Improving socio‐emotional health for pupils in early secondary education with Pyramid

A school‐based, early intervention model

Bibliographic Data

ID9616641
AuthorsMichelle Jayman (0000-0003-0277-4344, The School of Human and Social Sciences University of West London UK, corresponding author), Maddie Ohl (The Graduate School University of West London UK), Bronach Hughes (0000-0001-5680-3863, The School of Human and Social Sciences University of West London UK), Pauline Fox (0000-0001-9819-1156, The Graduate School University of West London UK)
Year2019
Volume89
Issue1
Pages111-130
Publication date2019-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12225
PMID29717479
OpenAlexW2796735134
LanguageEN
Citations received4
References cited38

BACKGROUND: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. AIMS: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice. SAMPLE: Participants (n = 126) comprised selected pupils, aged 11-14 (52 males; 74 females), who completed the 10 week programme (Pyramid group) and a non-intervention comparison group. Club leaders (n = 23) were trained, Pyramid volunteers. METHODS: A mixed-methods design was implemented. The Strengths and Difficulties Questionnaire (SDQ), informant-rated version (Goodman, 1997, J Child Psychol Psychiat, 38, 581) and self-report version (Goodman, Meltzer, & Bailey, 1998, Europ Child Adolesc Psychiatry, 7, 125), was used to measure socio-emotional well-being: pre-club (baseline assessment), post-test (within 2 weeks of programme completion), and at 12-month follow-up (informant-rated version only). Focus groups were conducted separately with Pyramid pupils and Club leaders. RESULTS: Findings from informants and self-reports identified significant improvements for the Pyramid group in total difficulties and on pertinent SDQ subscales (e.g., emotional symptoms and peer relationship problems) at post-test. Improvements were sustained at 12-month follow-up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings and provided valuable insights into the Pyramid Club experience. CONCLUSIONS: Findings contribute to evidence-based, preventative models for the early adolescent population and support the social validity of Pyramid Club

Club · Developmental psychology · Focus group · Intervention (counseling) · Mental health · Psychiatry · Pyramid (geometry) · Qualitative research · Strengths and Difficulties Questionnaire · Test (biology) · Thematic analysis · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Cognitive Science and Education Research · Innovation and Socioeconomic Development · Medicine · Psychology

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