Abstract
Objectives. Book of Beasties (BoB) is a manualised, school-based, socio-emotional intervention designed for primary-aged children (age 6+). It aims to destigmatise mental health, raise pupils’ emotional literacy and enhance wellbeing. BoB uses a play-based, guided learning approach and offers a flexible resource for practitioners, including educational psychologists, with responsibilities for supporting children’s wellbeing. The current study aimed to determine the merit and feasibility of conducting a full-scale evaluation.
Design. An exploratory case study of a single London primary school was undertaken to investigate perceptions and experiences of programme recipients, staff delivery agents and parents/carers.
Methods. Selected by purposive sampling, 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, and thematically analysed.
Findings. 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 that BoB benefitted children 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 influenced positive child outcomes.
Conclusions. BoB was identified as a promising resource for primary schools which can be delivered by staff including paraprofessionals. Justification for a full-scale evaluation to examine effectiveness and process issues was established.
Design. An exploratory case study of a single London primary school was undertaken to investigate perceptions and experiences of programme recipients, staff delivery agents and parents/carers.
Methods. Selected by purposive sampling, 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, and thematically analysed.
Findings. 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 that BoB benefitted children 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 influenced positive child outcomes.
Conclusions. BoB was identified as a promising resource for primary schools which can be delivered by staff including paraprofessionals. Justification for a full-scale evaluation to examine effectiveness and process issues was established.
| Original language | English |
|---|---|
| Title of host publication | BPS Psychology of Education Section Annual Conference |
| Publication status | Published - 8 Sept 2021 |
| Event | BPS Psychology of Education Section Annual Conference 2021 - Online Duration: 8 Sept 2021 → 9 Sept 2021 |
Conference
| Conference | BPS Psychology of Education Section Annual Conference 2021 |
|---|---|
| Period | 8/09/21 → 9/09/21 |