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Autor/inn/en | Krause, Natasha; Blackwell, Laura; Claridge, Simon |
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Titel | An Exploration of the Impact of the Emotional Literacy Support Assistant (ELSA) Programme on Wellbeing from the Perspective of Pupils |
Quelle | In: Educational Psychology in Practice, 36 (2020) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-7363 |
DOI | 10.1080/02667363.2019.1657801 |
Schlagwörter | Program Effectiveness; Student Attitudes; Emotional Intelligence; Student Welfare; Educational Psychology; Teacher Aides; Skill Development; Foreign Countries; Resilience (Psychology); Elementary School Students; Secondary School Students; Psychological Patterns; Learner Engagement; Aspiration; Interpersonal Relationship; Psychologists; Mental Health; United Kingdom (Wales) Schülerverhalten; Emotionale Intelligenz; Studentenseelsorge; Erziehungspsychologie; Pädagogische Psychologie; Handreichung; Lehrerhilfe; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Sekundarschüler; Streben; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Psychologist; Psychologe; Psychologin; Psychohygiene |
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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |