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Supporting Quiet, Shy and Anxious Children in the Primary School Using a Targeted Nurturing Intervention Programme Called 'Special Me Time'

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Title: Supporting Quiet, Shy and Anxious Children in the Primary School Using a Targeted Nurturing Intervention Programme Called 'Special Me Time'
Language: English
Authors: Susan Davis, Stephen-Mark Cooper
Source: International Journal of Nurture in Education. 2021 7:27-36.
Availability: Nurture Group Network Limited Charity. Insight House, Riverside Business Park, Stoney Common Road, Stansted Mountfitchet, Essex, CM24 8PL, United Kingdom. e-mail: info@nurtureuk.org; Web site: https://www.nurtureuk.org/research-evidence/international-journal-of-nurture-in-education/#journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Intervention, Shyness, Anxiety, Elementary School Students, Caring, Social Emotional Learning, Friendship, Interpersonal Communication, Program Effectiveness, Individual Development, Social Development, Self Esteem, Gender Differences, English Language Learners, Foreign Countries, Well Being
Geographic Terms: United Kingdom (Wales)
ISSN: 2059-0458
2059-0466
Abstract: Quiet, shy and/or anxious children are found in every classroom and in every school and by their nature, tend to go 'under the radar'. These children present a variety of behaviours, such as being inhibited, lacking confidence, or appearing socially anxious. For some children, their shyness can be severe and may affect their access to learning, thus further understanding, support and nurture is needed. This study employed a targeted six week intervention programme entitled 'Special Me Time' (SMT) that supported the children with: vocalising their feelings; accessing classroom opportunities; communication, and developing friendships. The premise of the approach is that the children are withdrawn from the mainstream classroom and the session is led by a trained practitioner in a small group situation. The programme is aligned to and followed a nurture based approach. The SMT programme was conducted by school staff and Initial Teacher Education students in primary schools predominantly in South Wales, UK. Findings from the implementation of the programme highlighted that it benefited all children's personal and social development in a range of ways such as improving their confidence and self-esteem. Boys with English as an additional language (EAL) responded especially well to the programme. The results of this research study demonstrated the importance of using an intervention designed to understand and support quiet shy and/or anxious children and to develop their unique abilities in a medium where they were both seen and heard.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.nurtureuk.org/wp-content/uploads/2023/07/IJNE_Vol_7-Supporting-quiet-shy-and-anxious-children-in-the-primary-school-using-targeted-nurturing-intervention-called-Special-Me-Time-–-Susan-Davis.pdf
Accession Number: EJ1438973
Database: ERIC
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  Data: Supporting Quiet, Shy and Anxious Children in the Primary School Using a Targeted Nurturing Intervention Programme Called 'Special Me Time'
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  Data: <searchLink fieldCode="AR" term="%22Susan+Davis%22">Susan Davis</searchLink><br /><searchLink fieldCode="AR" term="%22Stephen-Mark+Cooper%22">Stephen-Mark Cooper</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Nurture+in+Education%22"><i>International Journal of Nurture in Education</i></searchLink>. 2021 7:27-36.
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  Data: Nurture Group Network Limited Charity. Insight House, Riverside Business Park, Stoney Common Road, Stansted Mountfitchet, Essex, CM24 8PL, United Kingdom. e-mail: info@nurtureuk.org; Web site: https://www.nurtureuk.org/research-evidence/international-journal-of-nurture-in-education/#journals
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  Data: Quiet, shy and/or anxious children are found in every classroom and in every school and by their nature, tend to go 'under the radar'. These children present a variety of behaviours, such as being inhibited, lacking confidence, or appearing socially anxious. For some children, their shyness can be severe and may affect their access to learning, thus further understanding, support and nurture is needed. This study employed a targeted six week intervention programme entitled 'Special Me Time' (SMT) that supported the children with: vocalising their feelings; accessing classroom opportunities; communication, and developing friendships. The premise of the approach is that the children are withdrawn from the mainstream classroom and the session is led by a trained practitioner in a small group situation. The programme is aligned to and followed a nurture based approach. The SMT programme was conducted by school staff and Initial Teacher Education students in primary schools predominantly in South Wales, UK. Findings from the implementation of the programme highlighted that it benefited all children's personal and social development in a range of ways such as improving their confidence and self-esteem. Boys with English as an additional language (EAL) responded especially well to the programme. The results of this research study demonstrated the importance of using an intervention designed to understand and support quiet shy and/or anxious children and to develop their unique abilities in a medium where they were both seen and heard.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 27
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Shyness
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Friendship
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: United Kingdom (Wales)
        Type: general
    Titles:
      – TitleFull: Supporting Quiet, Shy and Anxious Children in the Primary School Using a Targeted Nurturing Intervention Programme Called 'Special Me Time'
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          Name:
            NameFull: Susan Davis
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            NameFull: Stephen-Mark Cooper
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              Y: 2021
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              Value: 2059-0458
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              Value: 2059-0466
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              Value: 7
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            – TitleFull: International Journal of Nurture in Education
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