Dan Hale's presentation to the Drug Education Forum about a project to identify an evidence based PSHE curriculum for secondary schools in the UK

1. PSHE Project Coleman, Hale and Layard

3. To identify the methodological problems involved in evaluating such programmes

4. To highlight the main facilitators/impediments to evidence-based PSHE

5. To establish which programmes could be recommended in the UK

6. To recommend a notional programme of Life Skills education as part of a future PSHE curriculum (Secondary, Personal Wellbeing)

8. Healthy lifestyles

9. Risk

10. Relationships

11. Diversity

13. Understanding others and caring for them

14. Love, sex, parenting and child development

15. Healthy living: exercise, diet, alcohol, drugs, smoking

16. Mental Illness

17. Your career and contribution to the world

18. Understanding the media

19. Politics and responsibilities

20. Moral Philosophy

23. Implemented in 70% of schools

24. Evidence-based?

25. Humphrey, 2002: “SEAL (as implemented by schools in our sample) failed to impact significantly upon pupils’ social and emotional skills, general mental health difficulties, pro-social behaviour or behaviour problems.”

26. SEAL evaluation concluded: “ Guidance should be produced to enable schools to make informed choices about the adoption of social and emotional learning programmes beyond SEAL; this guidance should have a clear focus on the evidence base to support particular programmes and the contexts in which they are effective.”

28. Content

29. Context

31. Coleman (2009): “It is clear that there is a scarcity of good quality research evaluating the effectiveness of programmes promoting well-being in the school setting”

32. Outcomes variables: Knowledge? Attitudes? Behaviours? Health?

34. “ Disaster-driven” PSHE

35. Are evaluated programmes applicable to PSHE available

36. How well do outcomes match main PSHE outcomes?

38. “ The flexibility of SEAL actually [emerged] as a barrier” to effective implementation (Humphrey, 2010)

39. Variability of input (training of teachers, fidelity of programme, implementation support)

40. Availability of programme? Cost?

41. Australian/American programmes in the UK? Modifications needed?

43. Substance use (Cuijpers, Jonkers, Weerdt, & Jong, 2002)

44. Bullying and violence (Farringdon & Tfofi, 2009)

45. Sexual health (Shepherd et al., 2010)

46. Media literacy (Bergsma & Carney, 2008)

47. Emotional disorders (Merry & Spence, 2007)

48. Conduct disorders (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

50. SHARHP (McKay; Belfast)

51. FRIENDS (Liddle; Sterling)

52. UKRP (Challen, Layard; LSE)

54. Review of Programmes

55. Visit US and Australia

57. Structure of syllabus

58. Interpreting evidence

59. Identifying programmes

61. Available in UK

62. Practicalities

65. Knowledge/attitudes vs. Behaviour and health

66. Replications

68. Attrition

69. Baseline comparability

76. Cost

78. Categorised by evidence (outcomes), rather than content

80. Drugs, Alcohol and Tobacco Education

81. Emotional Health and Wellbeing

82. Safety Education

83. Sex and Relationships Education

84. A Model Curriculum The package (hours) Emotional Health and wellbeing Sex and relationships education Healthy and Safety (including Safety, Drugs and Diet Education) Year 7 The UK Resilience programme (18) Life skills training (12) Year 8 Parents Under Construction (14) Media Ready 1 (7) Media Ready 2 (8) Year 9 Friends for Life (9) Science of Mental Illness (5) Safer choices (10) SHAHRP (6) Year 10 Mood Gym (4) Relationship smarts (13) Safer choices (cont.; 10) SHAHRP (cont.; 4)

86. CBT-based

87. Multiple evaluations (depression, anxiety)

88. UK providers and trainers

89. Evaluated in UK (Liddle, 2010)

90. Trainers and support available in the UK

91. Teacher-led

93. Teacher led

94. Dependent on non-British programme

95. Training

96. Limits of evidence-base (variable quality)

97. Too prescriptive

98. Feasibility

99. Outdated?

103. Get evidence-based programmes into schools

104. Comments?