Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes.
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| Title: | Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes. |
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| Authors: | Davis, Susan1 sdavis@cardiffmet.ac.uk, Packer, Rhiannon1, Pierce, Adam2 |
| Source: | Education 3-13. Nov2024, Vol. 52 Issue 8, p1033-1049. 17p. |
| Subject Terms: | *Anxiety, *Primary schools, *Classrooms, *Self-esteem, Social adjustment |
| Abstract: | Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3–7) and Quality Me Time (QMT) for children in years 3–4 (ages 7–9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children's personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed. [ABSTRACT FROM AUTHOR] |
| Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180429712 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Davis%2C+Susan%22">Davis, Susan</searchLink><relatesTo>1</relatesTo><i> sdavis@cardiffmet.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Packer%2C+Rhiannon%22">Packer, Rhiannon</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pierce%2C+Adam%22">Pierce, Adam</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+3-13%22">Education 3-13</searchLink>. Nov2024, Vol. 52 Issue 8, p1033-1049. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-esteem%22">Self-esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Social+adjustment%22">Social adjustment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3–7) and Quality Me Time (QMT) for children in years 3–4 (ages 7–9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children's personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03004279.2022.2131455 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1033 Subjects: – SubjectFull: Anxiety Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Self-esteem Type: general – SubjectFull: Social adjustment Type: general Titles: – TitleFull: Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Davis, Susan – PersonEntity: Name: NameFull: Packer, Rhiannon – PersonEntity: Name: NameFull: Pierce, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03004279 Numbering: – Type: volume Value: 52 – Type: issue Value: 8 Titles: – TitleFull: Education 3-13 Type: main |
| ResultId | 1 |
