An evaluation of the Zippy’s Friends
emotional wellbeing programme for
primary schools in Ireland
Aleisha M. Clarke, Margaret M. Barry
Health Promotion Research Centre
Department of Health Promotion
National University of Ireland, Galway
Funded by:
• HSE West
• HSE Population Health, Health Promotion
Directorate
• National Office for Suicide Prevention
• Irish Research Council for Humanities and
Social Sciences
Evaluation of Zippy’s Friends in Ireland
Aims
 To determine if an international evidence based programme
could be adapted and successfully implemented in the local
context of disadvantaged primary schools in Ireland
 To assess the impact of the programme on the pupils’
emotional and behavioural wellbeing and coping skills
 To examine the process of implementation and the
relationship between this process and the programme
outcomes
Methodology
Study Design: Randomised Controlled Design
Donegal, Sligo, Leitrim & Galway DEIS Schools
Data Collection
T1: Baseline
(Feb ’08)
(n= 730)
T2: Interim I
(June ’08)
Intervention
Control
(n= 523)
(n=207)
T3: Interim II
(Oct ’08)
T4: End of Prog
(Apr ’09)
Intervention
Type I
Intervention
Type II
(n=270)
(n=253)
T5: 1 Year Follow Up
(Apr ’10)
Programme Implementation
Programme Fidelity
Level of implementation: Modules 1-6
Intervention Type I
Intervention Type II
Fully Implemented
86.4%
86.6%
Partially Implemented
7.2%
6.2%
Not implemented
6.2%
7.2%
Key Findings on
Programme Effects
Emotional Literacy Checklist
N
Pre- EL
Score
Post- EL
Score
317
61.45
(11.36)
66.26
(11.54)
Control 109
65.53
(10.91)
65.06
(10.16)
Interv
Key Findings on Programme Effects
Children’s emotional literacy
•
•
Findings from participatory workshops indicate children in intervention group
had more elaborate and wider range of vocabulary for articulating their
feelings
Observed improvements in children’s social skills, verbal communication
skills and ability to articulate their feelings
Children’s coping skills
•
•
Draw and Write activity indicate an increase in the use of problem solving
coping strategies among children in the intervention group
Children in the intervention group displayed wider repertoire of coping skills
during participatory workshops
Key Findings on Programme Effects
Children’s emotional and behavioural functioning
•
Significant decrease in intervention group’s hyperactivity levels as
measured by the Strengths and Difficulties Questionnaire
Children’s relationship with each other
•
•
•
Better able to communicate
More likely to look our for each other
Sort out minor incidents themselves - reduced problems out in yard
Children with emotional difficulties
•
•
Positive effect on children with anger management problems
Introverted children more confident in circle
Effects of the Programme on the Teacher
Improved Awareness
• How the children feel
• Impact of teacher on the children’s feelings
Strategies
• Strategies to work with the children and their problems
Child-Teacher Relationship
• “Hour of closeness”
Programme Implementation:
Facilitating Factors
Barriers
• Circle
• Time, overall busyness of
school day
• Personal Experience
• Multi-grade classes
• Prepared
• Training
• Consistency
Feedback from teachers
SPHE
•
•
Supports delivery of SPHE strands and strand units
Structured comprehensive resource
Whole School Approach
•
•
•
All teachers need to be made aware of programme and strategies taught
Programme could be taught at different levels throughout the school
Children in fourth class able to apply strategies to own lives
Parental Involvement
•
•
•
Programme needs to be reinforced at home
Feedback sheet send home with exercise on it
Adult version of Zippy’s Friends for parents
Summary of main findings
• Successful programme adaptation to Irish designated disadvantaged
primary schools
• Significant positive effects on children’s emotional literacy, coping skills,
hyperactivity and teachers’ relationships with the children
Previous and current international evaluations of Zippy’s Friends
• Lithuania and Denmark (Mishara & Ystgaard, 2006)
• Southampton, (Holmes & Faupel, 2003, 2004)
• Norway (Ystgaard, M.)
• Canada (Mishara, B.L.)
12 month follow up study in Ireland
• Long term effects of the programme on children’s emotional and
behavioural wellbeing
• Academic achievement scores
A copy of the full report is available
to download at:
http://www.nuigalway.ie/hprc