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An exploration of the impact of the Emotional Literacy Support Assistant (ELSA) programme on wellbeing from the perspective of pupils
Educational Psychology in Practice Pub Date : 2019-09-07 , DOI: 10.1080/02667363.2019.1657801
Natasha Krause 1 , Laura Blackwell 1 , Simon Claridge 1
Affiliation  

ABSTRACT The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. The findings suggest the ELSA programme has a perceived positive impact on multiple components of pupil wellbeing. These components include positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships, as described by the New Economics Foundation (NEF) and Seligman’s “PERMA model”. The positive wellbeing changes experienced by the pupils occurred through strategies, talking, and forming a close relationship with the teaching assistant. Overall, this research provides evidence to suggest a positive impact of the ELSA programme on pupil wellbeing.

中文翻译:

从学生的角度探索情感素养支持助理 (ELSA) 计划对幸福感的影响

摘要 情感素养支持助理 (ELSA) 计划是由助教提供并由教育心理学家监督的循证干预。在这项研究中,进行了半结构化访谈,以从学生的角度调查 ELSA 计划对幸福感的影响。对数据集的专题分析确定了以下主题:“感觉和情感”、“参与”、“弹性”、“希望和愿望”和“关系”。调查结果表明,ELSA 计划对学生福祉的多个组成部分产生了积极的影响。这些成分包括新经济基金会 (NEF) 和塞利格曼的“PERMA 模型”所描述的积极情绪、消极情绪、参与度、适应力、乐观、成就和人际关系。学生们通过策略、谈话以及与助教形成密切的关系,体验到了积极的幸福感变化。总体而言,这项研究提供的证据表明 ELSA 计划对学生福祉有积极影响。
更新日期:2019-09-07
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