Faculty of Education - Theses

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Author: Francis, Jacqueline Janet × Start date: 2017 × Type: PhD thesis × Subject: wellbeing ×

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    Developing effective wellbeing interventions using universal bite-sized, online, school-based PPIs
    Francis, Jacqueline Janet ( 2022)
    With high rates of mental illness and illbeing among children worldwide, it is important to find ways of building the vocabulary, knowledge and skills needed to protect and nurture student wellbeing. Schools provide an opportune place for teaching children about wellbeing. Universal, bite-sized, online positive psychology interventions (PPIs) designed to build wellbeing among school aged cohorts, provide one option for all schools, including resource poor schools. However, understanding effectiveness is important. The RE-AIM framework was used here to plan for and evaluate PPI effectiveness, and to guide answers to the overarching thesis question: Is the brief universal online PPI HQthrive effective in increasing primary school students’ wellbeing, in terms of process and outcome effectiveness? This thesis includes discovery, development and evaluation phases of HQthrive. The discovery phases included a systematic literature review and focus group research to determine existing needs, value and fit for PPIs within the primary school context. Focus groups involved 44 grade 5/6 students and 38 teachers, from six country and three city Victorian primary schools. Focus groups included rich picture mapping, as well as focus group discussion. The development phase included co-design of the online PPI HQthrive, for grade 5/6 primary school classes. The final evaluation phase involved a pilot study of HQthrive at six Victorian primary schools, including 20 classes, 20 classroom teachers, and paired data from 131 students. Evaluation included examination of the adoption and implementation process, and examination of indicators of success, including participant feedback, researcher observations, emotional vocabulary data, subjective survey data of hedonic and eudaimonic wellbeing, and objective physiological data. Overall pedagogy, implementation and learning processes, and alternative outcome measures for PPIs are highlighted as important consideration for future research.