A universally delivered CBT based intervention in a Scottish secondary school: a pilot feasibility study

Mackenzie, Karen (2016) A universally delivered CBT based intervention in a Scottish secondary school: a pilot feasibility study. D Clin Psy thesis, University of Glasgow.

Abstract

Objectives: To evaluate the feasibility of a universally delivered CBT-based programme for pupils within a Scottish secondary school setting.
Design: A pre-post, within and between groups design was utilised.
Setting: Religious Moral Citizenship and Education (RMCE) classes in a Scottish secondary school.
Participants: Four (n = 103) classes of third year secondary school pupils were arbitrarily allocated to two conditions: RMCE-as usual (RMCE-AU) controls, and LLTTF intervention.
Intervention: Living Life to the Full (LLTTF) is a series of Cognitive Behavioural Therapy (CBT)-based booklets and accompanying 8 classes to improve coping skills. An adolescent version of LLTTF was recently developed. This was delivered over nine weeks by school teachers trained in the approach.
Outcome measures: The Strengths and Difficulties Questionnaire, Rosenberg Self-Esteem scale, General Self-Efficacy Scale, and Locus of Control scale were administered at baseline and 9 week follow-up. To determine acceptability and utility of the materials course feedback was gathered weekly from the intervention group and a focus group (n=5) was conducted at 3 month follow up.
Results: Outcome measures showed no significant improvement in overall wellbeing of those in the intervention group compared with that of the control group. Weekly feedback suggested that the majority of pupils found the materials useful and relevant. Focus group feedback suggested that pupils found the intervention useful, had utilised strategies in everyday life and would welcome recurring provision of such interventions within the school setting.
Conclusions: Universally delivered CBT intervention is acceptable and feasible within the secondary school environment. However, objective measurement using standardised tools does not adequately corroborate qualitative feedback from pupils. Issues relating to measurement, study design and implementation of future interventions are discussed.

• Item Type: Thesis (D Clin Psy)
• Qualification Level: Doctoral
• Keywords: Keywords: Universal, school-based, wellbeing, resilience, CBT, evaluation.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology
• Colleges/Schools: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing
• Supervisor's Name: Williams, Professor Chris
• Date of Award: 2016
• Depositing User: K Mackenzie
• Unique ID: glathesis:2016-7585
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 05 Oct 2016 07:43
• Last Modified: 04 Nov 2016 10:24
• URI: https://theses.gla.ac.uk/id/eprint/7585