A school-based group intervention to improve emotional well-being and behavior among children with emergent mental health difficulties.
Blueprints: Promising
Michelle Martin
michelle.martin@newham.gov.uk
Bounce Back Newham
https://bouncebacknewham.co.uk/
HeadStart Newham
London, UK
https://headstartnewham.co.uk
HeadStart Newham
London Borough of Newham
Bounce Back Newham is a school-based group intervention to help children improve their understanding of resilience and well-being, build confidence and friendships, and acquire skills to make positive behavior changes. The program targets children (ages 9-11) with at least one indicator of emerging mental health difficulties. Over 10 weekly sessions, groups of children (up to 15) learn about different aspects of their life that relate to their mental well-being and emotional resilience (e.g., sleep hygiene, friendships). They then set weekly goals for personal behavior change and develop plans for achieving those changes.
Bounce Back Newham is a school-based group intervention to help children improve their understanding of resilience and well-being, support them to build confidence and friendships, and acquire skills to make positive behavior changes. The program targets children (ages 9-11) with at least one indicator of emerging mental health difficulties as assessed by the professional referring them on the basis of guidance used in HeadStart Newham. Bounce Back Newham is based on the academic resilience framework and focuses on 5 core resilience skills: 1) planning for success, 2) learning from experience, 3) staying motivated, 4) dealing with tricky situations, and 5) being able to ask for help. In addition, the intervention promotes 10 resilience "moves": 1) staying in control and keeping cool, 2) tackling difficult relationships, 3) planning and achieving your dreams, 4) sleeping better, 5) noticing the good things in life, 6) being more active, 7) doing what you are good at, 8) having positive relationships and finding your crowd, 9) eating healthily, and 10) finding someone to trust and talk to.
Over 10 weekly sessions, groups of children (up to 15) work through the 10 different resilience moves and 5 resilience building skills and how these link to maintaining their wellbeing and emotional resilience. Using an active learning approach, each child sets a weekly personal challenge (one of the 10 resilience moves) and they rate their progress towards achieving it. This involves them working through the following cycle: 1) plan, 2) move, 3) think, and 4) learn. Lessons are guided by trained youth practitioners and the program workbook (provided to all participants).
Primary Evidence Base for Certification
Study 1
Humphrey and Panayiotou (2022) found at posttest that participants in the program, relative to participants in the control group, reported significantly reduced:
Primary Evidence Base for Certification
The one study Blueprints has reviewed, Study 1 (Humphrey & Panayiotou, 2022), meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was conducted by independent evaluators.
Study 1
Humphrey and Panayiotou (2022) examined the program using a cluster randomized controlled trial. Schools were randomly assigned to either receive the program (n = 12) or continue practice as usual (n = 12). Measures of emotional symptoms, behavioral problems, self-esteem, and problem solving were collected at baseline and posttest.
Study 1
Humphrey, N., & Panayiotou, M. (2022). Bounce Back: Randomised trial of a brief, school-based group intervention for children with emergent mental health difficulties. European Child & Adolescent Psychiatry, 31, 205-210. doi:10.1007/s00787-020-01612-6
Individual: Antisocial/aggressive behavior, Body Image Concerns, Bullies others, Hyperactivity, Poor Diet, Victim of bullying
School: Low school commitment and attachment
Individual: Academic self-efficacy, Clear standards for behavior, Coping Skills, Exercise, Problem solving skills, Prosocial involvement, Skills for social interaction
School: Rewards for prosocial involvement in school
*
Risk/Protective Factor was significantly impacted by the program
See also: Bounce Back Newham Logic Model (PDF)
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific race, ethnic, or gender group.
Study 1 (Humphrey & Panayiotou, 2022) did not test for subgroup effects defined by race, ethnicity, gender, sexual identity, economic disadvantage, geographic location, or birth origin.
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
In Study 1 (Humphrey & Panayiotou, 2022), the sample was balanced with respect to sex (49.1% male) and predominantly non-White (17.8% of children were White).
Bounce Back Newham is a British program and has not been assessed by Blueprints for dissemination readiness in the United States.
To deliver best practice Bounce Back in schools the following training is needed:
Academic Resilience Approach training with school staff (whole-school staff training) on the importance of resilience building with young people and to understand how to recognize young people who may have emerging mental health difficulties.
Practitioner training (3-hour training) delivered by a senior youth practitioner who has experience delivering Bounce Back in schools. The training aims to:
Source: Washington State Institute for Public Policy
All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State. These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state. When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website.
It would be best practice to deliver Bounce Back as part of a school's whole school approach to wellbeing strategy, and in settings which have received foundation Academic Resilience Approach (ARA) training. Ideally, this training would be delivered to the whole school community.
Moreover, as Bounce Back is a targeted intervention for pupils with emerging mental health difficulties, schools/organizations seeking to refer pupils would need to understand and be trained in identifying emerging mental health needs in children.
As such, the costs of specialist ARA trainers need to be considered to undertake this in school settings which do not already have this in place. The amount of input needed by schools will depend on the level of training/experience. Assuming a school needs full training in ARA, time estimates of specialist trainer to be considered are:
Bounce Back implementer training (3-hour session) is delivered by an experienced practitioner whose travel costs to and from venue/setting in which intervention delivery occurs must be considered.
Bounce Back online resources/ information - free/no cost.
Bounce Back has 15 session plans (for skills and moves), gifts/rewards for each pupil such as magnets, badges, post cards and notebooks, and a personal journal which inform the content and work of the intervention sessions. The cost reports for 2018-2019 stated that overheads for 32 (525 pupils) schools were £50,435 - £55,340, although, no breakdown of what was specifically included as an overhead cost was provided (items, quantity, time).
There are some known costs for specific items which are core to the delivery of Bounce Back. Note that costs will vary depending on value added tax/inflation and the prices of those who are commissioned to undertake the manufacture/printing.
Bounce Back printed journal for pupils:
Bounce Back resources:
Other materials needed for intervention:
No information is available
Training for school staff usually takes place in school during assemblies or in classrooms and could be free of charge or charged by the school setting.
Practitioner training takes place in a private room which can accommodate the number of attendees and costs may vary depending on the setting used.
See Curriculum and Materials above.
Per internal cost-review report for 2018-2019 school year:
HeadStart Newham cost of staffing for Bounce Back in 32 schools was £565,257 - £656,920.
HeadStart Newham cost of delivery for Bounce Back in 32 schools was £58,887 - £64,614.
Practitioner delivery time considerations:
20 hours delivery time
10 hours administration time (case notes and school updates, 1 hour for every session)
= 30 hours contact time
School support time considerations:
Time for school to support sessions and liaise/communicate, e.g. learning mentors/teaching assistants. Estimated to be:
Additional staff administration time should be considered for referrals, training, school assemblies, and facilitating sessions with parents to celebrate pupil progress.
Bounce Back needs to be delivered in a private room able to accommodate up to 15 pupils per session.
The cost of the space could vary depending on the setting, e.g. if within schools this may be free of charge. Community settings would be charged at a local rate.
Not applicable.
Fidelity: Bounce Back has a set of standards and competencies which practitioners refer to when implementing the intervention. For instance, 'Shadowing forms' - practitioner sets and meets learning objectives with options to support and stretch young people.
There are feedback mechanisms which support meaningful delivery. In-room school staff (e.g., learning mentor) work closely with the practitioner feeding back session progress for group/individuals weekly via email. They have face-to-face meetings at the start of the program to discuss baseline needs and at the end of the program to reflect on progress/outcomes. Additionally, young people are instrumental in feedback; during each session there is a wellbeing check-in and closing time where students share what they enjoyed and learned.
Outcome Evaluation: The current measurement tools used to assess the outcomes of the intervention are freely available to be used.
However, HeadStart Newham purchased a license with Snap Surveys in order to set up and manage a digital survey collection platform and commissioned the company to build a bespoke report function to report on individual group process.
Time will be needed for printing pre- and post-intervention surveys and data evaluation/report writing (approximately 2 days).
Not applicable.
No information is available
No information is available
No information is available
HeadStart Newham is funded by The National Lottery Community Fund and London Borough of Newham. BounceBack is one of the targeted interventions which is funded by this partner.
HeadStart NewhamLondon Borough of Newham3rd Floor West Wing Newham Dockside1000 Dockside RoadLondonE16 2QUUnited KingdomHeadstart.ProgrammeTeam@newham.gov.uk
A school-based group intervention to improve emotional well-being and behavior among children with emergent mental health difficulties.
Children (ages 9-11, years 5 and 6 in the United Kingdom) with at least one indicator of emerging mental health difficulties.
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific race, ethnic, or gender group.
Study 1 (Humphrey & Panayiotou, 2022) did not test for subgroup effects defined by race, ethnicity, gender, sexual identity, economic disadvantage, geographic location, or birth origin.
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
In Study 1 (Humphrey & Panayiotou, 2022), the sample was balanced with respect to sex (49.1% male) and predominantly non-White (17.8% of children were White).
Seeking help, supporting others, self-esteem, encouraging youth voice, developing responsibility, being a champion of self and others, sparking interest in social activiism
Individual: Antisocial/aggressive behavior, Body Image Concerns, Bullies others, Hyperactivity, Poor Diet, Victim of bullying
School: Low school commitment and attachment
Individual: Academic self-efficacy, Clear standards for behavior, Coping Skills, Exercise, Problem solving skills, Prosocial involvement, Skills for social interaction
School: Rewards for prosocial involvement in school
*Risk/Protective Factor was significantly impacted by the program
Bounce Back Newham is a school-based group intervention to help children improve their understanding of resilience and well-being, build confidence and friendships, and acquire skills to make positive behavior changes. The program targets children (ages 9-11) with at least one indicator of emerging mental health difficulties. Over 10 weekly sessions, groups of children (up to 15) learn about different aspects of their life that relate to their mental well-being and emotional resilience (e.g., sleep hygiene, friendships). They then set weekly goals for personal behavior change and develop plans for achieving those changes.
Bounce Back Newham is a school-based group intervention to help children improve their understanding of resilience and well-being, support them to build confidence and friendships, and acquire skills to make positive behavior changes. The program targets children (ages 9-11) with at least one indicator of emerging mental health difficulties as assessed by the professional referring them on the basis of guidance used in HeadStart Newham. Bounce Back Newham is based on the academic resilience framework and focuses on 5 core resilience skills: 1) planning for success, 2) learning from experience, 3) staying motivated, 4) dealing with tricky situations, and 5) being able to ask for help. In addition, the intervention promotes 10 resilience "moves": 1) staying in control and keeping cool, 2) tackling difficult relationships, 3) planning and achieving your dreams, 4) sleeping better, 5) noticing the good things in life, 6) being more active, 7) doing what you are good at, 8) having positive relationships and finding your crowd, 9) eating healthily, and 10) finding someone to trust and talk to.
Over 10 weekly sessions, groups of children (up to 15) work through the 10 different resilience moves and 5 resilience building skills and how these link to maintaining their wellbeing and emotional resilience. Using an active learning approach, each child sets a weekly personal challenge (one of the 10 resilience moves) and they rate their progress towards achieving it. This involves them working through the following cycle: 1) plan, 2) move, 3) think, and 4) learn. Lessons are guided by trained youth practitioners and the program workbook (provided to all participants).
Bounce Back is built on the academic resilience framework, which states that resilience among young people experiencing adversity can be fostered by providing support for their basic, belonging, learning, coping, and core-self needs.
Primary Evidence Base for Certification
The one study Blueprints has reviewed, Study 1 (Humphrey & Panayiotou, 2022), meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was conducted by independent evaluators.
Study 1
Humphrey and Panayiotou (2022) examined the program using a cluster randomized controlled trial. Schools were randomly assigned to either receive the program (n = 12) or continue practice as usual (n = 12). Measures of emotional symptoms, behavioral problems, self-esteem, and problem solving were collected at baseline and posttest.
Primary Evidence Base for Certification
Study 1
Humphrey and Panayiotou (2022) found that participants in the program, relative to participants in the control group, reported significantly reduced emotional symptoms at posttest.
Primary Evidence Base for Certification
Study 1
Humphrey and Panayiotou (2022) found at posttest that participants in the program, relative to participants in the control group, reported significantly reduced:
Study 1 (Humphrey & Panayiotou, 2022) found a small effect of the program (d = -.21) on emotional symptoms.
One study meets Blueprints standards for high-quality methods with strong evidence of program impact (i.e., "certified" by Blueprints): Study 1 (Humphrey & Panayiotou, 2022). The study sample included 9- to 11-year-old children with at least one indicator of emerging mental health difficulties. It took place in 24 schools in Newham, England, and compared the treatment group to a business-as-usual control group.
There is another program named Bounce Back on the Blueprints registry. These programs contain some similarities, yet are distinct. Bounce Back Newham was developed and originally disseminated in Newham, a borough of London, U.K.
Blueprints: Promising
Michelle Martin
michelle.martin@newham.gov.uk
Bounce Back Newham
https://bouncebacknewham.co.uk/
HeadStart Newham
London, UK
https://headstartnewham.co.uk
Certified
Humphrey, N., & Panayiotou, M. (2022). Bounce Back: Randomised trial of a brief, school-based group intervention for children with emergent mental health difficulties. European Child & Adolescent Psychiatry, 31, 205-210. doi:10.1007/s00787-020-01612-6
Summary
Humphrey and Panayiotou (2022) examined the program using a cluster randomized controlled trial. Schools were randomly assigned to either receive the program (n = 12) or continue practice as usual (n = 12). Measures of emotional symptoms, behavioral problems, self-esteem, and problem solving were collected at baseline and posttest.
Humphrey and Panayiotou (2022) found at posttest that participants in the program, relative to participants in the control group, reported significantly reduced:
Evaluation Methodology
Design:
Recruitment: Schools were recruited through the broader HeadStart programme in England. Schools taking part in this program in Newham, England were eligible to participate. Of the 25 possible schools, 24 agreed to participate. Within those schools, children needed to have at least one indicator of an emerging mental health difficulty (as reported by their teacher) in order to be eligible for the program (this was a requirement to be a part of the HeadStart programme).
Assignment: Schools were randomly assigned to either the treatment or control condition by an independent research associate. Twelve schools (n = 160 children) were randomly assigned to receive the program. The other twelve (n = 166 children) were assigned to a waitlist control condition where they were told to continue business as usual.
Assessments/Attrition: Assessments were completed at baseline and at posttest after the 10-week program. Covariates (e.g., sex, ethnicity) were obtained from administrative records. There was no attrition at the school level. At the individual level, 45 children (13.8%) did not complete the posttest measures.
Sample:
All schools were described as mainstream, state-funded primary schools. At the individual level, the sample was balanced with respect to sex (49.1% male) and predominantly non-White (17.8% of children were White). Overall, 31.9% of children were eligible for free school means and 19.3% had special education needs. Most children were in Year 5 of school (9-10 years of age; 68.7%).
Measures:
Outcome measures were comprised of self-report scales completed by the children. Emotional symptoms and behavioral difficulties were assessed via the Me and My Feelings measure. Problem solving and self-esteem were assessed via the Student Resilience Survey. Internal consistency reliabilities of the scales often fell below .70.
Analysis:
Program effects were assessed using multi-level models, nesting children within school. Although the study was not explicit, the covariates appeared to include the baseline outcome, ethnicity, free school meal eligibility, sex, special education needs status, and year (5th vs. 6th). The level-2 sample size of 24 is likely not large enough to accurately estimate the standard errors, and the result may be to overstate the significance of the tests. Authors noted, however, that the intraclass correlation between clusters was very low (0.003).
Intent-to-Treat: The researchers followed an ITT approach by using FIML estimation and all participants. Treatment-of-the-treated results were also reported using compliance average causal effect estimation, but the results were similar to the ITT results.
Outcomes
Implementation Fidelity:
Quantitative measures of implementation fidelity were not provided. In terms of dosage, children attended, on average, 7.8 of 10 lessons (SD = 2.03).
Baseline Equivalence:
The conditions were equivalent with respect to special education needs, free school meal eligibility, ethnicity, and year group. There was a significant difference with respect to sex - there were more females in the intervention condition (54.2%) relative to the control condition (40.1%).
Differential Attrition:
There was no attrition at the school level. At the individual level, 25 children (15.1%) in the control condition and 20 children (12.5%) in the treatment condition did not complete the posttest. Missing data were imputed using full information maximum likelihood, but no tests were done to check for differential attrition.
Posttest:
As posttest, children in the treatment condition reported significantly reduced emotional symptoms compared to children in the control condition (d = -.21). Greater compliance with the program predicted stronger effects on emotional symptoms. There were no other significant program effects.
Long-Term: Not tested.