Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-09T03:00:41.337Z Has data issue: false hasContentIssue false
  • English
  • Français

Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

Published online by Cambridge University Press:  11 April 2019

Jennifer Cartmel ,
Hyacinth Udah ,
Olivia San Gil  and
Amanda Prause
Jennifer Cartmel*
Affiliation:
School of Human Services and Social Work, Griffith University, Queensland, Australia
Hyacinth Udah
Affiliation:
School of Human Services and Social Work, Griffith University, Queensland, Australia
Olivia San Gil
Affiliation:
School of Human Services and Social Work, Griffith University, Queensland, Australia
Amanda Prause
Affiliation:
Princess Alexander Hospital, Griffith University, Brisbane, Queensland, Australia
*
Author for correspondence: Jennifer Cartmel, Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this article, an evaluation of the Journey to the Island of Calm programme in three sites in Queensland is presented. The evaluation examines the change in children’s sense of agency and capacity to manage their social and emotional well-being. Using a mixed method approach, the findings confirm that the Journey to the Island of Calm programme has accrued positive gains for children in their self-regulation and self-understanding. The findings are useful in developing intervention and learning programmes for children between 9 and 12 years of age in order to promote their sense of agency, capacity for self-regulation and self-independence, and contribute to children’s social and emotional development and skills from very early on in life.

Keywords

Children well-beingsense of agencysocial and emotional developmentcapacity for self-regulationAustralia
Type
Articles
Information
Children Australia , Volume 44 , Issue 3 , September 2019 , pp. 126 - 135
Copyright
© The Author(s) 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albon, D., & Rosen, R. (2013). Negotiating adult-child relationships in early childhood research. New York: Routledge.CrossRefGoogle Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). Personal and social capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/.Google Scholar
Bernard, M. (2006). It’s time we teach social-emotional competence as well as we teach academic competence. Reading and Writing Quarterly, 22(2), 103–119. doi: 10.1080/10573560500242184CrossRefGoogle Scholar
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). What is SEL? Retrieved from https://casel.org/what-is-sel/.Google Scholar
Davidson, R., & McEwen, B. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. National Neuroscience, 15(5), 689–695. doi: 10.1038/nn.3093CrossRefGoogle ScholarPubMed
Davies, R., & Dart, J. (2005). The Most Significant Change (MSC) technique: A guide to use. Retrieved from www.mande.co.uk/docs/MSCguide.pdf.Google Scholar
Dayan, T. (2016). Cognitive strategies in social emotional learning programs and review of “You Can Do It! Education” (PhD Thesis). New York: St. John’s University.Google Scholar
Department of Education and Training. (2016). Every student succeeding: State schools’ strategy 2016–2020. Retrieved from http://education.qld.gov.au/corporate/about/pdfs/state-schools-strategy-2016-2020Google Scholar
Duong, J., & Bradshaw, C. (2017). Links between contexts and middle to late childhood social-emotional development. Community Psychology, 60(3–4), 538–554. doi: 10.1002/ajcp.12201CrossRefGoogle ScholarPubMed
Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi: 10.1111/j.1467-8624.2010.01564.xCrossRefGoogle Scholar
Dweck, C. (2012). Mindset: Changing the way you think to fulfil your potential. London: Little, Brown Book Group.Google Scholar
Edwards, L., Rand, K., Lopez, S., & Snyder, C. (2007). Understanding hope: A review of measurement and construct validity research. In Ong, A., & van Dulmen, M. (Eds.), Oxford Handbook of methods in positive psychology (pp. 83–95). New York: Oxford University Press.Google Scholar
Faber, S. (2016). Non-verbal communication in children. Retrieved from https://www.livestrong.com/article/102184-nonverbal-communication-children/Google Scholar
Freeman, M., & Mathison, S. (2009). Researching children’s experiences. New York: Guilford Press.Google Scholar
Gilley, T., Tayler, C., Niklas, F., & Cloney, D. (2015). Too late and not enough for some children: early childhood education and care (ECEC) program usage patterns in the years before school in Australia. International Journal of Child Care and Education Policy, 9(9), 1–15. doi: 10.1186/s40723-015-0012-0CrossRefGoogle Scholar
Gueldner, A., & Feuerborn, L. (2015). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164–175. doi: 10.1007/s12671-015-0423-6CrossRefGoogle Scholar
Hayes, S., & Hofmann, S. (2017). The third wave of cognitive behavioral therapy and the rise of process-based care. World Psychiatry, 16(3), 245–246. doi: 10.1002/wps.20442CrossRefGoogle ScholarPubMed
Hertzman, C. (2012). Putting the concept of biological embedding in historical perspective. Proceedings of the National Academy of Sciences, 109, 17160–17167. doi: 10.1073/pnas.1202203109CrossRefGoogle ScholarPubMed
Hill, M. (2006). Children’s voices on ways of having a voice: Children’s and young people’s perspectives on methods used in research and consultation. Childhood, 13(1), 69–89. doi: 10.1177/0907568206059972CrossRefGoogle Scholar
Jarvela, S. (2011). Social and emotional aspects of learning. Retrieved from https://ebookcentral-proquest-com.libraryproxy.griffith.edu.auGoogle Scholar
Johnson, R., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: SAGE Publications.Google Scholar
Jones, S., & Bouffard, S. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 24(4), 3–22.Google Scholar
Jones, S., & Doolittle, E. (2017). Social and emotional learning. The Future of Children, 27(1), 3–11.CrossRefGoogle Scholar
Kam, C., Greenberg, M., & Walls, C. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum: Promoting alternative thinking skills curriculum. Prevention Science, 4(1), 55–63. doi: 10.1023/A:1021786811186CrossRefGoogle ScholarPubMed
Knapp, K., & Morton, B. (2013). Brain development and executive functioning. In Tremblay, R., Boivin, M, & Peters, R (Eds.) Encyclopedia on Early Childhood Development (pp. 6–11). Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.Google Scholar
Macfarlane, K., Cartmel, J., Casley, M., & Smith, K. (2014). Understanding the ‘how’: A model of practice for critical reflection for children’s services professionals. Journal of Playwork Practice, 1(1), 47–59. doi: 10.1332/205316214X13944641803030CrossRefGoogle Scholar
McEwen, B. (2012). Brain on stress: How the social environment gets under the skin. Proceedings of the National Academy of Sciences, 109, 17180–17185. doi: 10.1073/pnas.1121254109CrossRefGoogle ScholarPubMed
Mednick, L., Cogen, F., Henderson, C., Rohrbeck, C., Kitessa, D., & Streisand, R. (2007). Hope more, worry less: Hope as a potential resilience factor in mothers of very young children with type 1 diabetes. Children’s Healthcare, 36(4), 385–396. doi: 10.1080/02739610701601403CrossRefGoogle Scholar
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Carlton South, Victoria: Ministerial Council on Education, Employment, Training and Youth Affairs.Google Scholar
Nelson, H., Kendall, G., & Shields, L. (2014). Neurological and biological foundations of children’s social and emotional development: An integrated literature review. The Journal of School Nursing, 30(4), 240–250. doi: 10.1177/1059840513513157CrossRefGoogle Scholar
Patton, G., Sawyer, S., Santelli, J., et al. (2016). Our future: A Lancet commission on adolescent health and wellbeing. Lancet, 387(10036), 2423–2478. doi: 10.1016/S0140-6736(16)00579-1CrossRefGoogle ScholarPubMed
Perry, B. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatiz ed children: The neurosequential model of therapeutics. In Webb, N. B. (Ed.), Working with traumatized youth in child welfare: Social work practice with children and families (pp. 27–52). New York: Guilford Press.Google Scholar
Schonert-Reichl, K. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137–155.CrossRefGoogle Scholar
Schonert-Reichl, K., Oberle, E., Stewart Lawlor, M., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized control trial. Developmental Psychology, 51(1), 52–66. doi: 10.1037/a0038454CrossRefGoogle Scholar
Snow, P., & Powell, M. (2004). Developmental language disorders and adolescent risk: A public health advocacy role for speech pathologists? International Journal of Speech–Language Pathology, 6(4), 221–229. doi: 10.1080/14417040400010132CrossRefGoogle Scholar
Snyder, C. (1989). Reality negotiation: From excuses to hope and beyond. Journal of Social and Clinical Psychology, 8(2), 130–157. doi: 10.1521/jscp.1989.8.2.130CrossRefGoogle Scholar
Snyder, C. (2000). The past and possible futures of hope. Journal of Social and Clinical Psychology, 19(1), 11–28. doi: 10.1521/jscp.2000.19.1.11CrossRefGoogle Scholar
Snyder, C. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. doi: 10.1207/S15327965PLI1304_01CrossRefGoogle Scholar
Snyder, C., Hoza, B., Pelham, W., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Ribinstein, H., & Stahl, K. (1997). The development and validation of the children’s Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. doi: 10.1093/jpepsy/22.3.399CrossRefGoogle ScholarPubMed
Snyder, C., Irving, L., & Anderson, J. (1991). Hope and health: Measuring the will and the ways. In Snyder, C. R., & Forsyth, D. R. (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 285–305). Elmsford, NY: Pergamon Press.Google Scholar
Snyder, C., Lopez, S., Shorey, H., Rand, K., & Feldman, D. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122–139. doi: 10.1521/scpq.18.2.122.21854CrossRefGoogle Scholar
Squires, J., Bricker, D., & Twombly, E. (2003). The ASQ: SE user’s guide for the ages and stages questionnaires: Social-emotional (ASQ:SE): A parent-completed, child-monitoring system for social-emotional behaviors. Baltimore, MD: Paul H. Brookes.Google Scholar
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.Google Scholar
Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. New York, NY: Houghton Mifflin Harcourt.Google Scholar
World Health Organization. (2001). The second decade: Improving adolescent health and development. Retrieved from http://www.who.int/maternal_child_adolescent/documents/frh_adh_98_18/en/.Google Scholar
Yamamoto, T., Matsumoto, Y., & Bernard, M. (2017). Effects of the cognitive behavioural You Can Do It! Education program on the resilience of Japanese elementary school students: A preliminary investigation. International Journal of Educational Research, 86, 50–58. doi: 10.1016/j.ijer.2017.08.006CrossRefGoogle Scholar
Zelazo, P., & Carlson, S. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360. doi: 10.1111/j.1750-8606.2012.00246.xGoogle Scholar
Zelazo, P., & Lyons, K. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154–160. doi: 10.1111/j.1750-8606.2012.00241.xCrossRefGoogle Scholar