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dc.contributor.authorBarry, Margaret M.
dc.contributor.authorClarke, Aleisha M.
dc.contributor.authorDowling, Katherine
dc.date.accessioned2019-11-07T12:53:53Z
dc.date.available2019-11-07T12:53:53Z
dc.date.issued2017-08-07
dc.identifier.citationBarry, Margaret M., Clarke, Aleisha M., & Dowling, Katherine. (2017). Promoting social and emotional well-being in schools. Health Education, 117(5), 434-451. doi: 10.1108/HE-11-2016-0057en_IE
dc.identifier.issn0965-4283
dc.identifier.urihttp://hdl.handle.net/10379/15551
dc.description.abstractPurpose This paper provides a critical perspective on the international evidence on promoting young people s social and emotional wellbeing in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional wellbeing. Findings The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications The potential of adopting a common elements approach is considered, however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value Identifying a common set of evidence-based strategies for enhancing adolescents social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings. en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherEmeralden_IE
dc.relation.ispartofHealth Educationen
dc.subjectMental healthen_IE
dc.subjectSchoolsen_IE
dc.subjectLearningen_IE
dc.subjectYoung peopleen_IE
dc.subjectChildrenen_IE
dc.subjectEmotional well-beingen_IE
dc.titlePromoting social and emotional wellbeing in schoolsen_IE
dc.typeArticleen_IE
dc.date.updated2019-11-07T12:46:33Z
dc.identifier.doi10.1108/HE-11-2016-0057
dc.local.publishedsourcehttps://doi.org/10.1108/HE-11-2016-0057en_IE
dc.description.peer-reviewedpeer-reviewed
dc.internal.rssid12801274
dc.local.contactMargaret Barry, Ctr For Health Promotion Studies, Room 338a, Aras Moyola, Nui Galway. 3348 Email: margaret.barry@nuigalway.ie
dc.local.copyrightcheckedYes
dc.local.versionACCEPTED
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