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Assessing the use of participatory methods in coproducing wellbeing interventions with secondary school students

Reed, Hayley 2019. Assessing the use of participatory methods in coproducing wellbeing interventions with secondary school students. Presented at: Exploring the potential for creative and arts-based methods for applied psychological research, Birmingham, England, 11 June 2019. Published in: Evans, Rhiannon and Murphy, Simon eds.

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Abstract

The effectiveness of school-based wellbeing interventions has been limited, primarily due to their lack of contextual fit and omission of stakeholders in intervention development. Mitigating these issues necessitates the coproduction of interventions, with this study aiming to assess the suitability of three participatory methods for involving secondary school students in the coproduction process. The study entailed two research phases. Phase 1 involved conducting guided walks (n=6), photography (n=6) and mapping (n=2) with students. Assessment methods included researcher observations (n=14) and semi-structured participant interviews (n=14). Phase 2 involved member checking wellbeing data from Phase 1 with students in method specific focus groups (n=3) and collecting further participant reflections. An Assessment Framework was applied to assess: method acceptability; feasibility of use in secondary schools; the distribution of power; and the internal validity of data generated. The study found photography and mapping could have a balanced distribution of power, be acceptable, feasible, and internally valid, however, guided walks were problematic in the manner they were enacted. A model was developed to support use of photography and mapping in intervention coproduction.

Item Type: Conference or Workshop Item (Speech)
Status: Unpublished
Schools: Social Sciences (Includes Criminology and Education)
Last Modified: 29 Jan 2021 15:01
URI: http://orca.cardiff.ac.uk/id/eprint/138039

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