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Background and research aims: Little is known about single adult women's experiences of homelessness due to a concentration of literature on male homelessness. Furthermore, the empirical and statistical nature of much homelessness research, including that on skills and educational training needs, does not allow for in depth exploration of homeless women's perceptions and experiences. This study seeks to address these knowledge gaps and add to the limited existing literature on single women's homelessness, drawing on social justice and critical feminist frameworks to explore this underrepresented phenomenon. Method and methodology: This study is informed by a transformative research paradigm, adopting both social justice and critical feminist frameworks, and a qualitative methodology, to explore the lived experiences of single, homeless women. Seven semi-structured interviews were conducted, and the data were analysed using reflexive thematic analysis to produce three key themes. Analysis: The analysis produced three themes, the third of which was divided into two sub-themes. The themes are as follows: 1) "I have the fear. Now the fear starts". Experiences of threat and perceptions of vulnerability; 2) "She's still stuck by me, and I love that about her". Attachment bonds between the women and the staff as a precursor to healing and growth; 3) The importance of choice and freedom; 3.1) "Because there was nothing…nowhere else you could turn to". Loss of choice and freedoms during homelessness is damaging to women's emotional, psychological, and physical wellbeing; 3.2) "Now I have my own goals, I want to do something in the future". Fostering a sense of choice and freedom within skills and education pathways has positive outcomes for self-development and self-efficacy. Discussion: The findings of this thesis were able to elucidate the experiences of single, homeless women across seven key areas: 1) Loss of home as a gendered issue; 2) Rough sleeping; 3) Perceptions and conceptualisations of vulnerability; 4) Relational disintegration and redevelopment: the power of the relationship; 5) Economic marginalisation during homelessness and restricted access to the labour market; 6) Learning environments, engagement, and traumainformed care; 7) Limitation of liberties. Limitations, reflexive considerations, implications for CP, directions for future research, and implications for frontline practitioners are offered.

Background: Research suggests that 75% of people who develop a mental health illness are more likely to do so between 16 and 25 years of age. Higher Education (HE) digital native students are at greater risk of experiencing psychological distress due to this transitional life stage but have the potential for greater targeted social and emotional support. Kooth Student was developed in 2017 offering online counselling to HE students between 18 and 25 years. The use of online counselling is growing particularly with HE digital native students however, further research is needed to understand how online counselling is experienced by this population and how services may be improved. Aim: The aim of this research was to further understanding of what HE digital native students find helpful/unhelpful in this type of support, why online counselling may be a preferred medium of therapeutic communication to in-person counselling and how the therapeutic relationship is subjectively experienced. Methodology: The design of the study is a qualitative reflexive thematic analysis based on Braun and Clarke's (2019) six stages of analysis. Eight participants, recruited through the Kooth service, engaged in semi-structured, online (text-based) interviews via the Kooth platform. Interview transcripts were then analysed to develop themes. Findings: The analysis generated five themes: 1) the context of seeking online counselling; 2) Assumptions and expectations; 3) safe and familiar context to facilitate the shaping of identity; 4) development of self in relationship; and 5) support and information at the touch of a button. Discussion: The study highlights assumptions made about HE digital native students and their technical and communication skill ability. Accordingly, there is a lack of understanding of the online counselling structure, process and therapeutic communication. Despite this, HE digital native students experience safety, control and freedom in online counselling that offers an escape and relief from reality and a space to develop a sense of self and interpersonal skills with others whilst also facilitating the avoidance of social anxiety experienced in in-person counselling. Online counselling offers several unique factors which meet students' needs. Potential implications and recommendations for Kooth, other online counselling services and counselling psychology are considered.