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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
Language: English
Authors: Susan Davis (ORCID 0000-0002-9341-9964), Rhiannon Packer (ORCID 0000-0002-1976-8410), Adam Pierce
Source: Education 3-13. 2024 52(8):1033-1049.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Students, Shyness, Anxiety, Intervention, Social Emotional Learning, Social Development, Friendship, Interpersonal Competence, Interpersonal Communication, Small Group Instruction, Self Esteem, Self Expression
Geographic Terms: United Kingdom (Wales)
DOI: 10.1080/03004279.2022.2131455
ISSN: 0300-4279
1475-7575
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 Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups.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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445118
Database: ERIC
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Susan+Davis%22">Susan Davis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9341-9964">0000-0002-9341-9964</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rhiannon+Packer%22">Rhiannon Packer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1976-8410">0000-0002-1976-8410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+Pierce%22">Adam Pierce</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+3-13%22"><i>Education 3-13</i></searchLink>. 2024 52(8):1033-1049.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 17
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Shyness%22">Shyness</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Expression%22">Self Expression</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1080/03004279.2022.2131455
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  Data: 0300-4279<br />1475-7575
– Name: Abstract
  Label: Abstract
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  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.
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        Value: 10.1080/03004279.2022.2131455
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1033
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Shyness
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      – SubjectFull: Anxiety
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      – SubjectFull: Intervention
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      – SubjectFull: Social Development
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      – SubjectFull: Friendship
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Small Group Instruction
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      – SubjectFull: Self Esteem
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      – SubjectFull: Self Expression
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      – SubjectFull: United Kingdom (Wales)
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      – TitleFull: 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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            – TitleFull: Education 3-13
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