Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil:Participants’Experiences
作者机构：Department NeurosciencePsychology and BehaviourUniversity of LeicesterLeicesterLE17RHUK Department of SociologyUniversity of LeicesterLeicesterLE17RHUK Associação pela Saúde Emocional de Crianças(ASEC)São Paulo01000Brazil Department of EducationUniversity of LeicesterLeicesterLE17RHUK
出 版 物：《International Journal of Mental Health Promotion》 (国际心理健康促进杂志（英文）)
年 卷 期：2022年第24卷第1期
页 面：51-67页
核心收录：
学科分类：0502[文学-外国语言文学] 050201[文学-英语语言文学] 05[文学]
基 金：funded by a research grant by the Leicester Institute for Advanced Studies in the UK The adaptation and delivery of the intervention was supported by the Pampili Company in Brazil
主 题：Child social emotional literacy intervention digital low-and middle-income countries
摘 要：Social emotional literacy(SEL)interventions are widely implemented through schools,with growing evidence for a range of positive child ***,such interventions are delivered on online *** date,there is limited evidence about digital SEL interventions in low-and middle-income countries(LMIC).The aim of this study was to explore the perceptions and experiences of children,parents and facilitator of the potential value of addressing SEL via tailored digital *** intervention was designed to help children,in Brazil,to cope during the first COVID-19 pandemic *** intervention was delivered via a digital platform to groups of three children for 45 min per week for *** children,nine parents and nine facilitators were interviewed following the completion of the *** data was analysed through a codebook thematic approach,which led to three themes:empowerment,participatory aspects of the intervention and digital ***,children’s SEL development was reported to be supported during the COVID-19 pandemic,by the application of new skills outside the *** reported a number of empowering factors such as being heard and belonging.A range of useful participatory tools were identified including storytelling,games,drawings and *** SEL interventions involving both face-to-face and web-based facilitation could be developed within a tiered model of universal mental health promotion and targeted *** to online platforms would increase reach to large numbers of children in LMIC,especially in contexts of disadvantage.
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