Impact Evaluation of a School-Based Counselling Intervention in Northern Ireland: Is It Effective for Pupils Who Have Been Bullied?

Autor/inn/en	McElearney, Aisling; Adamson, Gary; Shevlin, Mark; Bunting, Brendan
Titel	Impact Evaluation of a School-Based Counselling Intervention in Northern Ireland: Is It Effective for Pupils Who Have Been Bullied?
Quelle	In: Child Care in Practice, 19 (2013) 1, S.4-22 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2012.732557
Schlagwörter	Outcome Measures; Intervention; Well Being; Bullying; Foreign Countries; Counseling Effectiveness; Outcomes of Treatment; Program Evaluation; Longitudinal Studies; Scores; Peer Relationship; Comparative Analysis; Emotional Response; United Kingdom (Northern Ireland); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Mobbing; Ausland; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Emotionales Verhalten
Abstract	Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age = 12.5, standard deviation = 2.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p less than 0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale (-0.25, p less than 0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered. (Contains 2 tables, 3 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10