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Brown, Kathryn (2024) A mixed methods study investigating the impact of the Homunculi Approach on anxiety for children with social communication needs. DAppEdPsy thesis, University of Nottingham.

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Abstract

The mental health of children and young people is of growing concern nationally. Schools are well placed to support children with their mental wellbeing, and Educational Psychologists play an important role in assisting schools to adopt evidence-based practices to best support children. One approach with a wealth of research exploring its effectiveness is Cognitive Behavioural Therapy (CBT), but less is known about the efficacy of CBT based approaches when they are delivered in school settings.

The current study aims to add to the evidence-base for CBT based approaches when delivered in a school setting, by school staff. It used a mixed methods research design to investigate the effectiveness of the Homunculi Approach for reducing anxiety in primary aged pupils with social communication needs. The findings of the quantitative phase of the study provided no evidence for the Homunculi Approach reducing anxiety in primary aged children with social communication needs, as measured by the children’s self- reports, parent reports, and teacher reports. However, the small sample size of the study means these findings must be interpreted with caution.

The qualitative phase of this study further explores the perceived changes for the children and the possible factors that can impact the implementation of the Homunculi Approach in schools, using semi-structured interviews and thematic analysis. Themes were identified around the perceived changes in the children’s behaviour and their emotional literacy and regulation, as well as the difficulties some children experienced using the Homunculi Approach. The thematic analysis also highlighted some possible factors that contribute to the impact of the intervention, including use of the ‘little people’, talking about thoughts and actions, individual responses to the approach and adaptations to support outside of the intervention context. Finally, themes were identified related to the possible factors impacting the implementation of the Homunculi Approach, which focused on the resources provided, the input from a Trainee Educational Psychologist and the time demands of the programme.

The limitations of this study and possible directions for future research are discussed, highlighting a need for more research exploring the impact of CBT based approaches, including the Homunculi Approach, when they are delivered in school settings, by school staff.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Durbin, Nick
Keywords:	children's mental health, anxiety, Cognitive Behavioural Therapy, Homunculi Approach
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	78940
Depositing User:	Brown, Kathryn
Date Deposited:	13 Dec 2024 04:40
Last Modified:	13 Dec 2024 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/78940

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