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    Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children

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    Author
    Francis, J; Chin, T-C; Vella-Brodrick, D
    Date
    2020-10-01
    Source Title
    International Journal of Environmental Research and Public Health
    Publisher
    MDPI
    University of Melbourne Author/s
    Chin, Tan Chyuan; Vella-Brodrick, Dianne
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Francis, J., Chin, T. -C. & Vella-Brodrick, D. (2020). Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 17 (20), https://doi.org/10.3390/ijerph17207612.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/251716
    DOI
    10.3390/ijerph17207612
    Open Access at PMC
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7589636
    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.

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