Poster Presentation: Young People’s Perspectives on Participation in the ReSET programme: a Group-Based, Preventative Mental Health Intervention delivered in Schools.
References
- Viding, E., Lloyd, A., Law, R., Martin, P., Lucas, L., Wu, T., Steinbeis, N., Midgley, N., Veenstra, R., Smith, J., Ly, L., Bird, G., Murphy, J., Plans, D., Munafo, M., Penton-Voak, I., Deighton, J., Richards, K., Richards, M. & Fearon, P. (2024) Trial protocol for the Building Resilience through Socio-Emotional Training (ReSET) programme: a cluster randomised controlled trial of a new transdiagnostic preventative intervention for adolescents. Trials 25, 143.
- Lloyd, A., Law, R., Midgley, N., Lucas, L., Wu, T., Viding, E., Fearon, P. (under review). Co-Producing an Interdisciplinary, Preventative Mental Health Intervention: Development of the Building Resilience through Socioemotional Training (ReSET) Programme. Advances in Mental Health
- Gale, N.K., Heath, G., Cameron, E. et al. (2013) Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Med Res Methodol 13, 117.
FRAMEWORK ANALYSIS SUMMARY
Stage 1 Analysis – Developing analysis framework and identifying themes
- LL & OS listened to a series of interviews in order to familiarise themselves with the data and then met to discuss the initial framework.
- The initial framework was refined through a process of indexing and discussion (including NM) until the team were in agreement.
- From the full dataset (87 interviews), LL & OS explored patterns through discussion, in a subgroup of interviews, selected by stratified sampling, to develop a set of themes which captured young people’s experiences of participating in the ReSET programme. The sample was stratified by each of the 20 ReSET groups run between April’23 and April’24 and 2 student feedback interviews were selected from each subgroup (N= 40). In addition, the interviews of the 4 students who did not complete the group were also included as part of the data analysis.
- LL & OS then went on to index all 44 interviews to the framework.
- The coding for all interviews was charted, where data from each participant was summarised for each framework category.
- As both researchers had been involved in the interviewing process, a young person (MR) & parent representative (KR), independent to the data collection, sense-checked the coding of each interview to the framework and identified any themes across the interviews.
- All four coders then met to discuss the findings and agree on the final set of themes which capture young people’s experiences of participating in the ReSET programme.
Stage 2 – Checking the transferability of the findings
In order to explore the transferability of the findings, the provisional patterns and themes identified within the 44 interviews were then sense-checked by reading the remaining 43 interviews, to examine whether the emerging themes reflected the range of experiences of the wider group of participants who attended the ReSET programme.
- All remaining interviews were indexed to the framework by LL & OS.
- The 43 interviews were then split across all four coders so that each was read by 2 coders as a sanity check.
- All four coders then met to discuss any additional themes that had emerged from the Stage 2 interviews that were not already captured in the Stage 1 analysis.
Framework
| Code | Name |
| 1 | Views and feelings about the ReSET group |
| 1a | Views and feelings about timing and group format |
| 1b | Views and feelings about role-plays |
| 1c | Views and feelings about the cognitive training apps |
| 1d | Considerations for future implementation |
| 2 | Perceived impact of attending group |
| 2a | Impact on relationships |
| 2b | Views on progress towards personal goals |
| 2c | Impact on understanding emotions |
| 2d | Impact on communication |
| 2e | Examples of real-life application of techniques and strategies that promote positive change |
| 2f | Any other impact |
