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|Title: ||The emotional wellbeing of young people: final report of phase one of a 'Choose Life' research project in Aberdeenshire (March 2004 - March 2007).|
|Authors: ||Love, John G.|
Sutton, Philip W.
Mayrhofer, Andrea M.
Love, Ann P.
|Issue Date: ||May-2007|
|Publisher: ||Robert Gordon University|
|Citation: ||LOVE, J. G. et al., 2007. The emotional wellbeing of young people:
final report of phase one of a ‘Choose Life’ research project in
Aberdeenshire (March 2004-March 2007). Aberdeen: The Robert
|Abstract: ||Aims & Objectives:
The research was commissioned by the Aberdeenshire Community Planning Partnership in 2004 as part of its Choose Life Local Implementation Plan. The research has sought to address objectives 1 and 7 in the national Choose Life strategy, focusing on ‘Early Intervention and Prevention’ and ‘Knowing what works’.
The study has taken the form of a three-year ‘action research’ project (extended in March 2006 to a five year study 2004 - 2008). Longitudinal in design, the study has combined multiple methodologies including a literature review, ethnography, a series of school-based surveys, interviews and focus group discussions with young people, parents, teachers and relevant professionals.
It was designed to achieve the following: 1/
to provide insight into the relationship between self-esteem, ‘emotional literacy’ and ‘deliberate self-harm’ among young people.
2/ to inform the development of an ‘intervention’ in Portlethen that will be available to all children as a means of enabling them to increase their self-esteem and ‘emotional literacy’ with consequent impact on their involvement in ‘deliberate self-harm’.
3/ to enable key stakeholders to develop effective ways of joint working to promote emotional wellbeing among young people.
Reporting of Results
The research has identified a range of related and overlapping themes which form essence of emotional wellbeing. The transition from primary to secondary school challenges young people’s emotional wellbeing.
In November 2005, informed by findings from the present study, staff at Portlethen Academy, Aberdeenshire agreed to launch a new and complementary system of pastoral support to S1 pupils in the school. In partnership with CHILDREN 1ST, who acted as ‘trainers’, a school-based ‘intervention’ was launched in the form of Peer Listening Scheme|
|Appears in Collections:||Reports (Applied Social Studies)|
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