Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children

Autor/inn/en	Humphrey, Neil; Kalambouka, Afroditi; Wigelsworth, Michael; Lendrum, Ann
Titel	Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children
Quelle	In: School Psychology International, 31 (2010) 3, S.250-270 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034309352578
Schlagwörter	Control Groups; Intervention; Foreign Countries; Emotional Development; Social Development; Self Disclosure (Individuals); Questionnaires; Pretests Posttests; Followup Studies; Quasiexperimental Design; Experimental Groups; Program Effectiveness; Program Evaluation; Well Being; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Gefühlsbildung; Soziale Entwicklung; Fragebogen; Follow-up studies; Kontaktstudium; Programme evaluation; Programmevaluation; Well-being; Wellness; Wohlbefinden
Abstract	We report on an effectiveness trial of a short, social-emotional intervention called "Going for Goals", developed as part of the primary social and emotional aspects of learning (SEAL) programme in England. Our aim was to investigate the impact of Going for Goals on childrens' social and emotional skills, behaviour and emotional well-being. The sample comprised 182 children (aged 6-11) attending 22 primary schools across England. Data were collected using child self-report, and parent- and teacher-informant report questionnaires in a pre-test-post-test control group design at the beginning of the intervention, at the end of the intervention, and at eight-week follow-up. One hundred and two children took part in the intervention, and 80 acted as a comparison group. Those who took part in the intervention attended weekly 45 minute small group sessions for eight weeks. Child self-report and teacher informant report data indicated that the intervention had a positive impact on the social and emotional skills of children selected for extra support. Teacher informant report data also indicated that the intervention was successful in reducing the behavioural and emotional difficulties of these children. Analysis of follow-up data suggested that the positive impacts had been sustained following the end of the intervention. Parental informant report data yielded null results. Our findings suggest that Going for Goals is successful in promoting social and emotional skills and reducing behavioural and emotional difficulties of children in need of extra support. However, future iterations may need to consider activities beyond the school setting in order to produce changes that are salient to parents. (Contains 3 notes, 12 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10