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LSEs PSHE Project

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PSHE Project Coleman, Hale and Layard 1
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Page 1: LSEs PSHE Project

PSHE Project

Coleman, Hale and Layard

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Page 2: LSEs PSHE Project

Aims and objectives of the project

To carry out international review of evidence-based programmes relating to life skills for secondary age pupils

To identify the methodological problems involved in evaluating such programmes

To highlight the main facilitators/impediments to evidence-based PSHE

To establish which programmes could be recommended in the UK

To recommend a notional programme of Life Skills education as part of a future PSHE curriculum

(Secondary, Personal Wellbeing)

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Page 3: LSEs PSHE Project

Background

PSHE: Personal Wellbeing Key Concepts

Personal Identities

Healthy lifestyles

Risk

Relationships

Diversity

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Page 4: LSEs PSHE Project

Background

A starting point: Good Childhood Guide, components of successful PSHE (Layard & Dunn, 2009):

Understanding and managing your emotions

Understanding others and caring for them

Love, sex, parenting and child development

Healthy living: exercise, diet, alcohol, drugs, smoking

Mental Illness

Your career and contribution to the world

Understanding the media

Politics and responsibilities

Moral Philosophy

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Page 5: LSEs PSHE Project

Background

Health and Wellbeing in Schools: Policy

Ofsted Inspections

Safety, Emotional Awareness, School Ethos, Health

Every Child Matters

Being healthy, Staying safe, Enjoying and achieving, Making a positive contribution, Achieving economic stability and wellbeing

2007 education bill

Schools have a duty to promote wellbeing

Bill to make PSHE statutory

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Page 6: LSEs PSHE Project

Social and Emotional Aspects of Learning (SEAL)Framework for the delivery of social and emotional skills

Implemented in 70% of schools

Evidence-based?

Humphrey, 2002: “SEAL (as implemented by schools in our sample) failed to impact significantly upon pupils’ social and emotional skills, general mental health difficulties, pro-social behaviour or behaviour problems.”

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Page 7: LSEs PSHE Project

SEAL evaluation concluded:

“Guidance should be produced to enable schools to make informed choices about the adoption of social and emotional learning programmes beyond SEAL; this guidance should have a clear focus on the evidence base to support particular programmes and the contexts in which they are effective.”

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Page 8: LSEs PSHE Project

Three problems in implementing evidence-based PSHEEvidence

Content

Context

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Page 9: LSEs PSHE Project

Evidence

SEAL: “A greater emphasis needs to be given to the rigorous collection and use of evidence to inform developments in policy and practice in this area”

Coleman (2009): “It is clear that there is a scarcity of good quality research evaluating the effectiveness of programmes promoting well-being in the school setting”

Outcomes variables: Knowledge? Attitudes? Behaviours? Health?

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Page 10: LSEs PSHE Project

Content

Formby, 2011: “[There is] a lack of clear or shared understanding on the nature of and rationale for PSHE education amongst teachers and schools.”

“Disaster-driven” PSHE

Are evaluated programmes applicable to PSHE available

How well do outcomes match main PSHE outcomes?

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Page 11: LSEs PSHE Project

Context

“Teachers know the children they teach, they know their strengths and limitations, their social backgrounds and their aspirations and should be empowered to use their professional judgement to develop PSHE education in ways that are accessible to all the pupils they teach.” (Association for Teachers and Lecturers)

“The flexibility of SEAL actually [emerged] as a barrier” to effective implementation (Humphrey, 2010)

Variability of input (training of teachers, fidelity of programme, implementation support)

Availability of programme? Cost?

Australian/American programmes in the UK? Modifications needed?

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Page 12: LSEs PSHE Project

Areas relevant to PSHE:

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Systematic reviews suggest effects in following areas:

Social and emotional wellbeing (Blank et al., 2009)

Substance use (Cuijpers, Jonkers, Weerdt, & Jong, 2002)

Bullying and violence (Farringdon & Tfofi, 2009)

Sexual health (Shepherd et al., 2010)

Media literacy (Bergsma & Carney, 2008)

Emotional disorders (Merry & Spence, 2007)

Conduct disorders (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

Page 13: LSEs PSHE Project

British Evaluations of Programmes that appear to “Work”Resourceful Adolescent Program (Stallard; Bath)

SHARHP (McKay; Belfast)

FRIENDS (Liddle; Sterling)

UKRP (Challen, Layard; LSE)

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Page 14: LSEs PSHE Project

Our methodology

Literature search

Review of Programmes

Visit US and Australia

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Page 15: LSEs PSHE Project

Constructing an evidence-based syllabusInterpreting PSHE aims

Structure of syllabus

Interpreting evidence

Identifying programmes

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Page 16: LSEs PSHE Project

Selection Criteria

Evidence-based

Available in UK

Practicalities

PSHE relevant

No strict inclusion/exclusion criteria

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Page 17: LSEs PSHE Project

Evidence-based

Comparator

Knowledge/attitudes vs. Behaviour and health

Replications

Quality of evidence

Sample size

Attrition

Baseline comparability

Follow-up times

Significant programme effects

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Page 18: LSEs PSHE Project

Available to UK

Available!

Applicability in UK

Target audience

Transferable

Established in UK

Training/Ongoing Support

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Page 19: LSEs PSHE Project

Practicalities

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Delivery format (teachers vs. “outsiders”? Curricular vs. whole school?)

Length of programme

PSHE: One hour per week

Training requirements

Cost

Page 20: LSEs PSHE Project

PSHE Relevant

Guided by Good Childhood Guide

Categorised by evidence (outcomes), rather than content

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Page 21: LSEs PSHE Project

A model for PSHE

Diet/nutrition and Healthy Lifestyle

Drugs, Alcohol and Tobacco Education

Emotional Health and Wellbeing

Safety Education

Sex and Relationships Education

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Page 22: LSEs PSHE Project

A Model Curriculum

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  The packa ge (hours )

  E motiona l Hea lth and wellbeing

S ex and rela tionships educa tion

Hea lthy and S a fety (including S a fety, Drug s and Diet E duca tion)

Yea r 7 The UK Res ilience prog ramme (18)

Life skills tra ining (12)

Yea r 8   P a rents Under Cons truction (14)

Media Ready 1 (7)

Media Ready 2 (8)

Yea r 9 F riends for Life (9)

S cience of Menta l Illnes s (5)

S a fer choices (10) S HAHRP (6)

Yea r 10 Mood Gym (4) Rela tionship smarts (13)

S a fer choices (cont.; 10)

S HAHRP (cont.; 4)

Page 23: LSEs PSHE Project

An example

FRIENDS for life

Originated in Australia

CBT-based

Multiple evaluations (depression, anxiety)

UK providers and trainers

Evaluated in UK (Liddle, 2010)

Trainers and support available in the UK

Teacher-led

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Page 24: LSEs PSHE Project

Limitations

Curricular Only (whole-school approaches)

Teacher led

Dependent on non-British programme

Training

Limits of evidence-base (variable quality)

Too prescriptive

Feasibility

Outdated?

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Page 25: LSEs PSHE Project

Moving Forward

Report

Dissemination

NCB

PSHE Association

Pilot/Evaluation?

Get evidence-based programmes into schools

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Page 26: LSEs PSHE Project

Comments?

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