Abstract
Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10–15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people’s WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.
Highlights
An increased prevalence of mental ill-being is reported in children and adolescents [1], accounting for 16% of disease and injury in children aged 10 to 19 years [2]
This paper examines teacher readiness, adoption, and implementation of a brief online positive psychology intervention (PPI), and efficacy of a brief online tool in building Wellbeing literacy (WL), in the form of providing multimodal communication opportunities and in building intentional emotional vocabulary use
A teacher training component was available as part of the online PPI, for teachers to use as needed
Summary
An increased prevalence of mental ill-being is reported in children and adolescents [1], accounting for 16% of disease and injury in children aged 10 to 19 years [2] This includes high rates of school-based anxiety [3] and a reduced sense of belonging [4] and significant increases in child psychiatric disorders over the last 15 years [5]. It is possible that WL is the missing link mediating or moderating the impact of PPIs on wellbeing outcomes [14]. In this regard, WL is an important area of study for those interested in the processes necessary to promote
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