Occupational Potential

This research explores how healthcare students with dyslexia negotiate their way through the educational system on to level 7 courses. Using narrative inquiry and the theoretical lenses of Possible Selves (Markus and Nurius, 1986) and occupation it explores temporal possible selves and the role of occupation throughout educational journeys. Via a process of interim analysis and using Clandinin and Connolly’s (2000) framework of narrative inquiry, findings are presented within this thesis as acts and scenes of a play. Three chapters containing acts and scenes include Diagnosis, Cheer Leaders in the Background which addresses the roles and importance of family within the student participant’s educational journeys and lastly, Fitting the Mould. These chapters are structured in two parts, with part one presented as an act, containing scenes, and part two containing an analysis. The lenses of Possible Selves and Occupation (in particular occupational identity and potential) are applied in order to elucidate a view the student participant’s experiences. These chapters are followed by further analysis which critically discuss the relevance and influence of congruent and incongruent environments upon perception and salience of possible selves, how occupational identity develops and forms throughout life journeys and whether reaching occupational potential in specific occupations influences ability to reach desirable possible selves. Findings reveal a strong inter relationship between perceptions of possible selves and the meanings and purposes surrounding engagement and participation in occupation. The role of occupations assist student participants to remain on life paths which are congruent to their desired directions, augmented and challenged by contextual environmental factors. This thesis then considers implications and recommendations for practice within education and occupational therapy.