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Ashworth, E, Demkowicz, O, Lendrum, A and Frearson, K (2018) Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers' Perceptions. School Mental Health, 10 (3). pp. 287-300. ISSN 1866-2625
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Coaching Models of School-Based Prevention and Promotion Programmes A Qualitative Exploration of UK Teachers Perceptions.pdf - Published Version Available under License Creative Commons Attribution. Download (893kB) | Preview |
Abstract
There has been increased interest in recent years regarding the utility of imported universal prevention and promotion (P&P) programmes in UK schools, many of which have a coaching model attached. However, there have been relatively few studies exploring the cultural transferability and social validity of these models, even though evidence suggests that these factors are important to the successful implementation of the programmes, and thus the achievement of the intended outcomes. The aim of the current study was to explore the coaching practices that teachers report experiencing, and to further understanding of the perceived benefts of these coaching practices to teachers. The sample consisted of 33 teachers implementing one of two universal, school-based P&P programmes, Good Behavior Game and Promoting Alternative Thinking Strategies as part of large-scale, randomised controlled trials. Qualitative, semi-structured interviews were conducted, and data were analysed thematically utilising a hybrid approach. Teachers typically reported engaging in six distinct practices with their coaches. While the majority of these practices were in line with coaching literature, there were some discrepancies between intended coaching practices and teachers’ reports. The coaching practices were generally perceived to be acceptable to teachers. Two unanticipated practices, validation and motivation, appeared to be of particular value to teachers, although these are not currently a prominent feature in existing coaching models. The fndings provide implications for improving the development of socially valid coaching models for UK schools.
| Item Type: | Article |
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| Uncontrolled Keywords: | Social Sciences; Psychology, Educational; Psychology, Developmental; Psychology; Coaching; Implementation; School-based interventions; Prevention and promotion; Cultural transferability; Social validity; GOOD BEHAVIOR GAME; CULTURAL-ADAPTATION; IMPLEMENTATION; IMPACT; INTERVENTIONS; OUTCOMES; SUPPORT; FIDELITY; TRIAL; CONSULTATION |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Psychology (from Sep 2019) |
| Publisher: | Springer |
| Related URLs: | |
| Date Deposited: | 15 Jan 2020 11:43 |
| Last Modified: | 04 Sep 2021 08:08 |
| DOI or ID number: | 10.1007/s12310-018-9282-3 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/12025 |
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