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Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children
There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study expl...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297144/ https://www.ncbi.nlm.nih.gov/pubmed/34209569 http://dx.doi.org/10.3390/ijerph18136947 |
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author | Naples, Lauren H. Tuckwiller, Elizabeth D. |
author_facet | Naples, Lauren H. Tuckwiller, Elizabeth D. |
author_sort | Naples, Lauren H. |
collection | PubMed |
description | There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education. |
format | Online Article Text |
id | pubmed-8297144 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-82971442021-07-23 Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children Naples, Lauren H. Tuckwiller, Elizabeth D. Int J Environ Res Public Health Article There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education. MDPI 2021-06-29 /pmc/articles/PMC8297144/ /pubmed/34209569 http://dx.doi.org/10.3390/ijerph18136947 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Naples, Lauren H. Tuckwiller, Elizabeth D. Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title | Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title_full | Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title_fullStr | Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title_full_unstemmed | Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title_short | Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children |
title_sort | taking students on a strengths safari: a multidimensional pilot study of school-based wellbeing for young neurodiverse children |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297144/ https://www.ncbi.nlm.nih.gov/pubmed/34209569 http://dx.doi.org/10.3390/ijerph18136947 |
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