Examining the Impact of the Good Behaviour Game on Emotional and Behavioural Problems in Primary School Children: A Case for Integrating Well-Being Strategies into Education

Autor/inn/en	Torok, Michelle; Rasmussen, Victoria; Wong, Quincy; Werner-Seidler, Aliza; O'Dea, Bridianne; Toumbourou, John; Calear, Alison
Titel	Examining the Impact of the Good Behaviour Game on Emotional and Behavioural Problems in Primary School Children: A Case for Integrating Well-Being Strategies into Education
Quelle	In: Australian Journal of Education, 63 (2019) 3, S.292-306 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torok, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119878480
Schlagwörter	Emotional Problems; Behavior Problems; At Risk Persons; Mental Disorders; Prevention; Well Being; Risk Management; Intervention; Barriers; Teaching Methods; Program Effectiveness; Elementary School Students; Elementary School Teachers; Foreign Countries; Child Behavior; Child Development; Educational Games; Behavior Modification; Australia; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Risikogruppe; Mental illness; Geisteskrankheit; Prävention; Vorbeugung; Well-being; Wellness; Wohlbefinden; Risikomanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Kindesentwicklung; Educational game; Lernspiel; Behaviour modification; Verhaltensänderung; Australien
Abstract	Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01