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Improving Socio-Emotional Health for Pupils in Early Secondary Education with Pyramid: A School-Based, Early Intervention Model

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Jayman, Michelle (ORCID Jayman, Michelle (ORCID 0000-0003-0277-4344); Ohl, Maddie; Hughes, Bronach; Fox, Pauline
  • اللغة:
    English
  • المصدر:
    British Journal of Educational Psychology. Mar 2019 89(1):111-130.
  • الموضوع:
    2019
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • المصدر:
      20
    • Education Level:
      Elementary Education
      Secondary Education
    • الموضوع:
      Intervention; Emotional Development; Social Development; Mental Health; Questionnaires; Behavior Problems; Screening Tests; Child Behavior; Health Promotion; Clubs; Educational Environment; Program Evaluation; Program Effectiveness; Secondary School Students; Comparative Analysis; Pretests Posttests; Peer Relationship; Symptoms (Individual Disorders); Validity
    • الموضوع:
      Strengths and Difficulties Questionnaire
    • الرقم المعرف:
      10.1111/bjep.12225
    • ISSN:
      0007-0998
    • نبذة مختصرة :
      Background: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. Aims: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice. Sample: Participants (n = 126) comprised selected pupils, aged 11-14 (52 males; 74 females), who completed the 10 week programme (Pyramid group) and a non-intervention comparison group. Club leaders (n = 23) were trained, Pyramid volunteers. Methods: A mixed-methods design was implemented. The Strengths and Difficulties Questionnaire (SDQ), informant-rated version (Goodman, 1997, J Child Psychol Psychiat, 38, 581) and self-report version (Goodman, Meltzer, & Bailey, 1998, Europ Child Adolesc Psychiatry, 7, 125), was used to measure socio-emotional well-being: pre-club (baseline assessment), post-test (within 2 weeks of programme completion), and at 12-month follow-up (informant-rated version only). Focus groups were conducted separately with Pyramid pupils and Club leaders. Results: Findings from informants and self-reports identified significant improvements for the Pyramid group in total difficulties and on pertinent SDQ subscales (e.g., emotional symptoms and peer relationship problems) at post-test. Improvements were sustained at 12-month follow-up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings and provided valuable insights into the Pyramid Club experience. Conclusions: Findings contribute to evidence-based, preventative models for the early adolescent population and support the social validity of Pyramid Club.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2019
    • الرقم المعرف:
      EJ1205115