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.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
PREVENTION
Masking
NONE
Enrollment
15
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.
Bishop's University
Sherbrooke, Quebec, Canada
Social validity of the intervention
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.
Time frame: Immediately after the end of the intervention (at week 7)
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