Qualitative evaluation of individual experiences of a school-based educational programme on crime

Mack, Michelle C. and Allen, Gill ORCID: 0000-0002-0226-9818 (2018) Qualitative evaluation of individual experiences of a school-based educational programme on crime. Cogent Education (148354). ISSN 2331-186X

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Official URL: https://www.cogentoa.com/article/10.1080/2331186X....

Abstract

Project Chameleon is a school based educational programme relating to crime, UK law and social moral positioning. Qualitative data was collated from three focus groups with child participants and two focus groups with university psychology student volunteers. The data related directly to the individual experiences of child participants and student volunteers supporting the facilitation of the programme. Three overarching themes emerged from the data: Personal Experiences, relating to individual learning, attitude and behavioural changes and how individuals used the information provided by the programme; Programme Delivery, which examined all aspects of how the programme was taught to child participants; and Session Content and Issues, discussing the topics and any relevant problems occurring whilst participating. Recommendations for future school-based interventions are discussed, including delivery style, interactivity, dosage, and tailored content.

Item Type: Article
Additional Information: This is the unedited version of the article as it appeared upon acceptance by the journal
Uncontrolled Keywords: qualitative, school, children, educational programme, personal experience, intervention, crime and law, evaluation
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: School of Education and Psychology > Psychology
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 12 Jun 2018 07:58
Last Modified: 12 Jun 2018 07:58
Identification Number: 10.1080/2331186x.2018.1483545
URI: http://ubir.bolton.ac.uk/id/eprint/1784

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