A1 Refereed original research article in a scientific journal
Together at school intervention programme. A pilot study on the feasibility and perceived benefits of a programme focusing on improving socio-emotional skills among schoolchildren in Finland
Authors: Appelqvist-Schmidlechner K, Liski A, Pankakoski M, Solantaus T, Ojala T, Kampman M, Santalahti P
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication year: 2016
Journal: International Journal of Mental Health Promotion
Journal name in source: INTERNATIONAL JOURNAL OF MENTAL HEALTH PROMOTION
Journal acronym: INT J MENT HEALTH PR
Volume: 18
Issue: 3
First page : 127
Last page: 143
Number of pages: 17
ISSN: 1462-3730
eISSN: 2049-8543
DOI: https://doi.org/10.1080/14623730.2016.1193763
Abstract
The aim of the Together at School Intervention Programme developed for the Finnish school system was to improve socio-emotional skills and prevent psychosocial problems among children (7-12years). The aim of this pilot study was to evaluate the feasibility, safety and perceived benefits of the programme in order to justify its large-scale implementation for a randomized controlled study. Altogether, 23 classrooms from Grades 1-6 (N=549, n=451 children) in four schools participated in the study. Informants were teachers (n=23), head masters (n=4), children (n=451) and their parents. Data were collected by questionnaires at three time points. The different tools assessed were considered to be beneficial for the children by 92-100% of the teachers, and pleasant to participate in by 73-89% of the children. During the follow-up, emotional symptoms reduced significantly among boys. Bullying behaviour was significantly reduced according to both teachers and children. The findings of this pilot study were encouraging.
The aim of the Together at School Intervention Programme developed for the Finnish school system was to improve socio-emotional skills and prevent psychosocial problems among children (7-12years). The aim of this pilot study was to evaluate the feasibility, safety and perceived benefits of the programme in order to justify its large-scale implementation for a randomized controlled study. Altogether, 23 classrooms from Grades 1-6 (N=549, n=451 children) in four schools participated in the study. Informants were teachers (n=23), head masters (n=4), children (n=451) and their parents. Data were collected by questionnaires at three time points. The different tools assessed were considered to be beneficial for the children by 92-100% of the teachers, and pleasant to participate in by 73-89% of the children. During the follow-up, emotional symptoms reduced significantly among boys. Bullying behaviour was significantly reduced according to both teachers and children. The findings of this pilot study were encouraging.
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