TABLE 7 - uploaded by Nicola R Swain
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There is increasing pressure on schools in New Zealand to address children's social and emotional needs, together with learning needs. The present survey of 461 children and parents from mid to low decile primary schools was conducted to examine the current state of children's social and emotional well-being (as part of a wider study). Results indi...
Context in source publication
Context 1
... between 32% and 48% of children were able to respond to these questions in the highest category, these results indicate some room for improvement. Table 7 looks at questions which ask about children's social and emotional development. It must be noted here that children in this study range from five years old to 13 years old, and at the younger end of the range would be expected to be less positive about some of these variables. ...
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Citations
... There is increasing interest in the well-being of students at school as well as their academic success (Swain-Campbell and Quinlan 2009). Programmes using strengths to enhance well-being and other outcomes have grown in popularity over the past decade or more (Norrish and Seligman 2015;Proctor et al. 2011a;Proyer et al. 2015;Quinlan et al. 2011) and have been shown to enhance well-being, productivity, engagement and achievement in a range of settings (Flückiger and Grosse Holtforth 2008;Linley et al. 2010b;Seligman et al. 2009). ...
There is increasing interest in students well-being at school. One useful approach to improving school well-being is adopting strengths-based programmes. Many studies use teachers to deliver strengths programmes. However, little is known about how teachers influence the success of these interventions. This possible mediating effect of teachers forms the focus of the present analysis. Ten teachers and their classrooms participated in the study, seven in the intervention group and three in the control group, as part of a larger study. The intervention was delivered by a trained facilitator over 6 weeks and the teachers acted as support during these sessions encouragement to continue between sessions. The strengths intervention was associated with several improved student outcomes. Models showed that the student outcomes that were mediated by changes in teacher strengths spotting were: positive affect, classroom engagement, and need satisfaction (autonomy, competence and relatedness). Student negative affect and strengths use were not mediated by teacher strengths spotting. This finding suggests that programme effectiveness is influenced by contextual variables such as teacher behaviour and attitudes to strengths. Future school programmes might consider the influence of the people who deliver strength intervention programmes—whoever they might be.