Eco-anxiety
Conditions
Keywords
Eco-anxiety in children, Creative arts intervention, Philosophical inquiry intervention, School-based intervention
Brief summary
The goal of this study was to qualitatively document the social validity of an intervention combining creative arts and philosophy inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change from the perspective of one elemetary-school class students and their teacher. The guiding research question was: How do children and their teacher perceive the acceptability, the goals and the benefits of the intervention? The participants were asked to participate in a seven-week creative arts and philosophical inquiry intervention. Once a week, a research assistant led a workshop using creative arts and group philosophical inquiry to discuss the topic of climate change and the emotions that can arise. Students participated in a brief individual interview after the intervention. The teacher also participated in an individual online interview.
Interventions
The Making room for climate emotions in the classroom program is designed to address emotions as students learn (formally or informally) about climate change. Each session features a drawing, photography, Lego sculpture, rock painting or collage/drawing workshop to address themes, explore emotions/feelings/experiences and initiate discussions on topics related to climate change.
Sponsors
Bishop's University
Université du Québec a Montréal
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
The ORBIT model for intervention development is a framework developed by Czajkowski and colleagues (2015) in collaboration with the National Institute for Health. The model is a systematic approach that helps guide researchers through the various stages of intervention development, evaluation and implementation. The model emphasizes the iterative and dynamic nature of intervention development and evaluation. Phase 1b aims to refine the intervention to optimize it while retaining the components essential to its power to change, which corresponds to the first part of this framework. The data obtained in the previous phase are therefore taken into account to maximize the intervention's effectiveness. Among other things, qualitative methods to assess the acceptability of the intervention in the target population can be used.
Eligibility
Sex/Gender
ALL
Age
8 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Elementary school students between the ages of 8 and 12 years old who's teacher accepted to participate in the study * Elementary school teacher
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Social validity of the intervention | Immediately after the end of the intervention (at week 7) | The social validity comprises of the perceived acceptability, goals and benefits of the intervention from participants' perspectives. It was measured using semi-structured interviews with open-ended questions to allow children and teachers to freely describe in detail their experience of the intervention. The interview guide was developed by the research team and piloted in previous research project to ensure that children understood the questions and that it allowed both positive and negative elements related to the intervention to emerge. |
Countries
Canada
Outcome results
None listed