By the same authors

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Effective, evidence-based interventions for emotional well-being: lessons for policy and practice

Research output: Contribution to journal › Special issue › peer-review

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Effective, evidence-based interventions for emotional well-being : lessons for policy and practice. / Bywater, Tracey Jane; Sharples, Jonathan.

In: Research Papers in Education, Vol. 27, No. 4, 09.2012, p. 389-408.

Research output: Contribution to journal › Special issue › peer-review

Harvard

Bywater, TJ & Sharples, J 2012, 'Effective, evidence-based interventions for emotional well-being: lessons for policy and practice', Research Papers in Education, vol. 27, no. 4, pp. 389-408. https://doi.org/10.1080/02671522.2012.690242

APA

Bywater, T. J., & Sharples, J. (2012). Effective, evidence-based interventions for emotional well-being: lessons for policy and practice. Research Papers in Education, 27(4), 389-408. https://doi.org/10.1080/02671522.2012.690242

Vancouver

Bywater TJ, Sharples J. Effective, evidence-based interventions for emotional well-being: lessons for policy and practice. Research Papers in Education. 2012 Sep;27(4):389-408. https://doi.org/10.1080/02671522.2012.690242

Author

Bywater, Tracey Jane ; Sharples, Jonathan. / Effective, evidence-based interventions for emotional well-being : lessons for policy and practice. In: Research Papers in Education. 2012 ; Vol. 27, No. 4. pp. 389-408.

Bibtex - Download

@article{1cdaafbd665f45e38baf09610ad72bb2,
title = "Effective, evidence-based interventions for emotional well-being: lessons for policy and practice",
abstract = "School-based programmes developed to promote social and emotional well-being aims to reduce the risk of academic failure and other negative outcomes, such as antisocial behaviour and mental health problems. This article maps the British political trajectory from understanding the importance of social and emotional well-being, to delivering programmes in schools that enhance it. It summarises the outcomes of a selective review of effective school-based interventions and draws out lessons for policy and practice regarding choice and implementation of programmes. Amongst universal and targeted evidence-based interventions, multi-modal/component approaches appear useful in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains unsuccessful and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programmes. Despite these drawbacks there is a greater understanding of what constitutes {\textquoteleft}evidence{\textquoteright} and how it can facilitate policy-makers{\textquoteright} selection process when identifying a promising or effective programmes. There is a need to address ongoing outcome and process evaluation, and delivery and resource factors in order to ensure fidelity in programme implementation, and replication of positive outcomes.",
keywords = "social emotional learning, wellbeing, school, effective, interventions, children",
author = "Bywater, {Tracey Jane} and Jonathan Sharples",
year = "2012",
month = sep,
doi = "10.1080/02671522.2012.690242",
language = "English",
volume = "27",
pages = "389--408",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Effective, evidence-based interventions for emotional well-being

T2 - lessons for policy and practice

AU - Bywater, Tracey Jane

AU - Sharples, Jonathan

PY - 2012/9

Y1 - 2012/9

N2 - School-based programmes developed to promote social and emotional well-being aims to reduce the risk of academic failure and other negative outcomes, such as antisocial behaviour and mental health problems. This article maps the British political trajectory from understanding the importance of social and emotional well-being, to delivering programmes in schools that enhance it. It summarises the outcomes of a selective review of effective school-based interventions and draws out lessons for policy and practice regarding choice and implementation of programmes. Amongst universal and targeted evidence-based interventions, multi-modal/component approaches appear useful in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains unsuccessful and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programmes. Despite these drawbacks there is a greater understanding of what constitutes ‘evidence’ and how it can facilitate policy-makers’ selection process when identifying a promising or effective programmes. There is a need to address ongoing outcome and process evaluation, and delivery and resource factors in order to ensure fidelity in programme implementation, and replication of positive outcomes.

AB - School-based programmes developed to promote social and emotional well-being aims to reduce the risk of academic failure and other negative outcomes, such as antisocial behaviour and mental health problems. This article maps the British political trajectory from understanding the importance of social and emotional well-being, to delivering programmes in schools that enhance it. It summarises the outcomes of a selective review of effective school-based interventions and draws out lessons for policy and practice regarding choice and implementation of programmes. Amongst universal and targeted evidence-based interventions, multi-modal/component approaches appear useful in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains unsuccessful and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programmes. Despite these drawbacks there is a greater understanding of what constitutes ‘evidence’ and how it can facilitate policy-makers’ selection process when identifying a promising or effective programmes. There is a need to address ongoing outcome and process evaluation, and delivery and resource factors in order to ensure fidelity in programme implementation, and replication of positive outcomes.

KW - social emotional learning

KW - wellbeing

KW - school

KW - effective

KW - interventions

KW - children

UR - http://www.scopus.com/inward/record.url?scp=84865383208&partnerID=8YFLogxK

U2 - 10.1080/02671522.2012.690242

DO - 10.1080/02671522.2012.690242

M3 - Special issue

VL - 27

SP - 389

EP - 408

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

IS - 4

ER -

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