Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538048
Title: An evaluation of a short term cognitive behavioural anger management intervention for key stage two pupils
Author: Watson, Susanne Elizabeth
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
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Abstract:
The aim of this research is to evaluate the effectiveness of a short term, cognitive behavioural anger management intervention, for improving the emotional and behavioural outcomes of children aged 7-11. The study investigated whether locus of control acts as a mediating variable and whether age, gender, socio-economic status and family stress act as moderating variables for the intervention. Interviews were undertaken to explore factors which impact on the success of the intervention. In all, 70 Participants took part in a 6 week school based group run by trainee educational psychologists. An experimental versus wait-list control design was used. Questionnaires were delivered pre and post intervention and at a 3 month follow up. The questionnaires administered included: Multidimensional Measure of Children's Perceptions of Control, Adverse Life Events and Strengths and Difficulties Questionnaire. A sub-sample of children, parents and facilitators participated in semi-structured interviews post intervention. Data from questionnaires and demographic information were analysed using multiple linear regression analyses. The intervention was shown to be effective post intervention, but only for those children in the wait-list control group. For the children in the wait-list control group the intervention was moderated by age, with younger children benefiting more from the intervention. No other variables investigated acted as mediating or moderating variables. The thematic analysis of the interviews identified a number of factors which impacted on the success of the intervention including, factors which supported the running of the group 3 and factors which made running the group more difficult. Findings point towards a number of practical implications for the delivery of therapeutic interventions in schools. The current study highlights the need for future research to explore school factors and group processes in addition to individual child and family factors which impact on the success of CST based group interventions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.538048  DOI: Not available
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