Dr Lata Ramoutar
Department: School of Education
Discipline: Psychology
Research Centre/Unit: SEND
Project Summary
The title of my doctoral thesis was 'Exploring Special Guardianship. Experiences of School Belonging from the Perspective of the Young People, Guardians and Designated Teachers: A Bioecological Perspective'
The aim was to develop understanding of the educational experiences of young people living in special guardianship from their perspective, their guardian’s and the designated teacher, with a focus on a bioecological view of school belonging. Using Bronfenbrenner’s bioecological framework, the research questions are: How do young people living in special guardianship understand and experience school belonging? How do guardians understand and experience school belonging? How do designated teachers understand and experience the school belonging of children living in special guardianship?
In answering these questions, the research seeks to illuminate the views and amplify the voice of this group of children and their families by raising awareness of them and of the role schools play in their lives. It will enable others to understand and meet their needs by offering insight into how to improve their school belonging in order to promote more positive outcomes.
Supervisory Team
Professor Brahm Norwich and Dr Hannah Anglin-Jaffe
Wider Research Interests
On the Doctorate in Educational, Child and Community Psychology I lead and teach the Equality, Diversity and Inclusion module. I introduce personal construct psychology and related assessment techniques. I am developing my research supervision skills by co supervising the Year 2 and Year 3 trainees research.
Authored Publications/Reports
Hampton, L., & Ramoutar, L. (2021). An Exploration of the Use of Low-Level Behaviour Management Systems in Secondary Schools: Using Student Views, Psychology and Social Justice to Guide Educational Psychology. Educational & Child Psychology, 38(2), 82-94
Hampton, L., Ramoutar, L., Muntzer, M. & Battistini, O. (2019). Investigating the Use of Video Enhanced Reflective Practice (VERP) alongside the Engagement Profile and Scale in a School for Children with Complex Needs. Educational & Child Psychology, 36(1), 89-100
Cullen, K. & Ramoutar, L. (2003) Building fresh perceptions of a class: turning 'horrors into lovelies'. Educational and Child Psychology, 20(4), 116-130
Ramoutar, L. (2001) Continuing Professional Development - expanding the horizons. DECP Debate, 97
