This paper begins with a systematic review of the literature that looks at particular approaches and models to support girls aged 11-16 overcome the adverse effects of bullying. This revealed that girls seem to have less effective problem solving abilities in dealing with bullying. In addition, the review identified some potential criteria for group work, for example the age range, as it appeared that interventions were more effective with year 7 pupils (aged 11-12). The implications of the review for further research were considered and this informed an empirical study. A bridging document is presented in this paper between the systematic review and empirical study. This is to provide a rationale for the research and the links to the systematic review. In addition, it provides the underpinning epistemological position that guided the research, in particular the methodological and analytical approaches. The empirical study presented in this paper explored the benefits of a client centred approach to group work for girls, with a particular focus on ‘friendship’. This was considered within the context of the Targeting Mental Health in Schools (TAMHS) project (DfE, DCSF, 2008) where early intervention was considered as being crucial. The group work was facilitated by the author and supported by school staff. Structured ‘change’ interviews were used at pre, post and follow up stages in order to gather the participant’s views on the group work. Data was also gathered at these stages using the Strengths and Difficulties Questionnaire (Goodman, 1999). A thematic analysis was carried out on the pre and post interviews. This resulted in 3 main themes for each data set. The ‘change pathway’ for each participant was considered. The potential implications for future research in this field and practice as an Educational Psychologist are considered. Key words: Bullying, friendship, intervention, group work
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:572535 |
| Date | January 2012 |
| Creators | Sehgal, Melanie |
| Publisher | University of Newcastle upon Tyne |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10443/1620 |
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