This work was carried out in the Kingstanding area of Birmingham, which might be described as a socially disadvantaged / economically deprived suburb of the city, the work is about mentoring in the context of 'at risk' youth.
This volume 1 comprises five papers, an Introductory Chapter, Papers One and Two which are the main papers in the Volume, a Concluding Chapter and an Appendix Chapter.
The Introductory Chapter provides an overview of the overall research enterprise, inclusive of factors influencing the choice of work undertaken and how the research project brief was negotiated with key research partners. Reference is also made to the organisation and general style of in which both of main papers are written. Presenting work within a genre appropriate for the intended target audience is part of the university criteria for Volume 1.
Paper One presents an 8000 word Critical Literature Review of the focus area of the research, namely, ‘engagement mentoring for marginalised youth’. The purpose of the Review was to inform the research design of the study that followed.
The primary research activity undertaken came to be conceptualised as ‘Development and Research’ (D & R) rather than ‘research per se’.
Paper Two presents the D & R project which involved two local children’s service providers devising and developing a community-based engagement mentoring project through Realistic Evaluation (Pawson and Tilley, 1997) for young children identified as ‘at-risk’ of offending behaviour. Work was carried out in the Kingstanding area of Birmingham, which might be described as a socially disadvantaged / economically deprived suburb of the city.
The Concluding Chapter suggests how engagement mentoring as an intervention might be further developed.
Finally, the Appendix Chapter provides a fuller methodological critique of the empirical study, inclusive of the context in which the research was undertaken.
Editor's comments - [ The above is the abstract from an original Ap.Ed.&ChildPsy.D. thesis; the final publication in the study for the author in pursuit of a doctorate; such works result in the author being awarded a PhD and the title of Dr. by an appropriately accedited University. PhD's are the culmination of a number of years work by the author supervised by two (normally PhD or MPhil qualified) academics and, with the addition of a further appropriately qualified academic (not normally from the same University) as part of a viva-voce examination team. Successful research work at PhD level is designed to add to the body of knowledge in the study area at some level.
An Ap.Ed.&ChildPsy.D. thesis thesis often forms the foundation for journal articles for the author and leads to further enquiry in the form of what is called post-doctoral research. These works are characterised by comprehensive literature reviews, sometimes traditional yet multiple (and often mixed) methods, interesting if not ground breaking discussions and always directional signs toward further research; they provide for undergraduates not only a model for the possibilities for further study but a gift in terms of references in any given subject areas.
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Reference : Pollitt, K. (2010). Exploring the value of engagement mentoring as a preventative strategy with at-risk youth. (Volume 1) Ap.Ed.&ChildPsy.D. thesis, Birmingham: University of Birmingham. Available at http://etheses.bham.ac.uk/1001/
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