To What Extent Is the Thrive Intervention Grounded in Research and Theory?

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Gibby-Leversuch, R., Field, J. and Cooke, T. 2019. To What Extent Is the Thrive Intervention Grounded in Research and Theory? Educational Psychology Research and Practice. 5 (2), p. 1–8. https://doi.org/10.15123/uel.8873x
AuthorsGibby-Leversuch, R., Field, J. and Cooke, T.
Abstract

The Thrive approach is an assessment and planning based intervention that aims to develop children’s social and emotional wellbeing. Despite the increased popularity of Thrive, there is limited research that has investigated its effectiveness. After reviewing the assessment, training and intervention elements of Thrive and the evidence base for the underpinning assumptions, this article considers the evaluative research. Thrive is rooted in attachment theory and assumes that infant development is vulnerable to disruption by poor attachment experiences and that these disruptions can be ameliorated in later life through the development of secure relationships with school staff. The article concludes that, while Thrive is based on attachment theory, which itself is well supported by evidence, how Thrive applies and interprets this theory is less well supported. There is currently limited evidence of the impact of Thrive on children’s development. Other issues and implications of this critique are also discussed.

This research was completed as part of the Doctorate in Educational Psychology at University of Southampton.

JournalEducational Psychology Research and Practice
Journal citation5 (2), p. 1–8
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8873x
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Authors
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