The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools.
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| Title: | The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools. |
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| Authors: | Romney, April, Somerville, Matthew P, Baines, Ed |
| Source: | Educational Psychology in Practice. Dec2022, Vol. 38 Issue 4, p392-409. 18p. |
| Subjects: | Facilitators (Persons), Emotions, Primary schools, Social development, Educational psychologists, Primary education, Children |
| Abstract: | Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02667363 |
| DOI: | 10.1080/02667363.2022.2125933 |
