Bounce Forward

A School-Based Prevention Programme for Building Resilience in a Socioeconomically Disadvantaged Context

Dados Bibliográficos

ID15524764
AutoresBuket Kara (0000-0003-4424-240X, University of Brighton), Rochelle Morris (Blackpool Council), Alice Brown (0000-0002-0306-729X, Blackpool Council), Pauline Wigglesworth (Blackpool Council), Joshua Kania (Blackpool Council), Angie Hart (0000-0002-5034-5950, University of Brighton), Barbara Mezes (0000-0002-0799-2423, University of Brighton), Josh Cameron (0000-0002-7467-7984, University of Brighton), Suna Eryigit-Madzwamuse, Suna Eryigit‐Madzwamuse (0000-0002-1660-8577, University of Brighton, autor correspondente)
Ano2021
Volume11
Páginas599669-599669
Data de publicação2021-01-14
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Psychiatry (JOURNAL)
Identificadores do periódicoISSN: 1664-0640 • E-ISSN: 1664-0640
EditoraFrontiers Media (PUBLISHER • CH)
DOI10.3389/fpsyt.2020.599669
PMID33519550
OpenAlexW3118561287
IdiomaEN
Referências citadas28

Socioeconomic status is a strong predictor of normative development and well-being in young people. It is well-known that growing up in a socioeconomically disadvantaged context may lead to negative outcomes, both in childhood and in adulthood. Early intervention and prevention programmes are crucial for building resilience and improving health, well-being and equity. Bounce Forward is a school-based prevention programme implemented in Blackpool, a town in the United Kingdom facing multiple challenges. It was part of a whole town resilience approach and nascent global social movement known as the "Resilience Revolution." Between 2017 and 2019, the programme was delivered in all Year 5 classes at every primary school in Blackpool ( n school = 36), reaching out to 3,134 students (ages 9-10; 50.4% male). The programme aimed to increase resilience in young people by building knowledge and skills about mental health and resilience through 10 sessions. In the current study, we longitudinally examined a range of protective factors, which are relevant to young people's resilience, as well as their mental health outcomes at three time points: before they participated in Bounce Forward, at the end of the programme, and 3-5 months later, when they started Year 6. The current sample included 441 Year 5 students (54.2% male) from 11 primary schools in Blackpool. Nineteen teaching staff also participated in the study and provided qualitative data regarding the impact of the programme on their students. Results showed improvement in some areas of young people's resilience after taking part in Bounce Forward. We also identified gender differences in several protective factors, indicating that boys may need further support. Teaching staff highlighted improvements in various areas; and also observed that their students have been using the strategies that they learnt from the programme. Altogether, findings suggested that young people benefitted from Bounce Forward. The programme is sustainable, offering a free to download teacher resource pack that allows schools to self-deliver it

Context (archaeology · Developmental psychology · Disadvantaged · Environmental health · Geography · Intervention (counseling · Mental health · Political science · Population · Psychiatry · Psychological resilience · Resilience (materials science · Socioeconomic status · Family and Disability Support Research · Infant Development and Preterm Care · Medicine · Psychology · Resilience and Mental Health · Social Psychology · Gerontology