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Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children
Background: Philosophy for children (P4C) was initially developed in the 1970s and served as an educational program to promote critical thinking, caring, creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop ch...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8657051/ https://www.ncbi.nlm.nih.gov/pubmed/34886057 http://dx.doi.org/10.3390/ijerph182312332 |
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author | Malboeuf-Hurtubise, Catherine Di Tomaso, Carina Lefrançois, David Mageau, Geneviève A. Taylor, Geneviève Éthier, Marc-André Gagnon, Mathieu Léger-Goodes, Terra |
author_facet | Malboeuf-Hurtubise, Catherine Di Tomaso, Carina Lefrançois, David Mageau, Geneviève A. Taylor, Geneviève Éthier, Marc-André Gagnon, Mathieu Léger-Goodes, Terra |
author_sort | Malboeuf-Hurtubise, Catherine |
collection | PubMed |
description | Background: Philosophy for children (P4C) was initially developed in the 1970s and served as an educational program to promote critical thinking, caring, creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings. Objective: The goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. Method: Students from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires. A randomized cluster trial with a wait-list control group was implemented to compare the effects of P4C on students’ mental health. Results: Analyses of covariance (ANCOVAs) revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, and participants in the experimental group showed lower anxiety scores, when compared to participants in the control group. Conclusion: Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health. |
format | Online Article Text |
id | pubmed-8657051 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-86570512021-12-10 Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children Malboeuf-Hurtubise, Catherine Di Tomaso, Carina Lefrançois, David Mageau, Geneviève A. Taylor, Geneviève Éthier, Marc-André Gagnon, Mathieu Léger-Goodes, Terra Int J Environ Res Public Health Article Background: Philosophy for children (P4C) was initially developed in the 1970s and served as an educational program to promote critical thinking, caring, creative reasoning and inquiry in the educational environment. Quasi-experimental research on P4C, a school-based approach that aims to develop children’s capacity to think by and for themselves, has suggested it could be an interesting intervention to foster greater basic psychological need satisfaction in children in school settings. Objective: The goal of the present study was to evaluate the impact of P4C on basic psychological need satisfaction and mental health in elementary school students. Method: Students from grades one to three (N = 57) took part in this study and completed pre- and post-intervention questionnaires. A randomized cluster trial with a wait-list control group was implemented to compare the effects of P4C on students’ mental health. Results: Analyses of covariance (ANCOVAs) revealed a significant effect of group condition on levels of autonomy and anxiety, after controlling for baseline levels. Participants in the experimental group showed higher scores in autonomy, when compared to participants in the control group, and participants in the experimental group showed lower anxiety scores, when compared to participants in the control group. Conclusion: Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health. MDPI 2021-11-24 /pmc/articles/PMC8657051/ /pubmed/34886057 http://dx.doi.org/10.3390/ijerph182312332 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 Malboeuf-Hurtubise, Catherine Di Tomaso, Carina Lefrançois, David Mageau, Geneviève A. Taylor, Geneviève Éthier, Marc-André Gagnon, Mathieu Léger-Goodes, Terra Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title | Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title_full | Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title_fullStr | Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title_full_unstemmed | Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title_short | Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children |
title_sort | existential therapy for children: impact of a philosophy for children intervention on positive and negative indicators of mental health in elementary school children |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8657051/ https://www.ncbi.nlm.nih.gov/pubmed/34886057 http://dx.doi.org/10.3390/ijerph182312332 |
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