Abstract
Background. Book of Beasties (BoB) is a school-based, socio-emotional intervention designed for primary-aged children (age 6+). It aims to raise pupils’ emotional literacy and enhance wellbeing. This exploratory study investigated the perceptions and experiences of programme recipients, school staff delivery agents and parents/carers to determine the feasibility of conducting a full-scale evaluation.
Design. A single case study of one west London primary school
Methods. Participants comprised Year 4 children (n = 4; two boys, two girls; age 8- 9 years) who completed the five-week BoB programme, staff delivery agents (n = 2), and parents/carers (n = 4). Data were collected from a focus group with children and semi-structured interviews with adults.
Findings. Thematic analysis of the integrated data generated four thematic categories: Making sense of BoB; Fantasy world component vs real world component; Knowledge and application of socio-emotional literacy, and Assessment and development of BoB. Preliminary evidence suggested BoB benefitted recipients by enhancing socio-emotional skills (e.g., prosocial behaviour and empathy) and increasing subjective wellbeing. Specific programme components were elicited (e.g., fantastical elements and sensory-focused activities) which may have an influence on positive child outcomes.
Conclusions. BoB is a promising resource for primary schools and can be delivered by staff including paraprofessionals. Justification for conducting a full-scale evaluation to examine effectiveness and process issues was established and is underway.
Design. A single case study of one west London primary school
Methods. Participants comprised Year 4 children (n = 4; two boys, two girls; age 8- 9 years) who completed the five-week BoB programme, staff delivery agents (n = 2), and parents/carers (n = 4). Data were collected from a focus group with children and semi-structured interviews with adults.
Findings. Thematic analysis of the integrated data generated four thematic categories: Making sense of BoB; Fantasy world component vs real world component; Knowledge and application of socio-emotional literacy, and Assessment and development of BoB. Preliminary evidence suggested BoB benefitted recipients by enhancing socio-emotional skills (e.g., prosocial behaviour and empathy) and increasing subjective wellbeing. Specific programme components were elicited (e.g., fantastical elements and sensory-focused activities) which may have an influence on positive child outcomes.
Conclusions. BoB is a promising resource for primary schools and can be delivered by staff including paraprofessionals. Justification for conducting a full-scale evaluation to examine effectiveness and process issues was established and is underway.
| Original language | English |
|---|---|
| Title of host publication | MQ Mental Health Science Summit |
| Publication status | Published - 21 May 2021 |
| Event | MQ Mental Health Science Summit - Online Duration: 12 May 2021 → 13 May 2021 |
Conference
| Conference | MQ Mental Health Science Summit |
|---|---|
| Period | 12/05/21 → 13/05/21 |
Keywords
- Mental health and wellbeing
- School-based intervention
- Book of Beasties