Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536620
Title: An evaluation of the programme acceptability of FRIENDS, an emotional well-being programme
Author: Ritchie, Beth
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2010
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Abstract:
The aim of this study was to explore whether a ten week Cognitive Behavioural programme (FRIENDS) was acceptable to children, parents and teachers. FRIENDS is designed for use in schools with whole classes of children, aged seven to eleven years old. The study took place in a primary school in the South East of England. The programme was delivered by the researcher to a year three class and year five class of children. Following each session, children were asked to complete a questionnaire exploring their experiences. Two weeks after the end of the programme, six children from year three and five children from year five were interviewed in separate focus groups, to find out what they thought about FRIENDS. Similarly, four parents were interviewed in a focus group, and three teachers were interviewed individually to explore their experiences of FRIENDS. Thus, key stakeholders' views about FRIENDS were gathered. Analysis of the findings suggested that participants thought FRIENDS was a positive experience for them. However, year five children mentioned less positive experiences than the other participants, and teachers and parents highlighted the positive experience for the children, rather than for themselves. All participants identified negative experiences, including; the homework and the difficulty in accessing the programme because of the ability needed and reliance on reading and writing activities. Participants often identified areas of improvement linked to their negative experiences, e.g. to use differentiation, to cater for different learning styles. Children and parents felt that FRIENDS had made an impact through its teaching of skills, such that children applied some of the skills taught, which bought about positive behavioural changes in the children. The theoretical underpinnings, relevant literature and findings from this research are discussed in relation to implications for professional practice and future recommendations for research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536620  DOI: Not available
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