Exploring the usefulness of narrative approaches in educational psychology practice when working with young people who have offended

摘要: This small-scale, narrative study explores two concepts that aid understanding of the school experiences young people who have offended. The first focuses on concept borders between multiple worlds six in this live within and (Phelan, Locke-Davidson & Cao-Yu, 1993). is combined with complementarity Illeris’ (2007) learning dimensions (content, incentive interaction) order to explore co-constructions these offended, strength their self-identities relation across time context. draws Hiles Cermak’s (2007a) Narrative Oriented Inquiry methodology employs a three-step analysis interview transcripts carry out categorical content form data. were common unique stories interviewed, enabled development typology resources, including an Instability Narrative, Incompatibility Reformation Narrative. A renders orderly what initially seems chaotic (Frank, 2013) can demonstrate how are create, strengthen weaken identities by utilising available resources. provides alternative method actively choose, or not, adopt canonical, institutional narratives education youth justice systems they part process doing so learning. implications discussed terms Educational Psychologists might support professionals working offended developing active approach listening complex, eco-systemic threads running through tell experiences, facilitate strengthened identity engagement