Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546530
Title: An evaluation of a targeted group intervention delivered to year 8 pupils and broadly based on cognitive-behavioural approaches
Author: Harding, Helen
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2011
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Abstract:
This thesis describes the evaluation of a targeted group intervention that is broadly based on cognitive-behavioural approaches. The intervention incorporates aspects of social skills training and anger management training, and utilises the concepts of cognitive behavioural therapy. The intervention aims to promote emotional literacy and behavioural change and to impact upon school exclusions in secondary school pupils. The theoretical and historical underpinnings relating to cognitive-behavioural approaches, the methods of cognitive-behavioural approaches, and emotional literacy are described and explored. The literature considering these areas within the educational context is highlighted. Further exploration of the literature presents a systematic literature review of secondary school-based studies using cognitive behavioural approaches in targeted group interventions; these studies aim to promote behavioural change and prevent school exclusion. The evaluation of the targeted group intervention employs a pre/post-test randomised controlled trial. The methodological implications of such a study are described and discussed. The study involves a mixed group of N=43 (20=experimental; 23=control) Year 8 pupils who were identified as having some behavioural needs. The study did not demonstrate any statistically significant impact on the participants’ behaviour or emotional literacy, and exclusion rates between the groups were equal. The findings of this study are discussed considering the methodology, measures used, and data analysis employed. How this study contributes to knowledge and research is explained and the implications the study may have for policy makers and educational psychologists are described.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.546530  DOI: Not available
Keywords: RJ Pediatrics
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