Youth experiences of co-designing a well-being intervention: reflections, learnings and recommendations

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2023-05-02 DOI:10.1080/03054985.2023.2194621

D. Vella-Brodrick, Kent J. Patrick, Rowan Jacques-Hamilton, Amanda Ng, Tan-Chyuan Chin, M. O’Connor, N. Rickard, D. Cross, J. Hattie

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引用次数: 0

Abstract

ABSTRACT Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions.

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共同设计福祉干预的青年经验:反思、学习与建议

联合设计和青年参与行动研究是增加青年参与福祉干预的有前景的方法。目前的研究包括10名应届高中毕业生，他们被聘为青年顾问，共同设计了一项针对放学后过渡的对青年友好的积极心理干预措施。青年顾问接受了积极心理学、心理需求理论和新兴成年期的基础培训。他们定期举行会议，根据对关键主题、问题和相关实用技巧的讨论，制定积极过渡计划（PTP）短信干预措施。本文旨在从青年顾问的角度考察联合设计过程。每位青年顾问都完成了一项调查，其中六名顾问还参加了一个焦点小组，探讨他们的共同设计经验。青年顾问们注意到，联合设计体验带来了一系列个人利益，包括学习、享受、团队合作、成就和自豪感。需要改进的领域包括明确项目范围以及提供支持和反馈。讨论了这一过程的见解，目的是指导未来的工作，寻求设计有利于青年的福祉干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.