Improving wellbeing for pupils in early secondary education with Pyramid Club: A qualitative study investigating behaviour change drivers.
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| Title: | Improving wellbeing for pupils in early secondary education with Pyramid Club: A qualitative study investigating behaviour change drivers. |
|---|---|
| Authors: | Jayman, Michelle, Ohl, Maddie, Fox, Pauline |
| Source: | Psychology of Education Review. Autumn2019, Vol. 43 Issue 2, p29-36. 8p. |
| Subjects: | Secondary education, Decision making, Qualitative research, Mental health, Program development (Education) |
| Abstract: | Background: Children's and young people's emotional wellbeing is in decline and models of good practice are needed to help schools address the needs of vulnerable pupils. Effectiveness studies have provided empirical evidence for school-based socio-emotional interventions but few examine process issues to explain procedures and mechanisms underlying behavioural change. Aims: This paper explores behaviour change drivers elicited from a qualitative study of the Pyramid Club socio-emotional intervention; to gain an understanding of underlying processes and, thereby, determine the factors that contribute to behaviour change in programme recipients. Behaviour change drivers represents one of five global themes yielded from the complete dataset. Participants: Participants comprised a total of 65 young people aged 11-14 years (24 males; 41 females) who had attended one of eight Pyramid clubs at their respective school and 23 club leaders who had helped to run a club. Methods: Focus groups (in each school) were used to collect data from participants; groups for Pyramid attendees and club leaders were run separately. Data were thematically analysed jointly. Findings: Behaviour change drivers were organised into two thematic categories: Behaviour change procedures, which comprise contextual elements favourable to programme effectiveness and Behaviour change techniques, specific mechanisms prompting behaviour change. Conclusion: Findings extend Pyramid Club's existing evidence base and can be used to better inform decision-makers in schools making implementation choices. More qualitative studies are needed to augment findings from effectiveness studies and to enable future programme development. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology of Education Review is the property of British Psychological Society 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 139153529 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving wellbeing for pupils in early secondary education with Pyramid Club: A qualitative study investigating behaviour change drivers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jayman%2C+Michelle%22">Jayman, Michelle</searchLink><br /><searchLink fieldCode="AR" term="%22Ohl%2C+Maddie%22">Ohl, Maddie</searchLink><br /><searchLink fieldCode="AR" term="%22Fox%2C+Pauline%22">Fox, Pauline</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Autumn2019, Vol. 43 Issue 2, p29-36. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Program+development+%28Education%29%22">Program development (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Children's and young people's emotional wellbeing is in decline and models of good practice are needed to help schools address the needs of vulnerable pupils. Effectiveness studies have provided empirical evidence for school-based socio-emotional interventions but few examine process issues to explain procedures and mechanisms underlying behavioural change. Aims: This paper explores behaviour change drivers elicited from a qualitative study of the Pyramid Club socio-emotional intervention; to gain an understanding of underlying processes and, thereby, determine the factors that contribute to behaviour change in programme recipients. Behaviour change drivers represents one of five global themes yielded from the complete dataset. Participants: Participants comprised a total of 65 young people aged 11-14 years (24 males; 41 females) who had attended one of eight Pyramid clubs at their respective school and 23 club leaders who had helped to run a club. Methods: Focus groups (in each school) were used to collect data from participants; groups for Pyramid attendees and club leaders were run separately. Data were thematically analysed jointly. Findings: Behaviour change drivers were organised into two thematic categories: Behaviour change procedures, which comprise contextual elements favourable to programme effectiveness and Behaviour change techniques, specific mechanisms prompting behaviour change. Conclusion: Findings extend Pyramid Club's existing evidence base and can be used to better inform decision-makers in schools making implementation choices. More qualitative studies are needed to augment findings from effectiveness studies and to enable future programme development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=139153529 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsper.2019.43.2.29 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 29 Subjects: – SubjectFull: Secondary education Type: general – SubjectFull: Decision making Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Mental health Type: general – SubjectFull: Program development (Education) Type: general Titles: – TitleFull: Improving wellbeing for pupils in early secondary education with Pyramid Club: A qualitative study investigating behaviour change drivers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jayman, Michelle – PersonEntity: Name: NameFull: Ohl, Maddie – PersonEntity: Name: NameFull: Fox, Pauline IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Autumn2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 14639807 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Psychology of Education Review Type: main |
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