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PSHE Project Coleman, Hale and Layard
Aims and objectives of the project <ul><li>To carry out international review of evidence-based programmes relating to life...
To identify the methodological problems involved in evaluating such programmes
To highlight the main facilitators/impediments to evidence-based PSHE
To establish which programmes could be recommended in the UK
To recommend a notional programme of Life Skills education as part of a future PSHE curriculum  </li></ul>(Secondary, Pers...
Background <ul><li>PSHE: Personal Wellbeing Key Concepts </li></ul><ul><ul><li>Personal Identities
Healthy lifestyles
Risk
Relationships
Diversity </li></ul></ul>
Background <ul><li>A starting point: Good Childhood Guide, components of successful PSHE  (Layard & Dunn, 2009): </li></ul...
Understanding others and caring for them
Love, sex, parenting and child development
Healthy living: exercise, diet, alcohol, drugs, smoking
Mental Illness
Your career and contribution to the world
Understanding the media
Politics and responsibilities
Moral Philosophy </li></ul></ul>
Background <ul><li>Health and Wellbeing in Schools: Policy </li></ul><ul><ul><li>Ofsted Inspections </li></ul></ul><ul><ul...
Social and Emotional Aspects of Learning (SEAL) <ul><li>Framework for the delivery of social and emotional skills
Implemented in 70% of schools
Evidence-based?
Humphrey, 2002: “SEAL (as implemented by schools in our sample) failed to impact significantly upon pupils’ social and emo...
SEAL evaluation concluded: “ Guidance should be produced to enable schools to make informed choices about the adoption of ...
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LSE's PSHE Project

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Dan Hale's presentation to the Drug Education Forum about a project to identify an evidence based PSHE curriculum for secondary schools in the UK

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  • Mention flexibility
  • Not designed explicitly for PSHE
  • First question:
  • Flexibility vs. fidelity
  • Transcript of "LSE's PSHE Project"

    1. 1. PSHE Project Coleman, Hale and Layard
    2. 2. Aims and objectives of the project <ul><li>To carry out international review of evidence-based programmes relating to life skills for secondary age pupils
    3. 3. To identify the methodological problems involved in evaluating such programmes
    4. 4. To highlight the main facilitators/impediments to evidence-based PSHE
    5. 5. To establish which programmes could be recommended in the UK
    6. 6. To recommend a notional programme of Life Skills education as part of a future PSHE curriculum </li></ul>(Secondary, Personal Wellbeing)
    7. 7. Background <ul><li>PSHE: Personal Wellbeing Key Concepts </li></ul><ul><ul><li>Personal Identities
    8. 8. Healthy lifestyles
    9. 9. Risk
    10. 10. Relationships
    11. 11. Diversity </li></ul></ul>
    12. 12. Background <ul><li>A starting point: Good Childhood Guide, components of successful PSHE (Layard & Dunn, 2009): </li></ul><ul><ul><li>Understanding and managing your emotions
    13. 13. Understanding others and caring for them
    14. 14. Love, sex, parenting and child development
    15. 15. Healthy living: exercise, diet, alcohol, drugs, smoking
    16. 16. Mental Illness
    17. 17. Your career and contribution to the world
    18. 18. Understanding the media
    19. 19. Politics and responsibilities
    20. 20. Moral Philosophy </li></ul></ul>
    21. 21. Background <ul><li>Health and Wellbeing in Schools: Policy </li></ul><ul><ul><li>Ofsted Inspections </li></ul></ul><ul><ul><ul><li>Safety, Emotional Awareness, School Ethos, Health </li></ul><li>Every Child Matters </li><ul><li>Being healthy, Staying safe, Enjoying and achieving, Making a positive contribution, Achieving economic stability and wellbeing </li></ul><li>2007 education bill </li><ul><li>Schools have a duty to promote wellbeing </li></ul><li>Bill to make PSHE statutory </li></ul></ul>
    22. 22. Social and Emotional Aspects of Learning (SEAL) <ul><li>Framework for the delivery of social and emotional skills
    23. 23. Implemented in 70% of schools
    24. 24. Evidence-based?
    25. 25. Humphrey, 2002: “SEAL (as implemented by schools in our sample) failed to impact significantly upon pupils’ social and emotional skills, general mental health difficulties, pro-social behaviour or behaviour problems.” </li></ul>
    26. 26. SEAL evaluation concluded: “ Guidance should be produced to enable schools to make informed choices about the adoption of social and emotional learning programmes beyond SEAL; this guidance should have a clear focus on the evidence base to support particular programmes and the contexts in which they are effective.”
    27. 27. Three problems in implementing evidence-based PSHE <ul><li>Evidence
    28. 28. Content
    29. 29. Context </li></ul>
    30. 30. Evidence <ul><li>SEAL: “A greater emphasis needs to be given to the rigorous collection and use of evidence to inform developments in policy and practice in this area”
    31. 31. Coleman (2009): “It is clear that there is a scarcity of good quality research evaluating the effectiveness of programmes promoting well-being in the school setting”
    32. 32. Outcomes variables: Knowledge? Attitudes? Behaviours? Health? </li></ul>
    33. 33. Content <ul><li>Formby, 2011: “[There is] a lack of clear or shared understanding on the nature of and rationale for PSHE education amongst teachers and schools.”
    34. 34. “ Disaster-driven” PSHE
    35. 35. Are evaluated programmes applicable to PSHE available
    36. 36. How well do outcomes match main PSHE outcomes? </li></ul>
    37. 37. Context <ul><li>“ Teachers know the children they teach, they know their strengths and limitations, their social backgrounds and their aspirations and should be empowered to use their professional judgement to develop PSHE education in ways that are accessible to all the pupils they teach.” (Association for Teachers and Lecturers)
    38. 38. “ The flexibility of SEAL actually [emerged] as a barrier” to effective implementation (Humphrey, 2010)
    39. 39. Variability of input (training of teachers, fidelity of programme, implementation support)
    40. 40. Availability of programme? Cost?
    41. 41. Australian/American programmes in the UK? Modifications needed? </li></ul>
    42. 42. Areas relevant to PSHE: Systematic reviews suggest effects in following areas: <ul><li>Social and emotional wellbeing (Blank et al., 2009)
    43. 43. Substance use (Cuijpers, Jonkers, Weerdt, & Jong, 2002)
    44. 44. Bullying and violence (Farringdon & Tfofi, 2009)
    45. 45. Sexual health (Shepherd et al., 2010)
    46. 46. Media literacy (Bergsma & Carney, 2008)
    47. 47. Emotional disorders (Merry & Spence, 2007)
    48. 48. Conduct disorders (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). </li></ul>
    49. 49. British Evaluations of Programmes that appear to “Work” <ul><li>Resourceful Adolescent Program (Stallard; Bath)
    50. 50. SHARHP (McKay; Belfast)
    51. 51. FRIENDS (Liddle; Sterling)
    52. 52. UKRP (Challen, Layard; LSE) </li></ul>
    53. 53. Our methodology <ul><li>Literature search
    54. 54. Review of Programmes
    55. 55. Visit US and Australia </li></ul>
    56. 56. Constructing an evidence-based syllabus <ul><li>Interpreting PSHE aims
    57. 57. Structure of syllabus
    58. 58. Interpreting evidence
    59. 59. Identifying programmes </li></ul>
    60. 60. Selection Criteria <ul><li>Evidence-based
    61. 61. Available in UK
    62. 62. Practicalities
    63. 63. PSHE relevant </li></ul><ul><li>No strict inclusion/exclusion criteria </li></ul>
    64. 64. Evidence-based <ul><li>Comparator
    65. 65. Knowledge/attitudes vs. Behaviour and health
    66. 66. Replications
    67. 67. Quality of evidence </li></ul><ul><ul><li>Sample size
    68. 68. Attrition
    69. 69. Baseline comparability
    70. 70. Follow-up times </li></ul><li>Significant programme effects </li></ul>
    71. 71. Available to UK <ul><li>Available!
    72. 72. Applicability in UK </li></ul><ul><ul><li>Target audience
    73. 73. Transferable </li></ul><li>Established in UK </li><ul><li>Training/Ongoing Support </li></ul></ul>
    74. 74. Practicalities <ul><li>Delivery format (teachers vs. “outsiders”? Curricular vs. whole school?)
    75. 75. Length of programme </li></ul><ul><ul><li>PSHE: One hour per week </li></ul><li>Training requirements
    76. 76. Cost </li></ul>
    77. 77. PSHE Relevant <ul><li>Guided by Good Childhood Guide
    78. 78. Categorised by evidence (outcomes), rather than content </li></ul>
    79. 79. A model for PSHE <ul><li>Diet/nutrition and Healthy Lifestyle
    80. 80. Drugs, Alcohol and Tobacco Education
    81. 81. Emotional Health and Wellbeing
    82. 82. Safety Education
    83. 83. Sex and Relationships Education </li></ul>
    84. 84. A Model Curriculum   The package (hours)   Emotional Health and wellbeing Sex and relationships education Healthy and Safety (including Safety, Drugs and Diet Education) Year 7 The UK Resilience programme (18) Life skills training (12) Year 8   Parents Under Construction (14) Media Ready 1 (7) Media Ready 2 (8) Year 9 Friends for Life (9) Science of Mental Illness (5) Safer choices (10) SHAHRP (6) Year 10 Mood Gym (4) Relationship smarts (13) Safer choices (cont.; 10) SHAHRP (cont.; 4)
    85. 85. An example FRIENDS for life <ul><li>Originated in Australia
    86. 86. CBT-based
    87. 87. Multiple evaluations (depression, anxiety)
    88. 88. UK providers and trainers
    89. 89. Evaluated in UK (Liddle, 2010)
    90. 90. Trainers and support available in the UK
    91. 91. Teacher-led </li></ul>
    92. 92. Limitations <ul><li>Curricular Only (whole-school approaches)
    93. 93. Teacher led
    94. 94. Dependent on non-British programme
    95. 95. Training
    96. 96. Limits of evidence-base (variable quality)
    97. 97. Too prescriptive
    98. 98. Feasibility
    99. 99. Outdated? </li></ul>
    100. 100. Moving Forward <ul><li>Report
    101. 101. Dissemination </li></ul><ul><ul><li>NCB
    102. 102. PSHE Association </li></ul><li>Pilot/Evaluation?
    103. 103. Get evidence-based programmes into schools </li></ul>
    104. 104. Comments?
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