This thesis focuses upon the implementation of group-level social skills interventions in mainstream primary and elementary schools. Schools must provide additional support for children with social skill difficulties. Therefore, the first paper presents the findings of an international systematic literature review exploring the characteristics of effective small group social skills interventions. Four databases were systematically searched between September 2017 and January 2018 yielding 1,461 hits for screening. 30 studies met eligibility criteria and were assessed for coherence and integrity, as well as evidence efficacy. 11 studies were included in the final review. The second paper explores how two primary schools assimilated and implemented Lego-Based Therapy (LBT), a promising social skills intervention. The study also explores the factors which impact upon the process of assimilation and adoption in order to inform a preliminary model of implementation specifically to LBT. The case study sites were two English mainstream primary schools within the researcherâs Practice Placement Educational Psychology Service. Data were collected via interviews with the Special Educational Needs Co-Ordinator and LBT facilitator at each school, as well as three structured observations of LBT in each school. Findings from all data sources were triangulated to identify themes, using inductive-deductive hybrid analysis to map the findings onto the Durlak and DuPre (2008) Ecological Framework for Implementation model. A third paper considers the concepts of evidence-based practice and practice-based evidence, dissemination and implementation, applying these concepts to inform a dissemination strategy for the current research. The literature review found that the area of group level social skills intervention is at an early stage of development with a lack of clarity in the conceptualisation of social skills as well as measuring and judging effectiveness. Very few studies acknowledged the impact of implementation factors upon outcomes. The case study found that implementation factors broadly mapped onto the Durlak and DuPre (2008) model, but facilitator factors, participant responsiveness, the explicit process of assimilation and peer support post-training were lacking in the EFI, suggesting that a revised model of LBT implementation is required. The third paper considers common and effective dissemination methods and the implications of these for the current research. A dissemination strategy is proposed at different professional and geographic levels, with a range of dissemination purposes taken into account.
Date of Award | 31 Dec 2019 |
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Original language | English |
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Awarding Institution | - The University of Manchester
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Supervisor | Caroline Bond (Supervisor) & Ann Lendrum (Supervisor) |
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- Group intervention
- Educational Psychology
- Social skills
- Lego-Based Therapy
- Implementation
THE ROLE OF THE EDUCATIONAL PSYCHOLOGIST IN THE IMPLEMENTATION AND EVALUATION OF SMALL GROUP SOCIAL SKILLS INTERVENTIONS IN PRIMARY SCHOOLS
Evans, V. (Author). 31 Dec 2019
Student thesis: Doctor of Educational and Child Psychology