A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL

Educational Psychology in Practice Pub Date : 2023-03-03 DOI:10.1080/02667363.2023.2185208

Rebekah Purcell, Catherine Kelly

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引用次数: 1

Abstract

ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils’ perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders’ views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention.

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一项系统的文献综述，旨在探讨学生对情绪识字支持助理（ELSA）干预的关键结果的看法

摘要情绪素养支持助理（ELSA）干预旨在培养学校的能力，支持学生的健康。这篇系统的文献综述（SLR）探讨了学生对参与ELSA的结果的看法，以及这些观点是如何收集的。12篇论文符合入选标准；大多数研究探讨了其他关键利益相关者的观点以及学生的观点，很少有研究明确关注学生的结果。使用专题综合法对学生数据进行了分析，产生了四个主题：沟通技能；情感理解、管理和结果；关系和社交技能；以及积极的学校经历。学生们强调了干预措施旨在提供的结果以及额外的技能。对获得学生观点的方法进行的研究表明，半结构化面试是一种常见的方法，12篇论文中有4篇使用了标准化的定量测量。审查强调了在ELSA干预措施中取得进展的措施方面需要考虑的领域。

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

Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.70

自引率

12.50%

发文量