Personal Development: a review of the School-Based Evidence for the Efficacy of Teaching Personal Development in Post-Primary Schools




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НазваниеPersonal Development: a review of the School-Based Evidence for the Efficacy of Teaching Personal Development in Post-Primary Schools
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10. Conclusion


Teaching the Personal Development strand of the Learning for Life and Work curriculum can help students gain valuable life skills, learn more about themselves, develop positive self-esteem and self-efficacy, understand and resist peer pressure, be able to deal better with conflict, and become better informed about risky behaviours. These skills provide students with the tools they need to make good decisions, engage in healthier behaviours and perform better academically.


In this review, Section 3: SEL/PSE covered programmes teaching the full spectrum of topics included in the Self-Awareness component of the PD curriculum, as well as selected elements of the Personal Health and Relationships components. Section 4: Mental Health Promotion covered particular elements of all three segments. Section 5: Substance Abuse and Violence Prevention discussed topics clearly related to this topic from the curriculum, including investigating effects of legal and illegal substances, promoting personal safety (Personal Health component) and elements of healthy relationships (Relationships component). However, effective programmes in this section also covered elements of developing the self (Self-Awareness component), understanding changes on the mind, body and behaviour (Personal Health component), and conflict resolution (Relationships component).


Programmes mentioned in Section 6: Sexual Health Promotion, covered topics in the Relationships component. However, as with Section 5, many successful programmes also targeted elements of the Self-Awareness component, such as exploring a sense of self and developing self-esteem. They also covered elements of the Personal Health component, including exploring the development of the whole person, understanding and managing change, and promoting personal safety. Finally, Section 7: Other Programmes Promoting Health covered topics across the curriculum, including some not covered elsewhere, such as strategies to avoid accidents (Personal Health component).


While there are a number of benefits evident for promoting and teaching positive youth development in schools, the method of delivery is also crucial. A number of key themes emerged from the literature describing teaching practices, school and teaching environments and other intervention qualities that characterize the most successful programmes. Schools and teachers would need to evaluate the current personal development programmes, school atmosphere, and available resources to determine how to give the revised PD curriculum the best chances of producing positive results.


The revised PD curriculum in Northern Ireland is based in part on the idea that different types of risks can be reduced by teaching similar skills. This means it is both possible and economical to target multiple negative outcomes by teaching similar skills, such as social and coping skills (Greenberg, Domitrovich & Bumbarger, 2001). The revised curriculum also acknowledges that a linked set of strategies, based on theory and research, is more likely to be successful than any one program component in promoting academics and encouraging positive development (Greenberg, Domitrovich & Bumbarger, 2001). The PD curriculum is a comprehensive, research-based programme with the potential, if implemented properly, to positively impact the health and development of post-secondary students in Northern Ireland.

11. Further Information

Websites


CASEL

Organization focusing on SEL in schools

http://www.casel.org


Drug Education and Prevention Information Service (DEPIS), UK

http://www.info.doh.gov.uk/doh/depisusers.nsf/Main?readForm


Scottish Health Promoting Schools Unit (SHPSU)

www.healthpromotingschools.co.uk

www.healthyliving.gov.uk


SAMHSA Model Programs

Effective substance abuse and mental health programs for every community

http://modelprograms.samhsa.gov


APAUSE

Adolescent sexual health promotion programme in the UK

http://www.programmes.ex.ac.uk/apause/index.htm


Conflict Resolution in Schools Programme

http://www.crispuk.org


Life Skills Training (LST) Programme

http://www.lifeskillstraining.com


Project ACHIEVE

http://www.projectachieve.info


Growing Healthy

http://www.nche.org/growinghealthy.htm

Books


Building Academic Success on Social and Emotional Learning

J. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg

2004

New York: Teachers College Press


Handbook of Research on Teaching

Edited by V. Richardson

Teaching and schooling effects on moral/prosocial development (Chapter)

D. Solomon, M. S. Watson & V. Battistich.

2001

Washington DC: American Educational Research Association.


The Health Promoting School: Policy, Research and Practice

S. Denman

2002

London ; New York: Routledge Falmer


Emotional Health and Wellbeing

H. Cowie, C. Boardman, J. Dawkins & D. Jennifer

2004

PLACE: Sage Publications


Other Publications


Drug use prevention: Overview of research

M. Morgan

2001

Dublin: The Stationary Office.


Opportunities for Drug and Alcohol Education in the School Curriculum

N. Sinclair, S. Noor, V. Evans.

2001

London: Alcohol Concern/Drugscope


Peer Mediation in the UK: A Guide for Schools

W. Baginsky

2004

London: NSPCC


Life Skills Education for Children and Adolescents in Schools: Introduction and Guidelines to Facilitate the Development and Implementation of Life Skills Programmes

1993a

Geneva: World Health Organization (WHO)


Teenage pregnancy and parenthood: A review of reviews (Evidence Briefing)

C. Swann, K. Bowe, G. McCormick & M. Kosmin

2003

London: Health Development Agency

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