The effectiveness of a universal school-based programme on coping and mental health: a randomised, controlled study of Zippy’s Friends

Holen, Solveig; Waaktaar, Trine; Lervåg, Arne; Ystgaard, Mette

doi:10.1080/01443410.2012.686152

Cited by 64 publications

(56 citation statements)

References 40 publications

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“…1 The studies of Holen, Waaktaar, Lervåg, and Ystgaard (2012) and Holen, Waaktaar, Lervåg, and Ystgaard (2013) were counted as one study, because they reported the results of the same intervention study. The only difference between the studies was the outcome variables reported.…”

Section: Coding Of the Studiesmentioning

confidence: 99%

“…For the four remaining studies, the coding differences were more substantial. Both researchers reread these articles and changed their initial coding where they thought necessary.This resulted in two studies on which the researchers agreed and two studies in which their scores were combined (as described above).1 The studies of Holen, Waaktaar, Lervåg, and Ystgaard (2012) and Holen, Waaktaar, Lervåg, and Ystgaard (2013) were counted as one study, because they reported the results of the same intervention study. The only difference between the studies was the outcome variables reported.…”

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confidence: 99%

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A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Korpershoek

Harms

Boer

et al. 2016

Review of Educational Research

430

294

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A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. DOI: 10.3102/0034654315626799 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. This work is part of the research program, NWO Review Studies, which is partly financed by the Netherlands Organisation for Scientific Research (NWO).Correspondence concerning this article can be sent to Hanke Korpershoek, Groningen Institute for Educational Research (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands. Email: h.korpershoek@rug.nl. META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 2 AbstractThis meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and non-random controlled intervention studies published in the last decade (between 2003 and 2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: those focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher-student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.Keywords: review, meta-analysis, classroom management strategies, classroom management programs, student outcomes META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 3 A Meta-Analysis of the Effects of Classroom Management Strategies and ClassroomManagement Programs on Students' Academic, Behavioral, Emotional, and Motivational Ou...

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Section: Coding Of the Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Korpershoek

Harms

Boer

et al. 2016

Review of Educational Research

430

294

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“…Working closely with multi-agency teams that included mental health provision was also seen as successful, but direct employment of staff with a clinical or mental health focus was less common. Very few virtual schools provided mental health support directly to children in the school setting, although one virtual school was running 'Zippy's Friends', a school mental health promotion program focussed on developing coping skills (Holen et al 2012). …”

Section: Service Focus and Provisionmentioning

confidence: 99%

Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?

Drew

Banerjee

2018

Eur J Psychol Educ

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The Children and Families Act (2014) placed a statutory responsibility on local authorities in the UK to establish a virtual school headteacher with the role of championing the education of all children looked-after within that authority. The current research was designed to illuminate how virtual schools are currently supporting educational outcomes for children looked-after, not only through educational interventions, but also through supporting broader psychological factors that might impact on attainment such as attachment, relationships and mental health. Virtual school headteachers from 29 local authorities completed an online survey about the services they provided to three target groups-children looked-after, foster carers and schools-with a particular focus on the transition years from primary to secondary school, which have been identified as being a difficult time for children looked-after. Using inductive thematic analysis, four overarching themes to service provision were identified: enhanced learning opportunities, specific transition support, well-being and relationships, and raising awareness. Direct work, interprofessional working and the development of supportive environments, particularly guided by attachment theory, were identified as important areas of practice. Practice is discussed in relation to resilience and ecological systems theory and suggestions for future research are identified.

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“…Key fi ndings from these studies highlight the signifi cant positive effects of the programme on children's coping strategies (Holen et al 2012 ;Mishara and Ystgaard 2006 ), emotional literacy skills Faupel 2004 , 2005 ), social skills (Mishara and Ystgaard 2006 ), externalising behaviour (Mishara and Ystgaard 2006 ;Faupel 2004 , 2005 ), improved autonomy (Dufour et al 2011 ) and the impact of mental health diffi culties in daily life (Holen et al 2012 ). Key fi ndings from these studies highlight the signifi cant positive effects of the programme on children's coping strategies (Holen et al 2012 ;Mishara and Ystgaard 2006 ), emotional literacy skills Faupel 2004 , 2005 ), social skills (Mishara and Ystgaard 2006 ), externalising behaviour (Mishara and Ystgaard 2006 ;Faupel 2004 , 2005 ), improved autonomy (Dufour et al 2011 ) and the impact of mental health diffi culties in daily life (Holen et al 2012 ).…”

Section: Zippy's Friendsmentioning

confidence: 99%

Schools for Health and Sustainability

Simovska¹,

McNamara²

2015

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The effectiveness of a universal school-based programme on coping and mental health: a randomised, controlled study of Zippy’s Friends

Cited by 64 publications

References 40 publications

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?

Schools for Health and Sustainability

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