Exploring the Experience of Implementing a Whole School Peer Led Emotional Self-Regulation Programme.

Rees, Kathie (2023) Exploring the Experience of Implementing a Whole School Peer Led Emotional Self-Regulation Programme. Doctoral thesis, University of East Anglia.

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Abstract

The aim of this qualitative study was to explore the implementation of a whole school peer led emotional self-regulation breathing practice within primary schools. It is thought two in five young people score above thresholds for emotional difficulties (Deighton et al., 2019) and the Department for Education recognises schools can provide an environment where interventions can be effectively used to support wellbeing, with interventions implemented as part of a preventative approach (DfE, 2017). This research used semi-structured interviews and focus groups to gather the views and experiences of adults and children involved in the implementation of Take 5, a peer led emotional self-regulation breathing practice. Aiming to further understand what both supports and hinders implementation across a school. Adult participants (n=3) engaged in semi-structured interviews, and child participants (n=14) took part across three focus groups. Transcripts were analysed using reflexive thematic analysis (Braun & Clarke, 2022). The findings provide further understanding of how schools can implement and successfully embed a peer led whole school programme. Recommendations for future research are discussed, along with the implications of the findings on Educational Psychology practice.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	19 Oct 2023 08:55
Last Modified:	19 Oct 2023 08:55
URI:	https://ueaeprints.uea.ac.uk/id/eprint/93371
DOI:

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