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Using the Principle Based Model to Improve Well-Being in School: A Mixed-Methods Pilot Study

Rees-Evans, D and Pevalin, DJ (2017) 'Using the Principle Based Model to Improve Well-Being in School: A Mixed-Methods Pilot Study.' SAGE Open, 7 (2). ISSN 2158-2440

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Abstract

© 2017, © The Author(s) 2017. The contemporary school environment in England has been identified as stressful for both staff and pupils. School-based interventions aimed at improving well-being and mental health have shown mixed results. The Principle Based Model (PBM) of Mind, Consciousness, and Thought is an untried intervention in English schools and as a working model there is a paucity of research into its potential. The aim of this mixed-methods pilot study was to investigate the effectiveness of the PBM as a means of increasing the psychological well-being of staff and pupils. The study was a 16-week pre, post, and follow-up study using the Friedman Well-Being Scale (FWBS) as a measure of psychological well-being, and analyzed using matched sample t tests and repeated measures ANOVA. The study was carried out in a high school in the east of England with 10 staff and nine pupils. The staff and pupils involved received the PBM as a psychoeducational program. During the follow-up period, six members of staff and one pupil were interviewed and the transcripts analyzed using Thematic Analysis. The pre to post total FWBS scores showed an increase in psychological well-being for both staff and pupils but only the change for pupils was statistically significant. Post to follow-up total FWBS scores for both staff and pupils showed no significant change. This study provides some initial evidence to suggest that the PBM may be a useful tool for schools to utilize in attempting to increase psychological well-being.

Item Type: Article
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Faculty of Social Sciences > Sociology, Department of
Depositing User: David Pevalin
Date Deposited: 12 Jul 2017 09:14
Last Modified: 17 Aug 2017 17:15
URI: http://repository.essex.ac.uk/id/eprint/20051

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