ABSTRACT

The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate self-reflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14–18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.

摘要

有照护经历的青少年的心理健康困难和教育轨迹是一个普遍的国际问题。本文探讨了数字技术如何促进具有护理经验的青少年的自我反思对话和非正式教育机会。在与青少年（n = 10，六男四女，M 年龄 = 15.3 岁，年龄范围：14-18 岁）和照顾者（n = 35，年龄和性别未寻找）合作的民族志项目期间创建的视频博客摘录对四个英国住宅进行了专题分析。构建了三个主要主题：日常身份的丰富性；护理身份的复杂性；并重新协商叙事创伤. 主题说明了参与混合干预（具有数字和面对面元素）如何为值得信赖的成年人创造机会，以支持有护理经验的青少年的心理健康、身份和教育需求。论文最后批判性地讨论了对与该小组一起工作的人的教育意义。