Evaluating the effectiveness of small group work for young children with social, emotional and behavioural difficulties

Resilience research has identified a number of protective factors at the individual, family and community level that are associated with good outcomes for children facing of adverse circumstances (Masten, 2001; Newman & Blackburn 2002).

A systematic review was conducted to assess the contribution of social-emotional programmes to the promotion of protective factors in young children in the light of the introduction of the SEAL curriculum in UK schools (DfES, 2005).

Universal programmes were found to contribute to the reduction of problem behaviours and promotion of social and emotional skills. Limited literature was found related to the effectiveness of targeted small-group work with this age group.

A pilot evaluation study was conducted of a small-group social-emotional programme based on the SEAL small-group materials. Schools who volunteered to take part in the programme were assigned to either experimental or wait-list control groups.

Participants were aged 4-5 years and showing signs of social, emotional or behavioural difficulties as judged by class teachers. Schools in the experimental group implemented the intervention of 10 sessions for 5-6 weeks and pre and post measures were completed.

Following successful completion of the intervention by the experimental group, the programme was then implemented in wait-list control schools.

Mixed-ANOVA revealed significant changes in social problem-solving skills, teacher rated social skills and teacher rated peer problems. There were no significant changes in teacher rated problem behaviours, emotion recognition skills or peer acceptance.

These findings were replicated by a secondary within-subjects analysis using data from the wait-list control group. It was concluded that small-group work can contribute to the development of social skills in children aged 4-5 years, who show signs of SEBD.

Further research is required to establish the characteristics of children who are most likely to benefit from this approach and to determine effective approaches to influencing peer acceptance.