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

Journal article


Ohl, Madeline, Fox, Pauline and Mitchell, Kathryn 2013. Strengthening socio-emotional competencies in a school setting: Data from the Pyramid project. British Journal of Educational Psychology. https://doi.org/10.1111/j.2044-8279.2012.02074.x
AuthorsOhl, Madeline, Fox, Pauline and 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.

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.

KeywordsPrimary education; School-based intervention; Socio-emotional competencies
Year2013
JournalBritish Journal of Educational Psychology
PublisherWiley
ISSN20448279
Digital Object Identifier (DOI)https://doi.org/10.1111/j.2044-8279.2012.02074.x
Web address (URL)http://hdl.handle.net/10545/621327
hdl:10545/621327
Publication dates2013
Publication process dates
Deposited31 Jan 2017, 16:55
ContributorsUniversity of West London
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