Youth Experiences of Co-Designing a Well-Being Intervention: Reflections, Learnings and Recommendations

Autor/inn/en	Vella-Brodrick, Dianne; Patrick, Kent; Jacques-Hamilton, Rowan; Ng, Amanda; Chin, Tan-Chyuan; O'Connor, Meredith; Rickard, Nikki; Cross, Donna; Hattie, John
Titel	Youth Experiences of Co-Designing a Well-Being Intervention: Reflections, Learnings and Recommendations
Quelle	In: Oxford Review of Education, 49 (2023) 6, S.838-857 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vella-Brodrick, Dianne) ORCID (Jacques-Hamilton, Rowan) ORCID (Rickard, Nikki) ORCID (Cross, Donna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2023.2194621
Schlagwörter	High School Graduates; Well Being; Intervention; Peer Influence; Post High School Guidance; Program Development; Mental Health Programs; Achievement; Youth Leaders; Youth Programs; Work Attitudes; Cooperation; Participatory Research; Action Research; Psychological Needs; Teamwork; Phenomenology; Developmental Tasks; Daily Living Skills; Personal Autonomy; Synchronous Communication + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Well-being; Wellness; Wohlbefinden; Programmplanung; Performance; Leistung; Jugendführer; Jugendleiter; Jugendsofortprogramm; Work attitude; Arbeitshaltung; Co-operation; Kooperation; Forschungstätigkeit; Projektforschung; Phenomenological psychology; Phänomenologie; Psychologie; Entwicklungsaufgabe; Alltagsfertigkeit; Individuelle Autonomie
Abstract	Co-design and youth participatory action research are promising methodologies for increasing youth engagement in well-being interventions. The current study included 10 recent high school graduates employed as youth advisors to co-design a youth-friendly positive psychology intervention targeting the post-school transition. The youth advisors received foundational training in positive psychology, psychological needs theory and emerging adulthood. They held regular meetings to develop a Positive Transitions programme (PTP) text messaging intervention, informed by discussion of key themes, issues and relevant practical tips. This paper aims to examine the co-design process from the perspective of the youth advisors. Each youth advisor completed a survey, and six of the advisors also participated in a focus group exploring their co-design experiences. Youth advisors noted a range of personal benefits from the co-design experience including learning, enjoyment, teamwork, achievement, and pride. Areas for improvement included clarity of the project scope and the provision of support and feedback. Insights from this process are discussed, with the aim of guiding future work seeking to design youth-friendly well-being interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01