Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy's Friends for children in disadvantaged primary schools

Hdl Handle:
http://hdl.handle.net/10147/325108
Title:
Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy's Friends for children in disadvantaged primary schools
Authors:
Clarke, A. M.; Bunting, B.; Barry, M. M.
Citation:
Clarke AM, Bunting B, Barry MM. Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy's Friends for children in disadvantaged primary schools. Health Ed Res. 2014 [first published online August 11 2014]
Publisher:
Health Education Research
Journal:
Health Education Research
Issue Date:
Aug-2014
URI:
http://hdl.handle.net/10147/325108
DOI:
10.1093/her/cyu047
Additional Links:
http://www.her.oxfordjournals.org/cgi/doi/10.1093/her/cyu047
Item Type:
Article
Language:
en
Description:
romoting social and emotional well-being among children and adolescents. This clustered randomized controlled trial evaluated Zippy’s Friends, an international school-based emotional well-being programme, with 766 children from designated disadvantaged schools. The purpose of this study was to evaluate the immediate and long term impact of the programme and to determine the impact of implementation fidelity on programme outcomes. Teachers reported emotional literacy outcomes using the Emotional Literacy Checklist, and emotional and behavioural outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, path analysis using structural equation modelling revealed that the programme had a significant positive impact on the children’s emotional literacy scores including significant improvements in the subscale scores of self-awareness (P < 0.001), self-regulation (P < 0.01), motivation (P < 0.001) and social skills (P < 0.001) at post-intervention. These results were maintained at 12-month follow-up (P < 0.01). The programme, however, did not have a significant impact on children’s emotional and behavioural problems. Analysis of programme fidelity indicated that high fidelity was directly related to improved emotional literacy scores at post-intervention.
ISSN:
0268-1153; 1465-3648

Full metadata record

DC FieldValue Language
dc.contributor.authorClarke, A. M.en_GB
dc.contributor.authorBunting, B.en_GB
dc.contributor.authorBarry, M. M.en_GB
dc.date.accessioned2014-08-22T14:52:15Z-
dc.date.available2014-08-22T14:52:15Z-
dc.date.issued2014-08-
dc.identifier.citationClarke AM, Bunting B, Barry MM. Evaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy's Friends for children in disadvantaged primary schools. Health Ed Res. 2014 [first published online August 11 2014]en_GB
dc.identifier.issn0268-1153-
dc.identifier.issn1465-3648-
dc.identifier.doi10.1093/her/cyu047-
dc.identifier.urihttp://hdl.handle.net/10147/325108-
dc.descriptionromoting social and emotional well-being among children and adolescents. This clustered randomized controlled trial evaluated Zippy’s Friends, an international school-based emotional well-being programme, with 766 children from designated disadvantaged schools. The purpose of this study was to evaluate the immediate and long term impact of the programme and to determine the impact of implementation fidelity on programme outcomes. Teachers reported emotional literacy outcomes using the Emotional Literacy Checklist, and emotional and behavioural outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, path analysis using structural equation modelling revealed that the programme had a significant positive impact on the children’s emotional literacy scores including significant improvements in the subscale scores of self-awareness (P < 0.001), self-regulation (P < 0.01), motivation (P < 0.001) and social skills (P < 0.001) at post-intervention. These results were maintained at 12-month follow-up (P < 0.01). The programme, however, did not have a significant impact on children’s emotional and behavioural problems. Analysis of programme fidelity indicated that high fidelity was directly related to improved emotional literacy scores at post-intervention.en_GB
dc.language.isoenen
dc.publisherHealth Education Researchen_GB
dc.relation.urlhttp://www.her.oxfordjournals.org/cgi/doi/10.1093/her/cyu047en_GB
dc.rightsArchived with thanks to Health Education Researchen_GB
dc.titleEvaluating the implementation of a school-based emotional well-being programme: a cluster randomized controlled trial of Zippy's Friends for children in disadvantaged primary schoolsen_GB
dc.typeArticleen
dc.identifier.journalHealth Education Researchen_GB
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