{"id":42,"date":"2015-04-21T16:31:13","date_gmt":"2015-04-21T16:31:13","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=42"},"modified":"2015-05-22T13:23:19","modified_gmt":"2015-05-22T13:23:19","slug":"at-what-level-should-schools-be-working-to-develop-resilience-and-promote-emotional-wellbeing-in-children-and-young-people","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2015\/04\/21\/at-what-level-should-schools-be-working-to-develop-resilience-and-promote-emotional-wellbeing-in-children-and-young-people\/","title":{"rendered":"At what level should schools be working to develop resilience and promote emotional wellbeing in children and young people?"},"content":{"rendered":"<p><strong>Assignment type:<\/strong> Essay<br \/>\n<strong>Author:<\/strong> Laura Harris<br \/>\n<strong>Submitted:<\/strong>\u00a0May 2011<\/p>\n<p>Recent reports suggest that the wellbeing of children living in the UK is significantly poorer than other high income countries.\u00a0 This is despite the fact that the children of today\u2019s society receive better education, and have more possessions and better homes than ever before.\u00a0 For a number of years, researchers have attempted to identify protective factors that have enabled children to thrive when faced with difficult circumstances.\u00a0 It is thought that these protective factors help to unlock a child\u2019s innate resilience and promote emotional wellbeing.\u00a0 Research which has identified these protective factors has led to the creation of school-based programmes, aimed at developing these skills in children and young people.\u00a0 This paper explores whether schools should implement programmes which target specific at-risk groups using targeted prevention approaches, or employ universal prevention programmes which encompass all children.\u00a0 The evidence suggests that schools should employ targeted programmes, as these are currently supported by empirical evidence which is methodologically and theoretically sound.\u00a0 The evidence also suggests that whilst a number of researchers claim that universal programmes will benefit all children, studies of their effectiveness to date, are largely based on teacher reports.\u00a0 It is important to address this issue in order to gain a better understanding of the most effective and efficient ways of ensuring positive outcomes for children and young people.\u00a0 Thus, efforts to promote resilience and emotional wellbeing in schools must be evidence-based.\u00a0 Future research needs to determine the most effective combination of universal and targeted intervention programmes.<\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2015\/04\/Resilience-and-emotional-wellbeing-May-2011-Laura-Harris.pdf\">Download (PDF)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment type: Essay Author: Laura Harris Submitted:\u00a0May 2011 Recent reports suggest that the wellbeing of children living in the UK is significantly poorer than other high income countries.\u00a0 This is despite the fact that the children of today\u2019s society receive &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2015\/04\/21\/at-what-level-should-schools-be-working-to-develop-resilience-and-promote-emotional-wellbeing-in-children-and-young-people\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[925886,508085],"tags":[1003885],"class_list":["post-42","post","type-post","status-publish","format-standard","hentry","category-emotional-wellbeing","category-resilience","tag-essay"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/42","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=42"}],"version-history":[{"count":4,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/42\/revisions"}],"predecessor-version":[{"id":52,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/42\/revisions\/52"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=42"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=42"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=42"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}