Simon Walker
University of Bristol, United KingdomPresentation Title:
A novel instrument to measure and support social-emotional self-regulation in students aged 8-18
Abstract
A pressing need exists for evidence-based, accessible tools to help schools identify and provide support to students who are struggling, before formal mental health conditions persist, particularly in the wake of the COVID-19 pandemic. A novel assessment method was developed, requiring a participant to imagine a mental space in which they perform the four self-regulatory tasks. The instrument was tested. Principal Component Analyses evaluated the proposed four-factor structure across two age groups: 8 to 12 years olds (n = 2171) and 13 to 18 years old (n = 658). A Support Vector Machine (SVM) model in a separate sample (n = 2518) evaluated the assessment’s utility in identifying students who display risk on three wellbeing measures: experiencing bullying, thinking about or engaging in self-harm, and struggling to cope with pressure at school. Analyses provided initial support for the validity of the conceptual model and its ability to identify at-risk students. The tool has the potential to support the early identification and intervention of young people’s emerging mental health risks.
Biography
Simon P. Walker is an applied cognitive biologist. He graduated from Oxford University in Biological Sciences in 1993 and holds additional MTh and BTh degrees. He completed his doctorate in 2015 for his contribution to the professional fields of leadership & education. Simon taught at Wycliffe Hall, University of Oxford, for seven years. Simon is an Honorary Fellow at Bristol Graduate School of Education and a qualified member of the British Psychological Society. In 2011 he co-founded STEER Education an ed-tech company tracking and improving the mental health of school students. Simon has three published books and five peer reviewed papers in the fields of learning, social-emotional development and language.
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