Psychology, Sociology and Education
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14
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Item Unlocking Imaginations: Lessons Learnt from Using Story Stem Completion with Young Children(Routledge, 2024-11-21) Rennie, Catriona; Jones, Sian; Uytman, ClareAlthough a substantial proportion of psychological research focuses on the topic of ableism in schools, there is an extremely limited use of qualitative methodology in this area, with no instances, thus far, employing the story stem completion method. Furthermore, there is a scarcity of academic literature discussing best practice in terms of research conducted (a) with children instead of adults, (b) within school settings, or (c) addressing ableism and disabilitybased prejudice. This paper seeks to fill this gap by sharing insights gained from our own research project. We collected qualitative data through story stem completion tasks to explore perceptions and discourse surrounding disability among N = 195 children aged 5 – 11 years in the UK. We explain and critically assess our research decisions, including the creation of story stems, remote and indirect engagement with pupils and school staff, and our data collection methods. In doing so, we highlight the array of choices available to researchers, emphasize the importance of further dialogue within the research community, and advocate for evidence-based best practices in this specific research area.Item The COVID-19 restrictions, child services and the well-being of children in South Africa(Springer Nature Singapore, 2024-11-06) Marais, Lochner; Matamanda, Abraham; Gbadegesin, Taiwo Frances; Ntema, John; Mgwele, Abongile; Dunn, Mischka; Nel, Verna; Lehobo, Timothy M.; Andres, Lauren; Denoon-Stevens, StuartCovid-19 posed little danger to children. Nevertheless, the South African government imposed lockdown measures that impeded children’s education, play and food. Schools were closed, feeding schemes were halted and organised sports were banned. In this study of South African children’s experience during the 2020–22 pandemic, we use the capabilities approach, particularly Nussbaum’s ten capabilities, to assess how the lockdown measures affected their development. The one-dimensional nature of the government response was evident in its focus on physical health and safeguarding adults and the health system, at the expense of children’s well-being. Children were masked and their voices were not heard. Despite being far less at risk of illness or death than adults, children and young people were disproportionately affected by government regulations. Children from low-income environments were particularly severely affected.Item Nature connection and wellbeing in children and adolescents: A systematic review and meta-analysis(Psych-Open, 2024) Barrable, Alexia; Friedman, Samantha; Tam, Kim-Pong; Papadatou-Pastou, MariettaNature connection (also referred to as nature connectedness, connectedness to nature connection to nature, or nature relatedness) describes a positive relationship between humans and the natural world, with various benefits for both nature and humans. The latter include a small but robust positive correlation of nature connection with various types of wellbeing and flourishing. However, this correlation has been investigated meta-analytically in adults only; no meta-analysis to-date has investigated the relationship between nature connection and wellbeing in children and adolescents. This is the aim of the present study. We undertook searches through four databases (Google Scholar, ERIC, PsycInfo and Scopus). The criteria were (i) the mean age of participants is below 18, with no restrictions on sex or ethnicity and that they were drawn from the general population; (ii) that there were at least one explicit, non-dichotomised measure for nature connection and one for wellbeing and (iii) that there were adequate data reported so that we could record or compute the correlation coefficient between the main variables. Our systematic review identified twelve studies (k = 12) that fulfilled the criteria and could be included in the meta-analysis. The total sample (n = 30,075) included children and adolescents aged four to 18. An overall moderate significant effect was found (r = .31, 95% CI = .22-.41) for the relationship between nature connection and wellbeing in children and adolescents, which is comparable but slightly higher than the effect found in previous meta-analyses focused on adults.Item Factors associated with nature connection in children: A review, synthesis and implications for practice within environmental education and beyond(North American Association for Environmental Education, 2024) Mockovčáková, Adriana; Barrable, AlexiaNature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children’s nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children’s nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental and experiential factors that are associated with children’s nature connection that will be of interest to educators, parents, researchers and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.Item Exploring the feasibility of a cluster pilot randomised control trial to improve children’s 24-hour movement behaviours and dietary intake: Happy homework(Taylor and Francis Group, 2024-01-14) Donnelly, Samantha; Buchan, Duncan S.; McLellan, Gillian; Roberts, Ross; Arthur, RosieWe aimed to explore the feasibility, acceptability, and potential efficacy of Happy Homework (HH); an 8-week home-focussed intervention, with the purpose of encouraging children’s positive dietary behaviours and engagement in positive physical activity (PA) and sleep behaviours. We randomised four Scottish schools (n = 71 participants; 5 classrooms) to either the HH intervention (n = 2) or usual curriculum control group (n = 2). HH consisted of movement and dietary-focused parent and child tasks. Primary outcome measures were intervention feasibility, acceptability, and potential efficacy. Secondary outcomes were objectively measured PA via ActiGraph GT3X+, sedentary behaviours (SBs) and sleep duration via activPAL4™ accelerometers and dietary behaviours, fruit and vegetable consumption and screen-time via questionnaires. After controlling for pre-test levels, post intervention stepping time and sleep duration were significantly greater for the HH group in comparison to the control group. The HH group reported eating more fruit and vegetables at post-test than the control group. Participants also reported the intervention to be enjoyable and motivating. These findings provide promising evidence that given a greater sample size, better retention and the prioritisation of health and wellbeing homework, HH could enhance children’s health and wellbeing.Item Increasing Nature Connection in Children: A Mini Review of Interventions(Frontiers Media, 2020-03-19) Barrable, Alexia; Booth, DavidHalf of the world’s population live in the urban environment. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. Due to safety concerns, longer hours in formal education, as well as lack of suitable outdoor environments, children in particular have been found to spend very little time outdoors. We have an opportunity, both timely and unique to have our children (re)connect with nature. Nature connection is a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors. This mini-review brings together recent studies that report on interventions to increase nature connection in children. Fourteen studies were identified through electronic searches of Web of Science, Scopus, PsychInfo, ERIC, and Google Scholar. The review aims to offer an overview of the interventions identified, provide a snapshot of the current state of the literature, briefly present themes and trends in the studies identified in relation to nature connection in young people, and propose potential guidelines for future work.Item Enhancing Nature Connection and Positive Affect in Children through Mindful Engagement with Natural Environments(MDPI, 2021-04-30) Barrable, Alexia; Booth, David; Adams, Dylan; Beauchamp, GaryNature connection, which describes a positive relationship between humans and the rest of nature, has been recognised as a worthwhile goal of all education. Given its association with wellbeing, as well as the fact that it can predict ecological behaviours in children, there have been several calls for it to become central to environmental education, and an important tool in tackling climate change. Previous research has reported the success of short-term interventions in increasing nature connection in children, but to date no empirical studies have looked at how mindful engagement with nature can promote both nature connection and positive affect. This study took place in a nature reserve in Wales and included n = 74 children, aged 9–10, who took part in three mindful activities. Pre- and post- measures included nature connection and positive/negative affect. Analysis showed a significant small to medium effect of the activity on nature connection. Moreover, positive affect significantly increased post-activity, while negative affect showed a small decrease.Item Voices of young children aged 3–7 years in educational research: an international systematic literature review(Taylor & Francis Group, 2021-10-28) Urbina-Garcia, Angel; Jindal-Snape, Divya; Lindsay, Angela; Boath, Lauren; Hannah, Elizabeth F. S.; Barrable, AlexiaAlthough the importance of listening to young children’s voices is acknowledged in international literature, it is not clear whether educational researchers really listen to them and, if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015 and 2020 that indicated the author/s had listened to young children’s (3–7 year-old) voices. The aim was to identify, appraise and synthesise international research focused on listening to their voices, and the research designs, methods of data collection and theoretical frameworks authors have used to achieve this. From the 74 studies that met the inclusion criteria, we found that there was some evidence of listening to young children’s voices. However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.Item Supporting children’s wellbeing through music participation during the COVID-19 pandemic: evidence from Scotland(Taylor and Francis Group, 2023-06-07) Robb, Anna; Jindal-Snape, Divya; Asi, Derya; Barrable, Alexia; Ross, Eilidh; Austin, Hailey; Murray, ChrisThe COVID-19 pandemic has highlighted the importance of strengthening the health and wellbeing of children as a global priority. This paper explores the impact of an inclusive music programme, that was delivered, prior to and during the pandemic, in an area of deprivation in Scotland. The main research question was, ‘How does an inclusive music programme support wellbeing of children living in areas of multiple deprivation during COVID?’. Multiple perspectives and data collection methods were included, e.g. comic strips, interviews, focus groups and questionnaires. Results suggest that the programme provided continuity and stability to children, especially during lockdown. All participants highlighted the positive impact the programme had on the emotional wellbeing of children, which was linked to a sense of security and trusting relationships that were formed as part of the programme, not only during COVID but prior to it too.Item An insight into the involvement of mothers of low socioeconomic status in Scottish primary school health education activities(SAGE, 2019-08-28) Donnelly, Samantha; Buchan, Duncan S.; Gibson, Ann-Marie; McLellan, Gillian; Arthur, RosieSchool-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities (n = 16). An inductive–deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools’ Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.