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Do nurture groups improve the social, emotional and behavioural functioning of at risk children?

Seth-Smith, F; Levi, N; Pratt, R; Fonagy, P; Jaffey, D; (2010) Do nurture groups improve the social, emotional and behavioural functioning of at risk children? Educational and Child Psychology , 27 (1) pp. 21-34.

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Abstract

© The British Psychological Society, 2010. Nurture groups are teacher-led interventions which seek to address the difficulties of children exhibiting a range of emotional and behavioural problems by establishing more adaptive relationships with adults and peers. This study investigates changes in social, emotional and behavioural functioning in children within a nurture group and comparison condition. Significant changes were found in nurture group children’s Total Strength and Difficulties Questionnaire scores, and along with an increase in ‘pro-social’ behaviour, a decrease in ‘peer difficulties’ and ‘hyperactivity’ relative to the comparison group. Significant changes were found in most strands of the Boxall Profile whilst ratings of nurture group children’s academic levels also improved significantly more than those of the comparison group. The discussion considers the implications of these results and the methodological constraints. It is concluded that nurture groups are a promising teacher-led intervention for social and emotional difficulties. The authors recommend a randomised controlled study to further explore the routes by which these groups effect change.

Type: Article
Title: Do nurture groups improve the social, emotional and behavioural functioning of at risk children?
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/768307
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