This study aimed to explore what changes happen to a group’s outcomes and mechanisms, in relation to emotional literacy, following a small group targeted emotional literacy intervention. This was achieved through the use of a single case study design which employed the use of semi – structured group interviews and numerical data. The qualitative and quantitative measures were used prior to and after the intervention to allow for consideration of change over time. The statistical analysis indicates that access to a needs led targeted intervention is effective in producing positive outcomes in relation to emotional literacy levels for the pupils that access it. The thematic analysis provided a rich and in depth insight into the mechanisms that facilitate this change and demonstrated a positive movement in the group’s emotional literacy thoughts, skills, knowledge and practices. This study provides an original contribution to the existing research into emotional literacy by taking an exploratory and explanatory approach.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:715609 |
| Date | January 2017 |
| Creators | Holmes, Gemma Leanne |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7465/ |
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