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The QCT Model

Research Evidence

+Social Skills Defined

Foundation skills – observation, eye contact, gesture, facial expression;

Interaction skills – initiating conversation, reflecting back, repairing breakdowns, turn taking;

Affective skills – recognising one’s own feelings as well as other’s feelings, trust, disclosure;

Cognitive skills – social perception, problem solving, negotiating, self -monitoring

+Importance of teaching social skills

Social skills are rarely explicitly taught (usually though modelling and behaviour shaping)

Beyond school years, situations requiring social competence outnumber those requiring academic skills

Enable the individual to reflect back on self and scaffold social learning Whole-person development depends on children’s abilities to deal flexibly with personal and interpersonal challenges

Development in emotional literacy leads to development in learning, academic standards, attendance, behaviour, greater educational and work success, among others

+Quality Circle Time as support for the development of social-emotional competencies develops participants’ awareness of themselves and of

others

raises self-esteem

promotes mutual trust

promotes listening skills

fosters positive interpersonal behaviours

emphasis that all participants are equal

gives equal value to each person’s contributions

+QCT develops social skills

It develops the four main social skills by practicing skills such as speaking, listening, turn-taking, playing developmental and team centered games, class problem-solving, show and tell, story telling, singing…

It is carried out on a weekly basis in the natural context of the child’s own classroom so the frequency and stability of the physical and social context support the integration and retention of skills.

+Evidence for the impact of QCT Surveys of primary schools in UK found that

headteachers identified circle time as a powerful system for improving school ethos, raising self-esteem and promoting spiritual, cultural, moral, social and personal development

Wiltshire Primary Schools: 88% of schools used QCT, 71% stated it raised self-esteem, 79% stated it increased social skills, 85% stated it improved communication, 69% stated it helped children take responsibility for own actions

In a group of 8-year-olds, circle time led to improved self-concept and social interactions

+Evidence for the impact of QCT

A study of Secondary Schools found a positive impact related to interpersonal relationships between the children

Studies show schools that implement QCT have less disengaged pupils and less exclusion rates (OFSTED)

Circle time offers a useful means of addressing the needs of pupils with mild intellectual disability with regard to social skills

+QCT and CBT

Quality Circle Time incorporates one of the key features of cognitive behavioural therapy (CBT), that is, the creation of meaningful links between the thoughts, feelings and behaviours that shape our experience.

Studies of interventions using the principles of CBT note a reduction in impulsive and aggressive behaviours and a positive impact on pro-social behaviour

+What do the children say?Unpublished survey of children in 16 Dublin schools:

Sessions are enjoyable “I feel great after it”

Helps concentration “helped me listen and concentrate”

Helps with listening to each other “the way everyone settles down and listens to each other”

Promotes teamwork “I think it helped because we worked together”

Promotes communication “we were able to talk without shouting at each other”

+What do the children say? Helps with making new friends, getting to know other

people “it helps me learn about other people”

Facilitates expression of feelings, to speak out in class “it helped me to get things off my chest”

Promotes self-confidence and sense of belonging “it helped us to know that if something has happened we were not the only ones”

Encourages good behaviour, being kind and helpful behaviour “it helped us not to laugh at opinions”

+St. Paul’s – informal evidence

Feedback received from a variety of different places we visit (e.g. Bienal, Sabor da Fazenda, Cia dos Bichos, etc) all comment on how well pupils from St. Paul’s behave.

A number of parents comment on how their children’s behaviour changes positively at home after they become familiar with the QCT expectations at school.

Teachers say that children start referring to the skills and Golden Rules in other situations, thus improving behaviour and learning... “children are more motivated and more organised, more helpful and kind to each other”

+Some concerns from the research Teachers who have more experience using

QCT are more positive about it…CPD in place

Teachers who implement QCT on a weekly basis observe more positive response from children…consistency amongst staff

Teachers who implement QCT only occasionally noted the benefit of specific activities while those that implement it weekly identify the whole-group benefits and philosophy underpinning the model it…CPD in place