Research Section: ‘A Quiet Place’ Project: an of Early Therapeutic Intervention within Mainstream Schools

Abstract

This paper discusses the nature of the therapeutic intervention provided by A Quiet Place project, outlining its aims, objectives, philosophy and intervention protocol. In line with the requirements of the action research paradigm according to which the project was established, this article evaluates the changes and developments that have occurred since its inception. Noting the strengths and weaknesses of the pilot study, the present study reports on the internal and external monitoring procedures, extending the latter via the development of observation scales specific to the nature of the intervention. Participants (N=54) were matched with a non–participant control group on variables of gender, age and background. Data were collected before and after the six week intervention period, producing an index of change on a bipolar scale of positive and negative behaviours. An independent samples t–test revealed that the overall change observed was statistically significant (p<0.001), while analysis by behaviour category, gender, age and reason for referral provided greater detail for the meaningful interpretation of results. Fran Renwick, a lecturer at the University of Liverpool Department of Education, and Bob Spalding, senior lecturer at the University of Liverpool Department of Education, conclude that these overwhelmingly positive results need to be treated with cautious optimism, pending longer–term follow–up data to determine the degree to which gains are maintained over time.

The Place2Be: Measuring the effectiveness of a primary school‐based therapeutic intervention in England and Scotland

“…As well as increasing access to interventions and reducing stigma, school‐based mental health interventions have been shown to reduce children's distress and improve children's self‐esteem (Adi, Killoran, Janmohamed, & Stewart‐Brown, ; Renwick & Spalding, ; Sherr et al, ; Sherr et al, ; Sherr & Sterne, ). This is in line with further evidence that therapeutic support can benefit children's emotional and social wellbeing (Bratton, Ray, & Rhine, ; Harris & Pattison, ; Pattison & Harris, ; Pugh & Statham, ; Rones & Hoagwood, ).…”

Assessing effectiveness of nurture groups in Northern Scotland

“…This again is evidence for the positive impact that nurture groups can have on children with SEBD. Spalding, 2002;Sanders, 2007;Seth-Smith et al, 2010). The Boxall Profile was developed by Marjorie Boxall and assesses aspects of development and behaviours (Bennathan and Boxall, 1997).…”

“…Previous research studies have used the Boxall Profile to assess children who attend nurture groups (Renwick and Spalding, ; Sanders, ; Seth‐Smith et al ., ). The Boxall Profile was developed by Marjorie Boxall and assesses aspects of development and behaviours (Bennathan and Boxall, ).…”

Towards an inclusive school culture — but what happened to Elton's ‘affective curriculum’?

“…Therapeutic intervention projects at first endeavoured to meet the needs of those failing to thrive emotionally by o ffe ring them a 'healing env i ronment'. Specifi c a l ly designed to counteract the perpetuation of the emotional and social deprivation of some of the neediest and most vulnerable children, interventions like 'The Place to Be' (Baxter, 1999); projects developed by the Pyramid Trust (Watson, 1999); and the 'A Quiet Place' project (Spalding, 2000;Renwick & Spalding, 2002;King & Chantler, 2002) we re welcomed by schools as additional but sep a rat e short-term support programmes for individually selected children. The 'A Quiet Place' project, however, offered therapeutic support to their teachers as well, to understand how the child's participation in the project would impact on them.…”