Improving socio-emotional health and school performance for pupils in early secondary education with Pyramid: a school-based, early intervention model.

Jayman, Michelle, Fox, Pauline, Ohl, Maddie ORCID: 0000-0003-1956-4220 and Hughes, Bronach (2017) Improving socio-emotional health and school performance for pupils in early secondary education with Pyramid: a school-based, early intervention model. In: 12th International Conference on Child and Adolescent Psychopathology, 17-19 July 2017, University of Roehampton, London, UK. (Unpublished)

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Abstract

Title of Abstract: Improving socio-emotional health and school performance for pupils in early secondary education with Pyramid: a school-based, early intervention model.

Text of Abstract

Background: Psychological distress in children and adolescents is increasing, however, many are not able to access appropriate and timely support. Schools have great potential for meeting pupils' mental health needs; effective, early intervention programmes can improve socio-emotional and educational outcomes and there is a demand for evidence-based models of good practice.
Aim(s): To evaluate the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on the socio-emotional well-being (SEWB) and school performance of pupils (11- to 14-years), and to investigate the procedures and mechanisms underlying behaviour change.
Methods: A mixed methods design was implemented. A quasi-experiment comprised the quantitative phase. Pyramid pupils (N=66) and a non-intervention comparison group (N=60) were assessed at three time points (baseline, post-test and 12-month follow-up) using measures including the Strengths and Difficulties Questionnaire (Goodman, 1997) and academic progress in English and Mathematics. Focus groups with Pyramid club attendees and group leaders comprised the qualitative phase and data were thematically analysed.
Results: Intervention recipients demonstrated significant improvements in targeted aspects of SEWB at short- and longer-term follow-up, showing large effects. School performance findings indicated that Pyramid had a 'buffer effect' on the typical academic 'dip' characteristic of this developmental period. Qualitative findings supported intervention effectiveness and, moreover, identified behaviour change procedures (BCPs) and techniques (BCTs) to facilitate the model's development and diffusion.
Conclusion: Findings have important implications for theory and practice. A five-part Pyramid model is proposed to integrate with Health Promoting School strategies to support SEWB and generate 'real world' outcomes.

Item Type: Conference or Workshop Item (Paper)
Subjects: Education
Psychology
Depositing User: Michelle Jayman
Date Deposited: 22 Dec 2017 17:47
Last Modified: 02 Jan 2018 09:16
URI: http://repository.uwl.ac.uk/id/eprint/4221

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