Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education Pub Date : 2022-11-07 DOI:10.1080/02568543.2022.2134235

E. Hoctor, E. Murphy, L. Connaughton, M. O’Connor, L. McHugh, Heidi McCarron, J. Breen, G. O’Reilly

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引用次数: 1

Abstract

ABSTRACT During childhood and adolescence, it is crucial for individuals to develop appropriate emotional literacy, coping, and social skills. Programmes targeting youth well-being are increasingly being implemented in schools around the world. This study aims to describe the opinions of schoolchildren with low levels of subjective well-being in relation to A Lust for Life Schools Programme, a universal well-being and resilience programme for primary school students in Ireland. The study also aims to illustrate participants’ descriptions of emotions, coping skills, relationships, and well-being-related concepts, both before and after engaging in the programme through pre- and post-programme interviews. The journey of 20 primary school students (ages 10–13) who engaged in A Lust for Life Schools Programme was captured through semi-structured interviews conducted at three timepoints; pre-programme (n = 20), immediately post-programme (n = 8), and 12–16 weeks post-programme (n = 12). Thematic analysis was conducted on the interview data. Five primary themes were constructed: 1) programme feedback, 2) understanding feelings, 3) coping skills, 4) connection, and 5) illustrations of change. Findings suggest that A Lust for Life Schools Programme is an enjoyable and beneficial way for schoolchildren with low levels of subjective well-being to learn emotional literacy and coping skills in a social, interactive way.

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学生参与“渴望生活的学校”计划的经历

摘要在儿童和青少年时期，培养适当的情绪素养、应对能力和社交技能至关重要。世界各地的学校越来越多地实施以青年福祉为目标的方案。这项研究旨在描述主观幸福感水平较低的学童对“渴望生活的学校计划”的看法，这是一项针对爱尔兰小学生的普遍幸福感和复原力计划。该研究还旨在通过项目前和项目后的访谈，说明参与者在参与项目前后对情绪、应对技能、人际关系和幸福相关概念的描述。通过在三个时间点进行的半结构化访谈，记录了20名参与“渴望生活的学校”计划的小学生（10-13岁）的旅程；预编程（n = 20），节目后立即（n = 8），和12-16 计划后数周（n = 12）。对访谈数据进行了专题分析。构建了五个主要主题：1）计划反馈，2）理解感受，3）应对技能，4）联系，以及5）变革插图。研究结果表明，对于主观幸福感水平较低的学童来说，“渴望生活学校计划”是一种愉快而有益的方式，可以通过社交互动的方式学习情感素养和应对技能。

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来源期刊

Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.