This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology.
{"title":"A systematic review of the principles of co-production in relation to the mental health and wellbeing of care leavers","authors":"Megan Pound, W. Sims-Schouten","doi":"10.56300/nvfu2763","DOIUrl":"https://doi.org/10.56300/nvfu2763","url":null,"abstract":"This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43432846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Whereas the role of anxiety and enjoyment in predicting learning outcomes is well documented in the literature, the role of these two emotion dimensions in predicting perceived sense of classroom community is rarely discussed in the literature despite the fact that classroom community serves as a good predictor of learning outcomes. Conducted in a sociocultural context which is under-represented in the international literature, the present study was designed to predict participants’ perceived sense of classroom community based on their reported enjoyment and anxiety scores. A total of 402 senior high school students (male: 153, female: 249) participated in the study. Participants were invited to complete the questionnaires measuring foreign language enjoyment, foreign language anxiety, and perceived sense of classroom community. Multiple regression analysis indicated that foreign language classroom anxiety and enjoyment concurrently explained 39% of the total variance in sense of classroom community. Foreign language enjoyment turned out to be a stronger positive predictor, whereas anxiety was a negative predictor. Both variables were significant predictors for sense of classroom community regardless of gender. Whereas males and females were comparable in terms of perceived sense of classroom community and foreign language enjoyment, females were more anxious than males.
{"title":"Predicting Sense of Classroom Community from Foreign Language Enjoyment and Anxiety in an English as a Foreign Language Classroom","authors":"Amef Alberth","doi":"10.56300/agiz1797","DOIUrl":"https://doi.org/10.56300/agiz1797","url":null,"abstract":"Whereas the role of anxiety and enjoyment in predicting learning outcomes is well documented in the literature, the role of these two emotion dimensions in predicting perceived sense of classroom community is rarely discussed in the literature despite the fact that classroom community serves as a good predictor of learning outcomes. Conducted in a sociocultural context which is under-represented in the international literature, the present study was designed to predict participants’ perceived sense of classroom community based on their reported enjoyment and anxiety scores. A total of 402 senior high school students (male: 153, female: 249) participated in the study. Participants were invited to complete the questionnaires measuring foreign language enjoyment, foreign language anxiety, and perceived sense of classroom community. Multiple regression analysis indicated that foreign language classroom anxiety and enjoyment concurrently explained 39% of the total variance in sense of classroom community. Foreign language enjoyment turned out to be a stronger positive predictor, whereas anxiety was a negative predictor. Both variables were significant predictors for sense of classroom community regardless of gender. Whereas males and females were comparable in terms of perceived sense of classroom community and foreign language enjoyment, females were more anxious than males.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present paper analyses 70 retrospective narratives from young adults about their school life. It looks for answers to the questions of what people and situations young adults recall as sources of positive or negative feelings and how they (re)construct the impacts of school experiences on their lives as young adults. The analysis found that on one hand a cohesive and safe school climate was a source of high self-esteem, well-being and a sense of belonging to the school, while on the other, peer bullying and the difficulties of teachers in coping with complex situations in the classroom were the most persistent problems in the school atmosphere that the young adults recalled as negative. However, the narrators re-construct some negative past experiences into positives, both individually and collectively
{"title":"“Negative and positive experiences form the backbone of my understanding of myself and other people”: School life recollections of young adults","authors":"Kadri Soo, D. Kutsar","doi":"10.56300/vvvi7606","DOIUrl":"https://doi.org/10.56300/vvvi7606","url":null,"abstract":"The present paper analyses 70 retrospective narratives from young adults about their school life. It looks for answers to the questions of what people and situations young adults recall as sources of positive or negative feelings and how they (re)construct the impacts of school experiences on their lives as young adults. The analysis found that on one hand a cohesive and safe school climate was a source of high self-esteem, well-being and a sense of belonging to the school, while on the other, peer bullying and the difficulties of teachers in coping with complex situations in the classroom were the most persistent problems in the school atmosphere that the young adults recalled as negative. However, the narrators re-construct some negative past experiences into positives, both individually and collectively","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has helped to foreground mental health and wellbeing in education, underlining the need for a more caring education which addresses the social and emotional needs of students. It is becoming more evident than ever before, however, that educators cannot effectively support the social and wellbeing of students, unless their own social and emotional needs are addressed as well. As a result of the increasing evidence on the relationship between students’ and staff’s wellbeing, more attention is being given to the wellbeing of school staff as a prerequisite for quality education. In the first paper in this edition, Savage and Woloshyn (Canada) investigated the well-being, perceived stress, and use of coping strategies amongst 686 K-12 educators’ and school staff in Canada. They found that all educators regardless of their grade or position reported overall lower scores of wellbeing and higher levels of perceived stress when compared to the general population. Maladaptive coping strategies were related to poorer wellbeing and higher levels of stress.
{"title":"Editorial [International Journal of Emotional Education, 14(2)]","authors":"P. Cooper, C. Cefai","doi":"10.56300/xfwu3499","DOIUrl":"https://doi.org/10.56300/xfwu3499","url":null,"abstract":"The COVID-19 pandemic has helped to foreground mental health and wellbeing in education, underlining the need for a more caring education which addresses the social and emotional needs of students. It is becoming more evident than ever before, however, that educators cannot effectively support the social and wellbeing of students, unless their own social and emotional needs are addressed as well. As a result of the increasing evidence on the relationship between students’ and staff’s wellbeing, more attention is being given to the wellbeing of school staff as a prerequisite for quality education. In the first paper in this edition, Savage and Woloshyn (Canada) investigated the well-being, perceived stress, and use of coping strategies amongst 686 K-12 educators’ and school staff in Canada. They found that all educators regardless of their grade or position reported overall lower scores of wellbeing and higher levels of perceived stress when compared to the general population. Maladaptive coping strategies were related to poorer wellbeing and higher levels of stress.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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