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

Jayman, Michelle, Ohl, Maddie ORCID: 0000-0003-1956-4220, Hughes, Bronach and Fox, Pauline (2018) Improving socio-emotional health for pupils in early secondary education with Pyramid: a school-based, early intervention model. British Journal of Educational Psychology. ISSN 0007-0998

[img]
Preview
PDF
Jayman Michelle 2018.pdf - Accepted Version
Available under License Creative Commons Attribution.

Download (872kB) | Preview
[img]
Preview
PDF
Jayman_et_al-2017-British_Journal_of_Educational_Psychology.pdf - Draft Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (536kB) | Preview

Abstract

Background. Policy makers 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) and self-report version (Goodman, Meltzer, & Bailey, 1998), was used to measure socio-emotional well-being: pre-club (baseline assessment), post-test (within two 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.

Item Type: Article
Subjects: Education
Psychology
Depositing User: Michelle Jayman
Date Deposited: 05 Apr 2018 17:15
Last Modified: 25 Jun 2018 15:56
URI: http://repository.uwl.ac.uk/id/eprint/4802

Downloads

Downloads per month over past year

Actions (login required)

View Item View Item

Menu