Evaluation of the effectiveness of the Childhood Development Initiative’s 'Mate-Tricks' pro-social behaviour after-school programme

Hdl Handle:
http://hdl.handle.net/10147/299965
Title:
Evaluation of the effectiveness of the Childhood Development Initiative’s 'Mate-Tricks' pro-social behaviour after-school programme
Authors:
O’Hare, L; Kerr, K; Biggart, A; Connolly, P.
Affiliation:
Centre for Effective Education, School of Education, Queen’s University Belfast
Publisher:
Childhood Development Initiative, Dublin
Issue Date:
2012
URI:
http://hdl.handle.net/10147/299965
Item Type:
Report
Language:
en
Description:
This report presents the findings of an independent evaluation, undertaken by the Centre for Effective Education at Queen’s University Belfast, of the Mate-Tricks pro-social behaviour after-school programme. The evaluation primarily focused on assessing the impact of Mate-Tricks on children’s outcomes. Additionally, data was collected on how the programme was implemented as well as the experiences and perspectives of key stakeholders. The evaluation team is indebted to the children, parents, teachers, service providers, facilitators and schools that participated in the study. Furthermore, the encouragement and support of the Childhood Development Initiative (CDI) was invaluable during the research process. The team would also like to acknowledge The Atlantic Philanthropies and the Department of Children and Youth Affairs whose generous support made the evaluation possible. Mate-Tricks Mate-Tricks is an after-school programme designed to promote pro-social behaviour in Tallaght West (Dublin). Tallaght West has been designated as an area of particular social and economic disadvantage with high levels of unemployment. It is comprised of four communities: Brookfield, Fettercairn, Jobstown and Killinarden. The area has over 23,312 residents (Census 2006). Mate-Tricks is a bespoke intervention that combines elements of two pro-social behaviour programmes: the Strengthening Families Program (SFP) and Coping Power Program (CPP). The programme is a one-year multi-session after-school programme comprising 59 children-only sessions, 6 parent-only sessions and 3 family sessions, with each session lasting 1½ hours. This evaluation reports on the pilot of this programme. Three cohorts of children participated in the pilot between 2008 and 2011. The manual was still being adapted and refined in the first two years of the programme. Mate-Tricks is aimed at improving pro-social behaviour amongst children aged 9-10 years (Irish 4th class). The intended outcomes of this programme are stated as follows in the Mate-Tricks manual: • enhance children’s pro-social development; • reduce children’s anti-social behaviour; • develop children’s confidence and self-esteem; • improve children’s problem-solving skills; • improve child-peer interactions; • develop reasoning and empathy skills; • improve parenting skills; • improve parent/child interactions.
Keywords:
CHILD; EDUCATION; SOCIAL POLICY
ISSN:
9780957023222

Full metadata record

DC FieldValue Language
dc.contributor.authorO’Hare, Len_GB
dc.contributor.authorKerr, Ken_GB
dc.contributor.authorBiggart, Aen_GB
dc.contributor.authorConnolly, P.en_GB
dc.date.accessioned2013-08-27T15:16:12Z-
dc.date.available2013-08-27T15:16:12Z-
dc.date.issued2012-
dc.identifier.issn9780957023222-
dc.identifier.urihttp://hdl.handle.net/10147/299965-
dc.descriptionThis report presents the findings of an independent evaluation, undertaken by the Centre for Effective Education at Queen’s University Belfast, of the Mate-Tricks pro-social behaviour after-school programme. The evaluation primarily focused on assessing the impact of Mate-Tricks on children’s outcomes. Additionally, data was collected on how the programme was implemented as well as the experiences and perspectives of key stakeholders. The evaluation team is indebted to the children, parents, teachers, service providers, facilitators and schools that participated in the study. Furthermore, the encouragement and support of the Childhood Development Initiative (CDI) was invaluable during the research process. The team would also like to acknowledge The Atlantic Philanthropies and the Department of Children and Youth Affairs whose generous support made the evaluation possible. Mate-Tricks Mate-Tricks is an after-school programme designed to promote pro-social behaviour in Tallaght West (Dublin). Tallaght West has been designated as an area of particular social and economic disadvantage with high levels of unemployment. It is comprised of four communities: Brookfield, Fettercairn, Jobstown and Killinarden. The area has over 23,312 residents (Census 2006). Mate-Tricks is a bespoke intervention that combines elements of two pro-social behaviour programmes: the Strengthening Families Program (SFP) and Coping Power Program (CPP). The programme is a one-year multi-session after-school programme comprising 59 children-only sessions, 6 parent-only sessions and 3 family sessions, with each session lasting 1½ hours. This evaluation reports on the pilot of this programme. Three cohorts of children participated in the pilot between 2008 and 2011. The manual was still being adapted and refined in the first two years of the programme. Mate-Tricks is aimed at improving pro-social behaviour amongst children aged 9-10 years (Irish 4th class). The intended outcomes of this programme are stated as follows in the Mate-Tricks manual: • enhance children’s pro-social development; • reduce children’s anti-social behaviour; • develop children’s confidence and self-esteem; • improve children’s problem-solving skills; • improve child-peer interactions; • develop reasoning and empathy skills; • improve parenting skills; • improve parent/child interactions.en_GB
dc.language.isoenen
dc.publisherChildhood Development Initiative, Dublinen_GB
dc.subjectCHILDen_GB
dc.subjectEDUCATIONen_GB
dc.subjectSOCIAL POLICYen_GB
dc.titleEvaluation of the effectiveness of the Childhood Development Initiative’s 'Mate-Tricks' pro-social behaviour after-school programmeen_GB
dc.typeReporten
dc.contributor.departmentCentre for Effective Education, School of Education, Queen’s University Belfasten_GB
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