Breaking the link between a poor start in life and a dismal future : helping children with SEBD in Malta through nurture groups : an action research study

Abstract

This action research addressed the needs of children with social, emotional and behavioural difficulties by planning, implementing and evaluating a Nurture Group programme which was held in a town located in the South of Malta. The aim of the Nurture Group programme was to support two students with severe social, emotional and behavioural problems, who were residing at a residential home, to reintegrate back in mainstream schools. Moreover, the Nurture Group aimed at supporting the children engage in prosocial behaviour, improve self-esteem and develop confidence through a trusting relationship with two caring adults. The Nurture group took place in an off site unit which had a homely environment. It had two classes, a kitchen, a pet room, a relaxation room, a garden and a rest room. The Nurture Group dopled mainstream classroom routines based on the Primary National Minimum Curriculum however the curriculum was flexible, creative, individualised and holistic, focusing on both cognitive and social and emotional literacy. The Nurture Group programme involved therapeutic interventions such as animal assisted therapy (AAT), play therapy and other activities such as circle time, a daily breakfast, literacy and numeracy and semi-structured physical activities such as gardening and physical education. The two children attending the programme participated in two sets of assessments; baseline and final assessments consisting of the Boxall Profile (Bennathan and Boxall, 1998; 2000), the Goodman Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997;1999), the Rosenberg's Self Esteem Scale (Rosenberg, 1965), a communication questionnaire (constructed by the author) and a literacy and numeracy assessment. Former and current mainstream staff, residential home staff and Nurture Group staff participated in these assessments. Interviews were also carried out with the participants so as to allow for a qualitative evaluation of the programme. The study has revealed that both children improved in nearly all areas assessed and were reintegrated back into mainstream school. However, the Nurture Group did not have all the characteristics of a Nurture Group, which reduced the effectiveness of the programme and did not allow the Nurture Group programme to reach its full potential. Moreover, qualitative data revealed that the Nurture Group staff left a positive impact on mainstream staff in terms of adopting more nurturing approaches in their classrooms. This study recommends that the Nurture Group size should be of ten to twelve students and should be located within a mainstream school setting so as to facilitate the children's reintegration into mainstream school.