T12:15:43Z
last_indexed 2021-12-22T04:26:09Z
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spelling v2 58701 2021-11-18 A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts? f321301fcbda56b10344c4d54869e7d2 EMILY OWEN EMILY OWEN true false 2021-11-18 Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, poverty, social marginalisation, criminal behaviour, and premature mortality. As such, implementing effective programmes to re-engage young people who are classified, or are at risk of becoming classified, as NEET is of great importance to these individuals, family, and society more broadly. To this end, the aim of the current thesis was to conduct three realist evaluations to understand how and under which circumstances multi-component programmes may impact the engagement, behavioural, and psychosocial outcomes of disengaged students and young people who are not in education, employment, or training. Study 1 consisted of a realist evaluation of a six-month multi-component programme for year ten (aged 14-15 years) disengaged students across three schools. In Study 2, the findings and refined programme theories from Study 1 were subsequently tested through a 10-week multi-component programme with disengaged year eight (aged 12-13 years) students and evaluated over ten months. Informed by the findings from the first two studies, the final study comprised the development, implementation, and evaluation of a four-week multi-component programme utilising appreciative inquiry as a theoretical framework to re-engage young people (aged 17-23 years) who were outside of education, employment, and training. Overall, the findings from the three studies highlighted the potential benefits of utilising a multi-component programme to re-engage young people. Specifically, context-mechanism-outcome configurations and refined programme theories relating to the development of trust, positions of authority, the power of collective experience, exploration of possible life directions, active learning, deviant peer contagion, and the reinforcement and enactment of hegemonic masculine identities were developed. Collectively, the results provide a detailed and practical understanding of the architecture of programmes that can benefit disengaged young people and help advance the implementation of future programmes for working with disengaged populations. E-Thesis Swansea Realist evaluation, complexity, multi-component programmes, disengaged young people, disadvantage, strengths-based, appreciative inquiry, sport, outdoor adventure, professional athletes, one-to-one mentoring, work-based placements 18 11 2021 2021-11-18 10.23889/SUthesis.58701 COLLEGE NANME COLLEGE CODE Swansea University Knight, Camilla J. ; Hill, Denise M. Doctoral Ph.D KESS 2 (i.e., Knowledge Economy Skills Scholarship) 2023-10-16T09:50:05.1534965 2021-11-18T12:09:58.8902148 Faculty of Science and Engineering School of Engineering and Applied Sciences - Uncategorised EMILY OWEN 1 Under embargo Under embargo 2021-12-21T15:17:05.1566981 Output 3364114 application/pdf E-Thesis – open access true 2024-10-16T00:00:00.0000000 Copyright: The author, Emily C. Owen, 2021. true eng
title A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
spellingShingle A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
EMILY OWEN
title_short A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
title_full A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
title_fullStr A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
title_full_unstemmed A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
title_sort A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?
author_id_str_mv f321301fcbda56b10344c4d54869e7d2
author_id_fullname_str_mv f321301fcbda56b10344c4d54869e7d2_***_EMILY OWEN
author EMILY OWEN
author2 EMILY OWEN
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institution Swansea University
doi_str_mv 10.23889/SUthesis.58701
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Uncategorised{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Uncategorised
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description Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, poverty, social marginalisation, criminal behaviour, and premature mortality. As such, implementing effective programmes to re-engage young people who are classified, or are at risk of becoming classified, as NEET is of great importance to these individuals, family, and society more broadly. To this end, the aim of the current thesis was to conduct three realist evaluations to understand how and under which circumstances multi-component programmes may impact the engagement, behavioural, and psychosocial outcomes of disengaged students and young people who are not in education, employment, or training. Study 1 consisted of a realist evaluation of a six-month multi-component programme for year ten (aged 14-15 years) disengaged students across three schools. In Study 2, the findings and refined programme theories from Study 1 were subsequently tested through a 10-week multi-component programme with disengaged year eight (aged 12-13 years) students and evaluated over ten months. Informed by the findings from the first two studies, the final study comprised the development, implementation, and evaluation of a four-week multi-component programme utilising appreciative inquiry as a theoretical framework to re-engage young people (aged 17-23 years) who were outside of education, employment, and training. Overall, the findings from the three studies highlighted the potential benefits of utilising a multi-component programme to re-engage young people. Specifically, context-mechanism-outcome configurations and refined programme theories relating to the development of trust, positions of authority, the power of collective experience, exploration of possible life directions, active learning, deviant peer contagion, and the reinforcement and enactment of hegemonic masculine identities were developed. Collectively, the results provide a detailed and practical understanding of the architecture of programmes that can benefit disengaged young people and help advance the implementation of future programmes for working with disengaged populations.
published_date 2021-11-18T09:50:06Z
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score 11.012924

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