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Understanding multiple and multi-dimensional transitions of young adults with life-limiting conditions and significant others


   School of Education and Social Work

  ,  Thursday, June 30, 2022  Self-Funded PhD Students Only

About the Project

Change in health can trigger non-normative life transitions that can lead to multiple transitions for individuals and significant others. These multiple transitions can be due to changes in identity, relationships, beliefs and values which require on doing substantial psycho-social, educational and cultural adaptation (Jindal-Snape et al., 2019; Johnston et al., 2016). For young adults, who have survived childhood health conditions, the life transitions would include their clinical trajectory and lack of experience amongst health professionals of their (paediatric) health conditions, developmental trajectory from adolescence to adulthood, educational pathways, changes in identity, and changes in the nature of relationships (Jindal-Snape et al., 2019; Johnston et al., 2016). Based on our previous study, this doctoral project will address the gaps we identified and consider the state-of-the-art research in this area since the publication of our study.

1) What multiple and multi-dimensional transitions are young adults experiencing due to their life-limiting health conditions, and educational and developmental stage?

(2) What multiple and multi-dimensional transitions are significant others experiencing due to the life-limiting health conditions, and educational and developmental stage of the young adults?

Using a longitudinal design, this study will collect data from young adults with life-limiting conditions in the UK, and their nominated family members, peers and professionals. This research will use participant-preferred data collection methods. An important aspect of this study will be innovations in methodology for undertaking research with these young adults and significant others. Similarly, consideration of ethics and innovations in obtaining and ensuring ongoing informed consent will be crucial aspects of this study.

For informal enquiries about the project, contact Professor Divya Jindal-Snape ()

For general enquiries about the University of Dundee, contact

Our research community thrives on the diversity of students and staff which helps to make the University of Dundee a UK university of choice for postgraduate research. We welcome applications from all talented individuals and are committed to widening access to those who have the ability and potential to benefit from higher education.

QUALIFICATIONS

Applicants must have obtained, or expect to obtain, a first or 2.1 UK honours degree, or equivalent for degrees obtained outside the UK in a relevant discipline.

English language requirement: IELTS (Academic) score must be at least 6.5 (with not less than 5.5 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s English language requirements are available online: http://www.dundee.ac.uk/guides/english-language-requirements.

APPLICATION PROCESS

Step 1: Email Professor Divya Jindal-Snape () to (1) send a copy of your CV and (2) discuss your potential application and any practicalities (e.g. suitable start date).

Step 2: After discussion with Professor Jindal-Snape, formal applications can be made via our direct application system. When applying, please follow the instructions below:

Apply for the Doctor of Philosophy (PhD) degree in Education: ESWCE : Study : University of Dundee

Please select the study mode (full-time/part-time) and start date agreed with the lead supervisor.

In the Research Proposal section, please:

-       Enter the lead supervisor’s name in the ‘proposed supervisor’ box

-       Enter the project title listed at the top of this page in the ‘proposed project title’ box

In the ‘personal statement’ section, please outline your suitability for the project selected.


Funding Notes

There is no funding attached to this project. The successful applicant will be expected to provide the funding for tuition fees and living expenses, via external sponsorship or self-funding.

References

Jindal-Snape, D., Johnston, B., Pringle, J., Kelly, T., Scott, R., Gold, L., & Dempsey, R. (2019). Multiple and Multidimensional life transitions in the context of life-limiting health conditions: Longitudinal study focussing on perspectives of Young Adults, Families and Professionals. BMC Palliative Care, 18, 1-12. [30]. https://doi.org/10.1186/s12904-019-0414-9

Johnston, B., Jindal-Snape, D., Pringle, J., Gold, L., Scott, J., Dempsey, R., ... Carragher, P. (2016). Understanding the relationship transitions and associated end of life clinical needs of young adults with life-limiting illnesses: a triangulated longitudinal qualitative study. Sage Open Medicine, 4. https://doi.org/10.1177/2050312116666429

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