Developing emotional literacy with secondary school girls with social emotional and behavioural difficulties

Abstract

Emotional Literacy in schools can alleviate Social, Emotional and Behavioural difficulties (SEBO) through adequate schemes and programmes. This study shows that through a nine-week 'Circle Time' based intervention, a group of 12 students in a girls' secondary school, had their SEBO improved when compared to a control group of another 12 students who had not been subjected to the same intervention. Pre and post intervention questionnaires, which were administered to participant teachers, parents and students were quantitatively analysed. The two types of questionnaires utilised were a certified Strengths and Difficulties Questionnaire; and an Emotional Literacy Questionnaire which was tailor made for the purpose of this study. The results were supported by a semi structured interview with the students. Quantitative analysis utilised statistical tools which showed that there was a significant difference between the results of the two groups, with the only subject area showing no significant difference related to 'Peer' problems. The intervention programme addressed seven different themes of which 'Tolerance' was the theme for which most improvement was recorded. Comparison with the ranges as identified in the national study showed that scope for improvement in the programme exists in areas related to 'Hyperactivity' and 'Conduct' problems. Finally, the study provides a way forward by recommending improvements to the implementation and assessment of the programme; and also suggestions for inclusion at a more strategic level based on the outcomes and lessons learnt from the study.