Social and Emotional Education and Development (SEED): Studying the impact of a Primary School feedback and guidance programme on improving social and emotional wellbeing of young people over a 5 year period

2013 ◽  
Author(s):  
Marion Henderson
Keyword(s):  
Young People ◽  
Primary School ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
Guidance Programme ◽  
Education And Development ◽  
The Impact ◽  
Social And Emotional Wellbeing ◽  
Emotional Education

scholarly journals A scoping review about social and emotional wellbeing programs and services targeting Aboriginal and Torres Strait Islander young people in Australia: understanding the principles guiding promising practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Himanshu Gupta ◽  
Noemi Tari-Keresztes ◽  
Donna Stephens ◽  
James A. Smith ◽  
Emrhan Sultan ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Torres Strait Islander ◽  
Aboriginal People ◽  
Program Planning ◽  
Promising Practices ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
Torres Strait ◽  
Social And Emotional Wellbeing

Abstract Background Multiple culturally-oriented programs, services, and frameworks have emerged in recent decades to support the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander (Aboriginal) people in Australia. Although there are some common elements, principles, and methods, few attempts have been made to integrate them into a set of guidelines for policy and practice settings. This review aims to identify key practices adopted by programs and services that align with the principles of the National Strategic Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing 2017–2023. Methods A comprehensive review of electronic databases and organisational websites was conducted to retrieve studies of relevance. Twenty-seven publications were included in the review. Next, we identified promising practices through a collaborative review process. We then used the principles articulated in the above-mentioned framework as the basis to complete a framework analysis. This enabled us to explore the alignment between current scholarship about SEWB programs and services with respect to the principles of the framework. Results We found there was a strong alignment, with selected principles being effectively incorporated into most SEWB program and service delivery contexts. However, only one study incorporated all nine principles, using them as conceptual framework. Additionally, ‘capacity building’, ‘individual skill development’, and ‘development of maladaptive coping mechanisms’ were identified as common factors in SEWB program planning and delivery for Aboriginal people. Conclusion We argue the selective application of nationally agreed principles in SEWB programs and services, alongside a paucity of scholarship relating to promising practices in young people-oriented SEWB programs and services, are two areas that need the urgent attention of commissioners and service providers tasked with funding, planning, and implementing SEWB programs and services for Aboriginal people. Embedding robust participatory action research and evaluation approaches into the design of such services and programs will help to build the necessary evidence-base to achieve improved SEWB health outcomes among Aboriginal people, particularly young people with severe and complex mental health needs.

scholarly journals ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people

2018 ◽  
Vol 3 ◽  
pp. 239694151880440 ◽  
Author(s):  
Craig Goodall
Keyword(s):  
School Improvement ◽  
Young People ◽  
Negative Impact ◽  
Educational Experiences ◽  
Advisory Group ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Mainstream School ◽  
Social And Emotional Wellbeing

Background and aim More autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11–17 years) from their perspectives and how education could be improved to better support the others with autism. Methods A flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children’s Research Advisory Group (CRAG) advised on the methods used and matters to be explored. Results The young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included. Conclusions There exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners. Implications Autistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person’s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder.

scholarly journals “We Are Not Stray Leaves Blowing About In The Wind”: Summing Up The Impact of Family Wellbeing Empowerment Research, 1998-2021

2021 ◽  
Author(s):  
Nirukshi Perera ◽  
Komla Tsey ◽  
Marion Heyeres ◽  
Mary Whiteside ◽  
Leslie Baird ◽  
...  
Keyword(s):  
Research Impact ◽  
Theory Of Change ◽  
Indigenous Australians ◽  
Research Translation ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
Scoping Reviews ◽  
The Impact ◽  
Social And Emotional Wellbeing ◽  
Family Wellbeing

Abstract Background: An Aboriginal-developed empowerment and social and emotional wellbeing program, known as Family Wellbeing (FWB), has been found to strengthen the protective factors that help Indigenous Australians to deal with the devastating legacy of colonisation and intergenerational trauma. This article reviews the research that has accompanied the implementation of FWB over a 23 year period to assess the long-term impact of FWB research and the strengths and limitations of the impact data. This will inform more comprehensive monitoring of research impact.Methods: The study took a theory of change approach, following the steps of a research program logic, to assess impact. A mixed methods evaluation of publicly available research outputs was conducted. We analysed FWB participation data and research funding using descriptive statistics. We conducted systematic scoping reviews of: 1) nine evaluative studies to show reported social and emotional wellbeing benefits of FWB; and 2) seven FWB research translation-related resources to show impact of research outputs on further reach and uptake. Results: The investment of $2.3 million in research-related activities over 23 years resulted in a range of research outputs that evidenced social and emotional wellbeing benefits arising from participation in FWB. This evidence, in part, facilitated more demand for FWB. Overall the FWB program, and accompanying research, had a direct positive impact on the social and emotional wellbeing of approximately 7,500 participants.Conclusions: The study raised a range of issues relevant to demonstrating research impact in the context of Indigenous health research including the value of a logic model that is informed by Indigenous research principles; the need to take a longer-term incremental approach to building evidence when dealing with complex or messy social health interventions; and the importance of collecting evidence, especially from the point of view of end users, about the extent to which research influenced their decisions and actions regarding the program. This lesson, and the impact logic, highlight that researchers need to create appropriate databases from the beginning and collect data well beyond the life of the project, even though we acknowledge that such endeavours are rarely funded.

scholarly journals “We are not stray leaves blowing about in the wind”: exploring the impact of Family Wellbeing empowerment research, 1998–2021

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Nirukshi Perera ◽  
Komla Tsey ◽  
Marion Heyeres ◽  
Mary Whiteside ◽  
Leslie Baird ◽  
...  
Keyword(s):  
Research Impact ◽  
Outcome Evaluation ◽  
Service Utilisation ◽  
Emotional Wellbeing ◽  
Research Utilisation ◽  
Social And Emotional ◽  
The Impact ◽  
Social And Emotional Wellbeing ◽  
Family Wellbeing

Abstract Background An Aboriginal-developed empowerment and social and emotional wellbeing program, known as Family Wellbeing (FWB), has been found to strengthen the protective factors that help Indigenous Australians to deal with the legacy of colonisation and intergenerational trauma. This article reviews the research that has accompanied the implementation of the program, over a 23 year period. The aim is to assess the long-term impact of FWB research and identify the key enablers of research impact and the limitations of the impact assessment exercise. This will inform more comprehensive monitoring of research impact into the future. Methods To assess impact, the study took an implementation science approach, incorporating theory of change and service utilisation frameworks, to create a logic model underpinned by Indigenous research principles. A research impact narrative was developed based on mixed methods analysis of publicly available data on: 1) FWB program participation; 2) research program funding; 3) program outcome evaluation (nine studies); and 4) accounts of research utilisation (seven studies). Results  Starting from a need for research on empowerment identified by research users, an investment of $2.3 million in research activities over 23 years produced a range of research outputs that evidenced social and emotional wellbeing benefits arising from participation in the FWB program. Accounts of research utilisation confirmed the role of research outputs in educating participants about the program, and thus, facilitating more demand (and funding acquisition) for FWB. Overall research contributed to 5,405 recorded participants accessing the intervention. The key enablers of research impact were; 1) the research was user- and community-driven; 2) a long-term mutually beneficial partnership between research users and researchers; 3) the creation of a body of knowledge that demonstrated the impact of the FWB intervention via different research methods; 4) the universality of the FWB approach which led to widespread application. Conclusions The FWB research impact exercise reinforced the view that assessing research impact is best approached as a “wicked problem” for which there are no easy fixes. It requires flexible, open-ended, collaborative learning-by-doing approaches to build the evidence base over time. Steps and approaches that research groups might take to build the research impact knowledge base within their disciplines are discussed.

scholarly journals Empowered with Wings: Professional Development for Supporting Children's Social and Emotional Wellbeing in South-West Queensland

2016 ◽  
Vol 41 (4) ◽  
pp. 292-296 ◽  
Author(s):  
Jennifer Cartmel ◽  
Kerry Smith ◽  
Debbie Miller
Keyword(s):  
Professional Development ◽  
Early Years ◽  
Emotional Wellbeing ◽  
Rural And Remote ◽  
Social And Emotional ◽  
Community Wellbeing ◽  
South West ◽  
Outcomes For Children ◽  
The Impact ◽  
Social And Emotional Wellbeing

Wings: Social and emotional wellbeing in the early years is a professional development programme designed to assist educators in early years services to improve outcomes for children. It uses a strengths-based approach and supports educators to understand the impact of their interactions with children and to use communication strategies, such as descriptive feedback, to develop children's capacities. These strategies are used to help children recognise their strengths and build their ability to self-regulate and manage their own social and emotional wellbeing. This paper reports on the outcomes of the Wings programme introduced into early childhood services in rural and remote south-west Queensland, Australia, through the Community Wellbeing Project run by the Pathways to Resilience Trust in partnership with Anglicare Southern Queensland. Preliminary findings indicate the Wings programme successfully enhanced the confidence and knowledge of early years educators engaged in promoting children's social and emotional wellbeing.

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