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ERIC Number: EJ996285
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1357-5279
Impact Evaluation of a School-Based Counselling Intervention in Northern Ireland: Is It Effective for Pupils Who Have Been Bullied?
McElearney, Aisling; Adamson, Gary; Shevlin, Mark; Bunting, Brendan
Child Care in Practice, v19 n1 p4-22 2013
Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age = 12.5, standard deviation = 2.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p less than 0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale (-0.25, p less than 0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered. (Contains 2 tables, 3 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire