ABSTRACT

Research demonstrates that pupils do not always have the necessary social and emotional intelligence to cope with the transition to secondary school successfully. This paper explores a context-specific intervention designed to enhance key social and emotional skills after a secondary school transition. The intervention was designed with reference to a school-context analysis of children who had recently transitioned to secondary school. Sixty children aged 11–12 years took part in the intervention which involved six group sessions and the outcomes of the intervention were assessed through pre-, post-, and follow-up self-report questionnaires. Focus groups were also conducted with intervention participants following completion of the programme. Findings demonstrate that the intervention had a significant positive impact on empathy. The focus group findings highlighted ways the intervention helped pupils to address negative emotions, cope and manage difficult problems as well as positive and negative implementation strategies for future interventions. The paper highlights a context-specific approach to support programmes, based on the inclusion of an exploratory phase when designing such interventions. The findings may be of benefit to practitioners, researchers and educational psychologists.

摘要

研究表明，学生并不总是具备必要的社交和情商来成功过渡到中学。本文探讨了一种针对特定情境的干预措施，旨在提高中学过渡后的关键社交和情感技能。干预的设计参考了对最近转入中学的儿童的学校环境分析。60 名 11-12 岁的儿童参与了涉及六个小组会议的干预，并通过前、后和后续的自我报告问卷评估了干预的结果。项目完成后，还与干预参与者进行了焦点小组讨论。结果表明，干预对同理心产生了显着的积极影响。焦点小组的调查结果强调了干预帮助学生解决负面情绪、应对和管理困难问题的方式以及未来干预的积极和消极实施策略。该文件强调了一种支持计划的特定背景方法，其基础是在设计此类干预措施时包含一个探索阶段。这些发现可能对从业者、研究人员和教育心理学家有益。