An appreciative inquiry into NEPS psychologists' and primary teachers' perspectives of cluster groups in supporting the implementation of the FRIENDS programmes

Abstract

Background The Department of Education advise that schools seek training in the FRIENDS programmes from the National Educational Psychological Service (NEPS) to prevent anxiety and build resilience in children and young people (Barrett et al., 2000; DES, 2017). Since autumn 2023, NEPS psychologists have facilitated cluster group meetings, consisting of school personnel across multiple schools who meet to improve their practice with implementing the programmes. The initiative emerged as a response to implementation in practice, which was identified by teachers and psychologists as an area of required development. Currently, literature indicates that many teachers encounter barriers when implementing the FRIENDS programmes (Green & Atkinson, 2016; Skryabina et al., 2016). To address this challenge, cluster groups aim to support teachers in acquiring the skills to effectively implement and embed FRIENDS in the real-world school setting.

Aims No empirical research to date has explored cluster groups as a form of implementation support. Thus, the present research aimed to explore teachers’ and psychologists’ perspectives of cluster groups. Three principal research questions were identified: 1. What is working well about the cluster group in supporting teachers’ implementation of the FRIENDS programmes? 2. What would the ideal NEPS-delivered cluster group in supporting teachers’ implementation of the FRIENDS programmes look like? 3. What plans and resources could be put in place by NEPS/NEPS psychologists to achieve the ideal cluster group?

Sample The perspectives of 20 teachers and psychologists were examined. The school personnel included 6 primary teachers across mainstream and special education who attended a cluster group. 14 NEPS psychologists who were certified FRIENDS trainers participated in the research. The sample included a mix of psychologists who had previously facilitated a cluster group (n=6) and those who had not (n=8).

Method The research employed a qualitative design to investigate the research questions via an anonymous online questionnaire. Appreciative Inquiry (Cooperider et al., 2008) was the theoretical framework chosen to explore what aspects of the existing cluster group are working well, what the ideal provision might look like and the plans that could be put in place by NEPS psychologists to achieve best practice.

Results Responses were analysed using reflexive thematic analysis (Braun & Clarke, 2021) and descriptive statistics. Peer sharing and programme-related guidance are key strengths associated with the cluster group, as identified by participants. Themes relating to the ideal group, frequency, facilitation, support and content for the cluster are also highlighted (Ding et al., 2021). Future plans and resources that could be put in place by NEPS include continued coordination with teachers, making improvements to the existing format and utilising digital and concrete tools.

Conclusions Implications of the study for implementation science and the use of appreciative inquiry in exploring a systems-based issue are discussed. Educational psychologists (EPs) have an important role in providing quality training and implementation support for those trained in the FRIENDS programmes. Implications of this study for EP practice include the potential for additional cluster group meetings, teacher-led facilitation and targeted content aimed at putting the FRIENDS lessons into practice. The current findings have the potential to guide future NEPS policy regarding considerations for the design and structure of cluster groups. Finally, implications for further research include an evaluation into the impact of cluster groups on implementation practice and a comparison of online and on-demand FRIENDS training against in-person approaches.