Group Social And Emotional Learning Interventions For Young People With Neurodevelopmental Conditions: A Scoping Review Of The Quantitative And Qualitative Evidence and How Mental Health And Resilience Sessions Support Transition From Primary To Secondary School: Exploring Young People’s Experiences’ To Inform Further Development And Research

Hosking, Alexandra C.A. (2024). Group Social And Emotional Learning Interventions For Young People With Neurodevelopmental Conditions: A Scoping Review Of The Quantitative And Qualitative Evidence and How Mental Health And Resilience Sessions Support Transition From Primary To Secondary School: Exploring Young People’s Experiences’ To Inform Further Development And Research. University of Birmingham. Clin.Psy.D.

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Abstract

This thesis is submitted in partial fulfilment for the degree of Doctor of Clinical Psychology at the University of Birmingham. Containing four chapters, the first presents a scoping review exploring, mapping and summarising social and emotional learning programmes and the current evidence of their usefulness for young people with a neurodevelopmental condition. The second chapter presents an empirical qualitative study, exploring young peoples’ experiences of taking part in mental health and resilience sessions and how these may support their transition to secondary school, alongside informing a further, more rigorous study of the sessions. Finally, the third and fourth chapters each provide a ‘press release’: one relating to the scoping review and one the empirical research, outlining the main findings of each paper in a manner that is suitable for public dissemination.

Type of Work:

Thesis (Doctorates > Clin.Psy.D.)

Award Type:

Doctorates > Clin.Psy.D.

Supervisor(s):