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Autor/inn/enKrause, Natasha; Blackwell, Laura; Claridge, Simon
TitelAn Exploration of the Impact of the Emotional Literacy Support Assistant (ELSA) Programme on Wellbeing from the Perspective of Pupils
QuelleIn: Educational Psychology in Practice, 36 (2020) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0266-7363
DOI10.1080/02667363.2019.1657801
SchlagwörterProgram 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)
AbstractThe 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).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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