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dc.contributor.authorSimpson, Frances
dc.contributor.authorHaughton, Melanie
dc.contributor.authorVan Gordon, William
dc.date.accessioned2021-06-15T09:30:04Z
dc.date.available2021-06-15T09:30:04Z
dc.date.issued2021-03-08
dc.identifier.citationSimpson, F., Haughton, M. and Van Gordon, W., (2021). 'An Identity Process Theory Account of the Impact of Boarding School on Sense of Self and Mental Health: an Interpretative Phenomenological Analysis'. International Journal of Mental Health and Addiction, pp. 1-18.en_US
dc.identifier.issn1557-1874
dc.identifier.doi10.1007/s11469-021-00503-4
dc.identifier.urihttp://hdl.handle.net/10545/625824
dc.description.abstractBoarding schools exist to provide education for children, but this involves the child leaving the family home and residing in an educational institution. Identity Process Theory suggests that such a change in circumstances can threaten the child’s identity, which triggers coping strategies and impacts on the individual’s self-concept during both childhood and adulthood. This study undertook an Interpretative Phenomenological Analysis of semi-structured interviews conducted with five adults who boarded as children. The focus was on exploring participants’ beliefs in terms of how the boarding experience affected their sense of self. Emerging themes relate to the (i) coping strategies used by participants during childhood, such as amnesia, compartmentalising, compliance and acceptance, and (ii) long-term effects of boarding on identity, self-concept and intimate relationships. Findings also highlight the interplay of factors such as privilege and social class, which were reported as motives for participants’ parents choosing boarding for their children. The study raises important questions about the long-term health impacts of sending children away to board.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media LLCen_US
dc.relation.urlhttps://link.springer.com/article/10.1007/s11469-021-00503-4en_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectBoarding Schoolen_US
dc.subjectMental Healthen_US
dc.subjectIdentityen_US
dc.titleAn Identity Process Theory Account of the Impact of Boarding School on Sense of Self and Mental Health: an Interpretative Phenomenological Analysisen_US
dc.typeArticleen_US
dc.identifier.eissn1557-1882
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalInternational Journal of Mental Health and Addictionen_US
dc.identifier.pii503
dc.source.journaltitleInternational Journal of Mental Health and Addiction
dcterms.dateAccepted2021-02-18
dc.author.detail785707en_US


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Except where otherwise noted, this item's license is described as CC0 1.0 Universal