ABSTRACT This research aims to address the problem of student engagement on vocational subjects and high incidences of mental health difficulties that present a barrier to learning and progression and ask questions about how the TAPOUT curriculum model may impact on this. This small-scale research study explores how students experience ‘flow’ in the classroom using the TAPOUT curriculum model. Focusing on process as well as product, the TAPOUT curriculum model provides a framework with which to facilitate collaborative work where students take ownership of longitudinal projects with real world outcomes. Specifically, TAPOUT was developed to provide a new curriculum framework that facilitates ‘healthy learning’; teaching and learning models whose primary function is to encourage effective learning using strategies and elements of curriculum design which promote wellbeing. Rather than separating the classroom from initiatives to promote mental health that go on outside (counselling, medication, CBT, mindfulness and so on) the classroom can support this work by providing opportunities for work that engenders ‘positive psychology’ (collaboration, mastery and personal control, supportive feedback, high expectations and meaningful achievement not predicated on external, grade-focused success). Drawing on pilot studies and data drawn from interviews, surveys and focus groups across three years of study and approximately 100 students, the research presents intermediary findings about learner experience of the TAPOUT framework and their encounters with ‘flow’. Theoretically situated in the curriculum studies field this research engages with concepts of flow psychology, wellbeing, improving the status of vocational learning, trusteeship and craftsmanship.

中文翻译：

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“当我在流程中工作时，我就成为音乐”：在现实世界的项目和流程心理学的指导下，基于过程的课程的学生体验是什么？

摘要本研究旨在解决学生对职业科目的参与以及精神健康困难的高发生率问题，这些问题构成了学习和进步的障碍，并提出有关TAPOUT课程模型如何对此产生影响的问题。这项小型研究旨在探索学生如何使用TAPOUT课程模型在教室中体验“流动”。TAPOUT课程模型侧重于过程和产品，提供了一个框架，可用来促进学生在纵向项目中拥有真实世界成果的所有权的协作工作。具体来说，TAPOUT的开发旨在提供一个新的课程框架，以促进“健康学习”；教学和学习模型，其主要功能是使用能够促进幸福感的课程设计策略和要素来鼓励有效学习。与其将教室与促进心理健康的举措（咨询，药物，CBT，正念等等）分开，教室还可以通过提供产生“积极心理学”（协作，精通和个人的）的机会来支持这项工作。控制力，支持性反馈，高期望和有意义的成就，而不是基于外部，注重成绩的成功）。该研究利用试点研究和从三年学习中约100名学生的访谈，调查和焦点小组获得的数据得出的中间结论，这些发现是关于TAPOUT框架的学习者经验以及他们与“流程”相遇的中间结果。