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Examining the impact of the Good Behaviour Game on emotional and behavioural problems in primary school children: A case for integrating well-being strategies into education

Version 2 2024-06-03, 09:27
Version 1 2019-11-20, 14:30
journal contribution
posted on 2024-06-03, 09:27 authored by M Torok, V Rasmussen, Q Wong, A Werner-Seidler, B O'Dea, John ToumbourouJohn Toumbourou, A Calear
Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development.

History

Journal

Australian Journal of Education

Volume

63

Article number

ARTN 0004944119878480

Pagination

292-306

Location

London, Eng.

ISSN

0004-9441

eISSN

2050-5884

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Australian Council for Educational Research

Issue

3

Publisher

SAGE PUBLICATIONS LTD