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A Quiet Place


File number :
PPEE-ISC-02e

Bibliographic reference :
Renwick, F., & Spalding, B. "A Quiet Place" Project: An Evaluation of Early Therapeutic Intervention Within Mainstream Schools. Department of Education, University of Liverpool.
<http://www.behaviour4learning.ac.uk/>

Abstract :

Program Description
A Quiet Place is part of an action research initiative undertaken in 1998 at the University of Liverpool in England in partnership with the Cheiron Trust, an organization offering therapeutic support. It is geared towards primary school students from underprivileged environments. In order to help them out, students experiencing emotional and behavioural difficulties are given access to a highly stimulating room conducive to relaxation for three 40-minute periods a week during six weeks. Psychologists and other specialists individually help the students develop their self-esteem and interpersonal and stress management skills in the hopes of facilitating their engagement in learning at school. Through a holistic approach, teachers are involved and parents are provided information workshops and therapeutic support at school.

Assessment
F. Renwick and B. Spalding of the University of Liverpool Department of Education assessed this program from September 2000 to July 2001. A sample of 54 children from three schools involved in the program was matched according to age and gender to non-participant control group children but with similar socio-economic backgrounds and needs. A behaviour and attitude measurement process was adopted with five categories (attention, self-esteem, impulse control, interpersonal skills, and socialization), each of which had fifteen items. For a 30-minute pre- and post-intervention period, each child was observed while he or she took part in a teacher-led activity, an activity where independence was required, and an unstructured activity. Parents and teachers were also interviewed.

Description and Results
Significant improvement in behaviour was observed in the children benefiting from the program. This improvement was slightly better in the case of older children and male students. In addition, children with low self-esteem who were referred because they needed support responded better than those referred because of behavioural problems. Analysis has also shown that students clearly made progress in terms of the specific reason for their referral to the program, such as self-esteem. The marked improvement in self-esteem seems to be responsible for the increase in positive social behaviour also observed.

In concluding, the researchers stress that introducing this program can help schools cope with students who are grappling with emotional and behavioural difficulties and thereby increase their chances of pursuing their education.



Links :
http://www.behaviour4learning.ac.uk/

Key Words :
Underprivileged Environment, Holistic Approach, Self-Esteem, Interpersonal Skills, Stress Management, School-Family-Community Partnership, Behavioural Problems, Primary School, Elementary School

Monitored Countries :
England