An evaluation of the MindOut (2) programme in disadvantaged post-primary schools: A report on preliminary findings
Barry, Margaret M.
MetadataShow full item record
This item's downloads: 1067 (view details)
Dowling, Katherine, & Barry, Margaret M. (2017). An evaluation of the MindOut (2) programme in disadvantaged post-primary schools: A report on preliminary findings. National University of Ireland Galway: Health Promotion Research Centre.
INTRODUCTION This report describes the evaluation of the MindOut (2) social and emotional wellbeing programme for senior level students in Irish post-primary schools. This programme, which was updated in 2015, is comprised of twelve sessions which are designed using interactive and student-centred approaches to engage students in promoting their social and emotional well-being. The Health Promotion Research Centre (HPRC) at NUI, Galway was commissioned by the HSE to evaluate the implementation of the revised MindOut programme in disadvantaged post-primary schools. AIMS The key aims of the evaluation are to assess: • The programme impact on students’ (i) social and emotional skills development; (ii) overall mental health and wellbeing; and (iii) academic performance. • The views of the participants on the perceived benefits of the programme. • The attitudes of the teachers regarding the impact of the programme on themselves, the young people and the wider school community. • The process of implementation and perceived gains from each session. • The effects of different levels of implementation on the process of programme delivery and on the outcomes achieved. METHODS A cluster randomised control trial (RCT) design was employed to determine the programme outcomes with assessments before (T1) and immediately after implementation (T2). This intervention study employs a mixed-methods design with the use of both quantitative and qualitative methods to assess programme outcomes and the implementation process. Baseline measures were taken approximately one to two weeks before programme implementation within each school and post-intervention measures were collected immediately following programme delivery. Process measures were employed during and after programme implementation.
This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. Please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.
The following license files are associated with this item: