{"id":525,"date":"2019-07-24T14:25:42","date_gmt":"2019-07-24T14:25:42","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=525"},"modified":"2022-07-28T16:03:26","modified_gmt":"2022-07-28T16:03:26","slug":"exploring-the-impact-of-nurture-groups-on-childrens-social-skills-a-mixed-methods-approach","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/24\/exploring-the-impact-of-nurture-groups-on-childrens-social-skills-a-mixed-methods-approach\/","title":{"rendered":"Exploring the Impact of Nurture Groups on Children\u2019s Social Skills: A Mixed-Methods Approach. (2019)"},"content":{"rendered":"<p><strong>Authors:<\/strong> Larissa Cunningham, Brettany K Hartwell &amp; Jana Kreppner<br \/>\n<strong>Published:<\/strong>&nbsp;2019<br \/>\n<strong>Publication:<\/strong>&nbsp;Educational Psychology in Practice<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">Nurture Groups (NGs) are a short-term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting (Boxall, 2002). The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children&#8217;s self-report to hypothetical and challenging social situations. Thematic analysis was also used to explore six children\u2019s experiences and perceptions of NG intervention on their social skills. Over time, children attending NGs used significantly more socially appropriate responses. Teachers\u2019 ratings of children\u2019s social skills also improved, approaching statistical significance. In their interviews, children suggested that they enjoyed attending NGs and that this helped them improve their social skills. However, they reported challenges engaging with peers outside of the NG, particularly in the playground. Implications for practice include the need to identify how practitioners can help to facilitate the generalisation of children\u2019s developing social skills beyond the NG context.<\/p>\n<p><span class=\"authors\">Cunningham, L., Hartwell, B. K. &amp; Kreppner, J.<\/span>&nbsp;<span class=\"date\">(2019)<\/span> Exploring the Impact of Nurture Groups on Children\u2019s Social Skills: A Mixed-Methods Approach<span class=\"art_title\">.<\/span>&nbsp;<em><span class=\"serial_title\">Educational Psychology in Practice,<\/span><\/em><span class=\"doi_link\">&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/02667363.2017.1352490\">DOI: 10.1080\/02667363.2019.1615868 <\/a><\/span><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2019\/07\/Cunningham_et_al_accepted_Impact_of_NGs_EducPsycinPractice_19.02.19.pdf\">Download (pre-publication version)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Larissa Cunningham, Brettany K Hartwell &amp; Jana Kreppner Published:&nbsp;2019 Publication:&nbsp;Educational Psychology in Practice Nurture Groups (NGs) are a short-term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting (Boxall, 2002). The social skills of &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/24\/exploring-the-impact-of-nurture-groups-on-childrens-social-skills-a-mixed-methods-approach\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003852],"tags":[1003886,158623],"class_list":["post-525","post","type-post","status-publish","format-standard","hentry","category-nurture-groups","tag-published-article","tag-research-project"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/525","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=525"}],"version-history":[{"count":3,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/525\/revisions"}],"predecessor-version":[{"id":968,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/525\/revisions\/968"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=525"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=525"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}