Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers' Perceptions

Autor/inn/en	Ashworth, Emma; Demkowicz, Ola; Lendrum, Ann; Frearson, Kirsty
Titel	Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers' Perceptions
Quelle	In: School Mental Health, 10 (2018) 3, S.287-300 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashworth, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-9282-3
Schlagwörter	Foreign Countries; Coaching (Performance); Models; Prevention; Teacher Attitudes; Program Implementation; Teaching Methods; Randomized Controlled Trials; Health Promotion; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Prävention; Vorbeugung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Großbritannien
Abstract	There has been increased interest in recent years regarding the utility of imported universal prevention and promotion (P&P) programmes in UK schools, many of which have a coaching model attached. However, there have been relatively few studies exploring the cultural transferability and social validity of these models, even though evidence suggests that these factors are important to the successful implementation of the programmes, and thus the achievement of the intended outcomes. The aim of the current study was to explore the coaching practices that teachers report experiencing, and to further understanding of the perceived benefits of these coaching practices to teachers. The sample consisted of 33 teachers implementing one of two universal, school-based P&P programmes, "Good Behavior Game and Promoting Alternative Thinking Strategies" as part of large-scale, randomised controlled trials. Qualitative, semi-structured interviews were conducted, and data were analysed thematically utilising a hybrid approach. Teachers typically reported engaging in six distinct practices with their coaches. While the majority of these practices were in line with coaching literature, there were some discrepancies between intended coaching practices and teachers' reports. The coaching practices were generally perceived to be acceptable to teachers. Two unanticipated practices, "validation" and "motivation," appeared to be of particular value to teachers, although these are not currently a prominent feature in existing coaching models. The findings provide implications for improving the development of socially valid coaching models for UK schools. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01