Fox, Pauline

Hughes, Bronach

Jayman, Michelle

Ohl, Maddie

Name not available

The impact of a group based intervention on the social and emotional competencies of young people in early secondary education: a pilot study

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The Impact of a Group-Based Intervention on the Social and Emotional Competencies of Young People in Early Secondary Education: A Pilot StudyMichelle Jayman, Dr Maddie Ohl, Bronach Hughes and Dr Pauline Fox, University of West LondonBackground & rationale Poor social skills in adolescence are related to a range of negative outcomes including lack of school adjustment, poor academic performance and mental health issues (Segrin and Flora, 2000; Masten et al, 2005).Research suggests pupils with good socio-emotional skills are more accepted by their peers, less anxious and more likely to perform well in school (Bijstra, 1998; Caprara et al, 2000).Previous studies have demonstrated the impact of a group-based socio-emotional intervention(Pyramid club) in primary schools, improving vulnerable children’s social and emotional well-being (Ohl et al, 2008; Ohl et al, 2012).Pyramid clubs provide an experiential model of learning in a supportive group environment (www.uwl.ac.uk/pyramid/how-it-helps).Schools have a duty to support young people develop social and emotional competencies, nourish emotional well-being and nurture resilience (Chief Medical Officer’s Report, 2013).Aims of the studyTo evaluate the impact of Pyramid club on a cohort of pupils in early secondary education. To explore the theory underpinning Pyramid and identify how interventions bring about change.Pyramid Club EvaluationResearch Questions: How  effective are Pyramid clubs?In what ways?For whom?Why?Data Collection:Appropriate to the research questions -Quantitative & Qualitative toolsData Analysis:Statistical & Thematic Analysis: Identify, code & analyse outcome            patternsTheory Testing:What is it about the programme that works?Revise understandingFigure 1: The Research ProcessAdapted from Pawson & Tilley (2004)Results Teacher assessment (TA) SDQ results from pre to post club indicated an improvement in socio-emotional wellbeing (SEWB). Self-report SDQ scores demonstrated lower identified needs pre-club and less change post-club. Data collected from both focus groups supported the findings from the TA SDQs which indicated improvements in SEWB. Two of the main themes to emerge from the thematic analysis were “facilitators and barriers” and “Pyramid legacy.” Factors which facilitated the success of Pyramid club included: a relaxed, ‘safe’ environment; a structured but flexible programme; small group size and high adult to child ratio. Legacy sub-themes included: attendees’ sense of achievement and self-development and group leaders’ learning experiences.MethodDesign: Mixed methods. Participants: 7 Pupils (5 boys, 2 girls) were in the intervention group (mean age 12.1 years). Measures: Strengths & Difficulties Questionnaire (SDQ) Informant version (Goodman, 1997); SDQ Self-rated version (Goodman,1998). Procedure: Baseline SDQ data was collected prior to the first Pyramid club from the intervention group and a matched comparison group.  After the 10-week programme the same measures were repeated. Quantitative data was statistically analysed.The researcher facilitated 2 focus groups (1 with Pyramid club attendees; 1 with group leaders). Data was transcribed and a deductive, thematic analysis was undertaken.Table 1:  Teacher Assessment SDQ group mean scoresKey: "Caseness" bandsNormalBorderlineAbnormalPreliminary findings & Implications for further research Early indicators suggest the positive impact of Pyramid club on vulnerable young people’s socio-emotional well-being (SEWB) and the appropriateness of the Pyramid model for pupils in early secondary education. The discrepancies in cross-informant SDQ results may be due to a number of factors (including individual and situational factors) but warrant further attention. A thematic analysis of the qualitative data enabled a preliminary exploration of the Pyramid model’s underlying mechanisms which bring about change. Further analysis is needed to extrapolate how these mechanisms are embedded in the psychological theory which underpins the Pyramid model of change. Longer-term follow up (12-months post-club) is required to assess the sustainability of the improvements demonstrated in SEWB. This pilot supports extending the research to a larger cohort and examining the impact on academic performance. Findings from this pilot study will contribute to the main research project and will help to refine and guide the research process.References: Bijstra, J.O., Jackson, S (1998) Social Skills Training with Early Adolescents: Effects on Social Skills, Well-being, Self-esteem and Coping. European Journal of Psychology of Education, 13 (4), 569-83; Caprara, G.V., Barbaranelli, C., Pastorell, C., Bandura, A. and Zimbardo, P.G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11 (4), 302-306; Department for Health (2013). Chief Medical Officer’s Annual Report 2012: Our Children Deserve Better: Prevention Pays. Department for Health; Goodman, R. (1997). "The Strengths and Difficulties Questionnaire: A Research Note.” Journal of Child Psychology and Psychiatry, 38, 581-586; Goodman, R., Meltzer, H., Bailey, V. (1998). The Strengths and Difficulties Questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125-130; Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746; Ohl, M., Mitchell, K., Cassidy, T. and Fox, P. (2008). The Pyramid Club Primary School-Based Intervention: Evaluating the Impact on Children’s Social-Emotional Health. Child and Adolescent Mental Health, 13 (3), 115-121; Ohl, M., Fox, P. and Mitchell, K. (2012), Strengthening socio-emotional competencies in a school setting.  Data from the Pyramid project.  British Journal of Educational Psychology, doi: 10.1111/j.2044-8279.2012.02074.x; Pawson, R. and Tilley, N. (2004). Realist Evaluation. [Online].  Available at: http://www.communitymatters.com.au/RE_chapter.pdf [Accessed 14 November 2012]; Segrin, C. and Flora, J. (2000). Poor social skills are a vulnerability factor in the development of psychosocial problems.  Human Communication Research, 26, 489-514.ScaleBase-line Mean (SD)Post-Club Mean (SD)Difference: Baseline to postEmotional difficulties7.67 (1.5)4.17 (.98) -3.5Peer difficulties5.67 (3.78)2.83 (2.48) -2.84Conduct difficulties.67 (.82).67 (.82) 0Hyperactivity difficulties3.83 (2.04)3.67 (2.58) -0.16Total Difficulties17.83 (4.79)11.33 (5.28) -6.5Pro-social (strength)6.5 (1.87)6.83 (1.94) 0.33

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The impact of a group based intervention on the social and emotional competencies of young people in early secondary education: a pilot study

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