Introduction
In the quest to improve youth mental health, the PAX-Good Behaviour Game (PAX-GBG) emerges as a promising intervention. This evidence-based program, which is implemented in classrooms alongside regular teaching activities, has shown significant potential in enhancing students' social-emotional competence, reducing aggressive behaviors, and even decreasing suicide attempts among youth. A recent qualitative case study conducted in First Nations communities in northern Manitoba, Canada, sheds light on the perspectives of school personnel regarding the implementation of a whole school approach to PAX-GBG. This blog aims to guide practitioners in enhancing their skills by leveraging the insights gained from this research.
Key Findings and Implementation Insights
The study revealed that implementing the PAX-GBG as a whole school approach positively impacted student behavior and created a supportive school environment. School personnel observed improvements in students' self-regulation, quieter classrooms, and increased awareness of PAX-GBG strategies. However, successful implementation hinged on several critical factors:
- Administrative Support: Support from school administrators, particularly principals, was crucial in prioritizing and facilitating the program's implementation.
- Consistency Among School Personnel: Consistent use of PAX-GBG strategies across all staff members ensured a unified message and approach, making it easier for students to adapt and benefit from the program.
- Training and Cultural Adaptations: The timing and content of training sessions were identified as areas needing improvement. Training should be conducted early in the school year and tailored to address the specific needs of different grade levels and cultural contexts.
Challenges and Recommendations
Despite the positive outcomes, several challenges were noted in the implementation process:
- Age Appropriateness: Some strategies were perceived as more suitable for younger students, necessitating adaptations for older grades.
- Timing of Training: Conducting training sessions too late in the school year made it difficult for teachers to integrate PAX-GBG into their existing curriculum plans.
- Clarity in Implementation: Teachers expressed a need for clearer guidance on how to effectively implement PAX-GBG strategies, especially for students with special needs.
To address these challenges, the study recommends a two-phased training model that includes both universal and tailored coaching. This approach ensures that all school staff receive consistent training while also addressing the specific needs of different grade levels. Additionally, cultural and literacy adaptations are essential to increase the program's acceptability and effectiveness within First Nations communities.
Conclusion and Future Directions
The whole school approach to implementing PAX-GBG is not only feasible but also highly beneficial in promoting youth mental health in First Nations communities. By understanding the real-world challenges and leveraging the insights from this study, practitioners can enhance their implementation strategies to create more effective and culturally relevant interventions. Further research is needed to evaluate the long-term effectiveness of these adaptations and support systems.
To read the original research paper, please follow this link: Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel’s perspectives in implementing a whole school approach to promote youth mental health.
