Strengthening socio-emotional competencies in a school setting: Data from the Pyramid project

Hdl Handle:
http://hdl.handle.net/10545/621327
Title:
Strengthening socio-emotional competencies in a school setting: Data from the Pyramid project
Authors:
Ohl, Madeline; Fox, Pauline; Mitchell, Kathryn
Abstract:
Background. Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims. This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample. Participants were 385 children from seven schools in two UK cities. All children were aged 7-8 years and in school Year 3. Children were screened for socio-emotional difficulties through the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and a multi-agency meeting of relevant professionals before being allocated to attend a Pyramid Club intervention (n= 103) or a comparison group (n= 282). Method. A 2 2 mixed-model design was used: group (intervention group vs. comparison group) 2 time points (pre- vs. 12 weeks post-intervention) with repeated measures on the time factor to investigate the impact of the Pyramid Year 3 intervention. Teachers completed the SDQ-T4-16 for all children pre- and post-intervention to measure participants socio-emotional health status. Results. As measured by the two SDQ difficulty sub-scales of Emotional and Peer problems and the SDQ strength sub-scale of Prosocial behaviour, post-intervention improvements in the Pyramid attendee group were of greater magnitude than those of the comparison group. Conclusions. The Pyramid project intervention improves the socio-emotional health of vulnerable children through promoting positive outcomes as well as reducing socio-emotional deficits. These findings further support the inclusion of a salutogenic approach in promoting children's socio-emotional well-being.
Affiliation:
University of West London
Citation:
Ohl, M, Fox, P, Mitchell, K, & Madeleine Ohl, P 2013, 'Strengthening socio-emotional competencies in a school setting: data from the Pyramid project', British Journal Of Educational Psychology, 83, 3, pp. 452-466
Publisher:
Wiley
Journal:
British Journal of Educational Psychology
Issue Date:
2013
URI:
http://hdl.handle.net/10545/621327
DOI:
10.1111/j.2044-8279.2012.02074.x
Additional Links:
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279
Type:
Article
ISSN:
20448279
Appears in Collections:
Executive

Full metadata record

DC FieldValue Language
dc.contributor.authorOhl, Madelineen
dc.contributor.authorFox, Paulineen
dc.contributor.authorMitchell, Kathrynen
dc.date.accessioned2017-01-31T16:55:19Z-
dc.date.available2017-01-31T16:55:19Z-
dc.date.issued2013-
dc.identifier.citationOhl, M, Fox, P, Mitchell, K, & Madeleine Ohl, P 2013, 'Strengthening socio-emotional competencies in a school setting: data from the Pyramid project', British Journal Of Educational Psychology, 83, 3, pp. 452-466en
dc.identifier.issn20448279-
dc.identifier.doi10.1111/j.2044-8279.2012.02074.x-
dc.identifier.urihttp://hdl.handle.net/10545/621327-
dc.description.abstractBackground. Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims. This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample. Participants were 385 children from seven schools in two UK cities. All children were aged 7-8 years and in school Year 3. Children were screened for socio-emotional difficulties through the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and a multi-agency meeting of relevant professionals before being allocated to attend a Pyramid Club intervention (n= 103) or a comparison group (n= 282). Method. A 2 2 mixed-model design was used: group (intervention group vs. comparison group) 2 time points (pre- vs. 12 weeks post-intervention) with repeated measures on the time factor to investigate the impact of the Pyramid Year 3 intervention. Teachers completed the SDQ-T4-16 for all children pre- and post-intervention to measure participants socio-emotional health status. Results. As measured by the two SDQ difficulty sub-scales of Emotional and Peer problems and the SDQ strength sub-scale of Prosocial behaviour, post-intervention improvements in the Pyramid attendee group were of greater magnitude than those of the comparison group. Conclusions. The Pyramid project intervention improves the socio-emotional health of vulnerable children through promoting positive outcomes as well as reducing socio-emotional deficits. These findings further support the inclusion of a salutogenic approach in promoting children's socio-emotional well-being.en
dc.publisherWileyen
dc.relation.urlhttp://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279en
dc.subjectPrimary educationen
dc.subjectSchool-based interventionen
dc.subjectSocio-emotional competenciesen
dc.titleStrengthening socio-emotional competencies in a school setting: Data from the Pyramid projecten
dc.typeArticleen
dc.contributor.departmentUniversity of West Londonen
dc.identifier.journalBritish Journal of Educational Psychologyen
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