The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems

Abstract

This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children\u27s Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the basis of the type of problem the boys presented with they were selected for an additional therapy programme. Baseline data was collected from the referring school, on entrance to the programme, at six, monthly intervals whilst enrolled in the centre, on exit from the programme, and at follow-up three to four years after exit from the programme. Descriptive statistics or the child and family variables at entrance, exit, and follow-up are reported. Data on the main outcome variable was analysed using repeated measures ANOVA and multiple regression analyses. Results show that the S.P.E.R. Centre had behavioural improvement similar to other published studies. The older, more intelligent boys, and those selected for regular individual therapy sessions, tended to fare best