The Hopeful Minds programme: a mixed method evaluation of 10 school curriculum based, theoretically framed lessons to promote mental health and coping skills in 8-14 year olds.

Karen Kirby, Aoife Lyons, John Mallett, Kathryn Goetzke, Marie Dunne, Wendy Gibbons, Áine Ní Chnáimhsí. , Jill Ferguson, Tara Harkin, Emily McGlinchey, Grainne McAnee, Myron Belfer, Kirsten Stark

Research output: Contribution to journalArticle

Abstract

This study is the first evaluation of Hopeful Minds: a novel school-based mental health promotion programme designed for children and pre-adolescents. Ten hope theory-based lessons were assessed. A mixed-methodology design was used with a sample of 127 participants (88 pre/post; 39 focus groups), aged 8-13 years. In the pre/post study, there were significant improvements in anxiety and emotional regulation levels (primary school), coping and resilience levels (post-primary). Focus groups were conducted with three post primary groups. The key overarching qualitative themes included developing a hopeful mind; increased emotional insight and awareness; improved resilience, confidence, self-belief, and developing new coping skills and a request to provide the programme to all transitioning primary school children. Outcomes provide preliminary evidence indicating that the Hopeful Minds theoretical framework (Snyder, 2000) has potential in preventing the development of mental health issues in pre and early adolescent children. Recommendations include adopting a whole school approach, include lessons on rumination and school stressors.
LanguageEnglish
JournalChild Care in Practice
Publication statusAccepted/In press - 13 Aug 2019

Fingerprint

Psychological Adaptation
Curriculum
Mental Health
coping
mental health
curriculum
resilience
primary school
evaluation
primary group
school
adolescent
Focus Groups
Hope
schoolchild
health promotion
Group
confidence
anxiety
Health Promotion

Keywords

  • Hope theory
  • Child and Adolescent Mental Health
  • School based
  • Mental Health
  • Promotion and Prevention
  • Coping
  • Resilience
  • Anxiety
  • Emotional regulation

Cite this

Kirby, Karen ; Lyons, Aoife ; Mallett, John ; Goetzke, Kathryn ; Dunne, Marie ; Gibbons, Wendy ; Ní Chnáimhsí. , Áine ; Ferguson, Jill ; Harkin, Tara ; McGlinchey, Emily ; McAnee, Grainne ; Belfer, Myron ; Stark, Kirsten. / The Hopeful Minds programme: a mixed method evaluation of 10 school curriculum based, theoretically framed lessons to promote mental health and coping skills in 8-14 year olds. In: Child Care in Practice. 2019.
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abstract = "This study is the first evaluation of Hopeful Minds: a novel school-based mental health promotion programme designed for children and pre-adolescents. Ten hope theory-based lessons were assessed. A mixed-methodology design was used with a sample of 127 participants (88 pre/post; 39 focus groups), aged 8-13 years. In the pre/post study, there were significant improvements in anxiety and emotional regulation levels (primary school), coping and resilience levels (post-primary). Focus groups were conducted with three post primary groups. The key overarching qualitative themes included developing a hopeful mind; increased emotional insight and awareness; improved resilience, confidence, self-belief, and developing new coping skills and a request to provide the programme to all transitioning primary school children. Outcomes provide preliminary evidence indicating that the Hopeful Minds theoretical framework (Snyder, 2000) has potential in preventing the development of mental health issues in pre and early adolescent children. Recommendations include adopting a whole school approach, include lessons on rumination and school stressors.",
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The Hopeful Minds programme: a mixed method evaluation of 10 school curriculum based, theoretically framed lessons to promote mental health and coping skills in 8-14 year olds. / Kirby, Karen; Lyons, Aoife; Mallett, John; Goetzke, Kathryn; Dunne, Marie; Gibbons, Wendy; Ní Chnáimhsí. , Áine; Ferguson, Jill; Harkin, Tara; McGlinchey, Emily; McAnee, Grainne; Belfer, Myron; Stark, Kirsten.

In: Child Care in Practice, 13.08.2019.

Research output: Contribution to journalArticle

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AU - Lyons, Aoife

AU - Mallett, John

AU - Goetzke, Kathryn

AU - Dunne, Marie

AU - Gibbons, Wendy

AU - Ní Chnáimhsí. , Áine

AU - Ferguson, Jill

AU - Harkin, Tara

AU - McGlinchey, Emily

AU - McAnee, Grainne

AU - Belfer, Myron

AU - Stark, Kirsten

PY - 2019/8/13

Y1 - 2019/8/13

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