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Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools
Australian Journal of Education ( IF 1.5 ) Pub Date : 2019-04-16 , DOI: 10.1177/0004944119843144
Denise Svane 1 , Neus (Snowy) Evans 1 , Margaret-Anne Carter 1
Affiliation  

Wellbeing is an emerging priority that poses a “wicked” problem. Current directives from policy makers are that schools address student wellbeing. However, the lack of a clear definition, simple solution or process for ensuring wellbeing creates a difficult task for schools. This article seeks to add to the current understanding of wellbeing in schools by drawing on the findings of a systematic literature review to investigate the characteristics and outcomes of school-based wellbeing interventions. Four databases were searched to identify relevant peer-reviewed articles published in English. The background discussion is set in the Australian context; however, the geographic scope of the literature review is international. Findings of the study align with previous research that views definitions of wellbeing as problematic. The broad range of wellbeing interventions found in the literature highlights a lack of consensus around best practice for wellbeing in schools. Despite evidence showing the benefits of a whole school approach, the majority of articles describe programmes and strategies targeted at small groups of students. The outcomes of the interventions are difficult to compare because they do not necessarily relate directly to wellbeing. This article raises questions about the evidence base to support the validity and trustworthiness of the interventions. Further research is necessary to consolidate understandings of wellbeing and to provide solid research evidence to inform further development of school wellbeing practices.

中文翻译:

邪恶的福祉:检查学校福祉干预措施的言辞与现实之间的脱节

幸福是一个新兴的优先事项,它带来了一个“邪恶”的问题。政策制定者目前的指示是学校要解决学生的福祉问题。然而,缺乏明确的定义、简单的解决方案或流程来确保福祉给学校带来了艰巨的任务。本文旨在通过利用系统文献综述的结果来调查以学校为基础的幸福感干预的特征和结果,从而增加对学校幸福感的当前理解。搜索了四个数据库以识别以英文发表的相关同行评审文章。背景讨论是在澳大利亚的背景下进行的;然而,文献综述的地理范围是国际性的。该研究的结果与之前将幸福的定义视为有问题的研究一致。文献中发现的广泛的福祉干预措施突出了围绕学校福祉的最佳实践缺乏共识。尽管有证据表明整个学校方法的好处,但大多数文章都描述了针对小学生群体的计划和策略。干预措施的结果很难比较,因为它们不一定与福祉直接相关。本文提出了有关证据基础的问题,以支持干预措施的有效性和可信度。需要进一步研究以巩固对幸福感的理解,并提供可靠的研究证据,为学校幸福感实践的进一步发展提供信息。尽管有证据表明整个学校方法的好处,但大多数文章都描述了针对小学生群体的计划和策略。干预措施的结果很难比较,因为它们不一定与福祉直接相关。本文提出了有关证据基础的问题,以支持干预措施的有效性和可信度。需要进一步研究以巩固对幸福感的理解,并提供可靠的研究证据,为学校幸福感实践的进一步发展提供信息。尽管有证据表明整个学校方法的好处,但大多数文章都描述了针对小学生群体的计划和策略。干预措施的结果很难比较,因为它们不一定与福祉直接相关。本文提出了有关证据基础的问题,以支持干预措施的有效性和可信度。需要进一步研究以巩固对幸福感的理解,并提供可靠的研究证据,为学校幸福感实践的进一步发展提供信息。本文提出了有关证据基础的问题,以支持干预措施的有效性和可信度。有必要进行进一步的研究,以巩固对幸福感的理解,并提供坚实的研究证据,为学校幸福感实践的进一步发展提供信息。本文提出了有关支持干预措施有效性和可信度的证据基础的问题。需要进一步研究以巩固对幸福感的理解,并提供可靠的研究证据,为学校幸福感实践的进一步发展提供信息。
更新日期:2019-04-16
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