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Nnyanzi, Lawrence A. "The National Child Measurement Programme : its value and impact." Thesis, Teesside University, 2012. http://hdl.handle.net/10149/301632.
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Rising rates of obesity among children have become one of the most pressing issues in modern public health. Childhood obesity threatens both the mental and physical well-being of children. Attempts to halt the rise in obesity take many forms, but one of them is the recent implementation of a programme of measurement of primary children at reception and in year 6, with results being fed back to parents. This National Child Measurement Programme (NCMP) is controversial and has been criticised in some quarters as unethical, in being a form of screening programme with no clear or effective interventions available for those detected as having a problem. Study aims and objectives The main aim of the study was to explore the relationship between weight status and children’s mental wellbeing, especially in the context of the NCMP. Within this overall aim, key specific objectives of the study were: i) to investigate the association between weight status of 10-11 year old school children and their mental well-being; ii) to assess the impact on the mental wellbeing of children, of participating in the NCMP; and iii) to collect information about parents’/guardians’ and children’s reaction to the NCMP, with particular interest in identifying whether parents/guardians and their children found the feedback useful in moving towards the adoption of a healthy lifestyle. Methods The study was undertaken in primary schools in the catchment area of Gateshead Primary Care Trust (PCT). The overall study used a mixed methods study design. The study involved administering a questionnaire prior to NCMP measurement to a total sample of 264 children, sampled using a proportionate stratified random sampling technique. One-to-one semi-structured interviews were also conducted post measurement with 21 children purposively sub-sampled from the larger group, and with 16 parents/guardians. Results Prior to measurement, most children misclassified their weight status. About 1 in 10 children who were of ideal weight perceived themselves as overweight. Over three quarters of overweight children perceived themselves to be of ideal weight. There was no significant relationship between any of the indicators of mental wellbeing and actual weight status of children. However, there was very strong evidence for a Preface xxv significant relationship between perceived weight status and mental wellbeing among children. Seven major themes emerged from the post measurement interview data, but perhaps the most intriguing was the cycle of emotional reaction of families to the NCMP and weight feedback. Discussion The reactions of parents/guardians whose children are indicated to have weight problems follow a sequence of behaviours ranging from shock, disgust with the programme, through denial and self-blame to acceptance, worry and help seeking. Reasons for these responses relate in many cases to the way the weight problem is portrayed to the parents. While health authorities are keen to portray this problem as a medical one, parents/guardians see it as social one. The roots of overeating and lack of exercise are seen as lying in the complex social and cultural milieu in which this sample of people live. Consequently, associating this problem in feedback letters with dangerous diseases like cancer, and advising parents to visit GPs to resolve child weight issues, seems inappropriate to the recipients and causes controversy and anger. Conclusion The NCMP’s routine feedback could potentially induce families into the state of readiness to change lifestyle behaviours; however, given the reactions described in this study, it seems critical to avoid placing blame on individuals but rather to acknowledge the influence of the environment surrounding families and to provide non-medical support aimed at bringing families on board to support interventions for combating child weight problems.
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Cooper, A. M. "Effectiveness of a global oral health programme targeting 6-7 year old primary schoolchildren in NW England, UK." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/35696/.
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Overall aim of thesis: To evaluate the effectiveness of a pre-designed school oral health programme (SOHP), aimed at the establishment of sustained twice-daily toothbrushing. Methodology: A unique aspect of this thesis was the use of a child-centred mixed-method design, targeting 6–7 year olds. Study one: Piloted a new portfolio of research tools (n=97, in 3 schools), to test the suitability of intervention materials for use in UK schools, and to provide initial contextual understanding of children’s knowledge around oral health. Study two: Evaluated a complex SOHP, using a one-month exploratory matched-cluster controlled trial (n=8 intervention and n=5 control clusters, n=256 children n=256), with a 6 month follow-up. Study three: Validated a children’s self-report questionnaire (n=108, 5 schools) against an objective measure (data loggers) in a one-month test-retest study. Results: Study one: there were a number of changes made to two of the three research tools (children’s focus groups and draw & write); and some initial changes were made to the SOHP materials. Study two: the current SOHP produced no overall intervention effect relating to children’s plaque outcomes and self-reported brushing rates. Post-intervention there was a significant association between sugar-snacking behaviour and group in favour of the intervention group, although this was not sustained at follow-up. Overall the intervention group’s knowledge improved, along with sub-cohorts reporting positive changes in toothbrushing behaviour. Study three: The children’s questionnaire showed good reliability across the 2-week test-retest period, but showed a statistically non-significant association between subjective and objective measures. Objective brushing behaviour highlighted the difference between weekday and weekend brushing rates, with children’s average brushing time being 71.93 seconds. Conclusion: 6–7 year olds are capable of being active participants and effectively expressing their current knowledge and behaviours regarding OH, hygiene and nutrition in research when provided with suitable research tools. Transferring a SOHP into the home is challenging but necessary to improve effectiveness. The use of data loggers can potentially aid evaluations by complementing self-report and providing objective feedback to children, parents and stakeholders.
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Alreshidi, N. M. "The impact of a school-based, nurse-delivered asthma health education programme on quality of life, knowledge and attitudes of Saudi children with asthma." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34352/.
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Background In Saudi Arabia, more than 2 million people complain of asthma: 13% being aged 6-10 years. This makes asthma one of the most common illnesses among children in Saudi Arabia. Little has been explored about children’s ability to learn more about their own asthma in Saudi Arabia. Aims The study was designed to assess the impact of a school-based, nurse-delivered asthma health education programme on asthmatic children's knowledge and attitude towards asthma, quality of life, anxiety level, and school absenteeism. Methods A quasi-experimental, non-equivalent group, pre-test post-test design was used. The education programme was developed from existing evidence. The Paediatric Asthma Quality of Life Questionnaire, Spence Anxiety Tool, Asthma Knowledge Questionnaire, and Asthma Attitude Questionnaire were employed for data collection in 2013. Intervention (n=130) and control (n=98) groups were drawn from 10 schools in Ha’il region, Saudi Arabia. Both descriptive and inferential statistics were used to examine differences between groups. Results The level of asthma knowledge was increased significantly more in the intervention group than in the control group (F=26.5746, DF 2, p<0.001). Attitude toward asthma was not changed by the intervention (F=0.0490, DF 2, p=0.9522). In the accumulative score, there was a statistically significant difference in the anxiety score between the three phases of intervention group (F=3.7599, DF 2, p=0.0242) but no statistically significant difference between pre-test and either post-test (p>0.05). Anxiety scores had reverted to those at pre-test at post-test II. Regarding quality of life, the intervention group scored higher in total quality of life scores compared to the control group (F=87.6534, DF 2, p<0.001). Finally, school absenteeism also reduced significantly after delivering the programme (F=2.98, DF 2, p=0.003). Conclusion The asthma education programme impacted positively on students' knowledge, anxiety, quality of life, and school attendance. However, asthma education did not change attitudes towards the condition. The results emphasise the benefits of provision of health education directly to children. Asthma education should be integrated into the Saudi national child health programme.
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Morrison, Margaret Louise. "Biophysical and psychosocial wellbeing in adolescents with congenital heart disease : a structured programme of intervention and assessment." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557390.
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Ability to exercise is an important quality of life measure and indicator of physical health. Recently, exercise training has emerged as a method of improving activity and psychological health in some patient groups. Many patients with CHD are now adolescents; this time of personal development may be an ideal opportunity to introduce positive lifestyle changes. This study aimed to ascertain if motivational techniques and a structured exercise program could increase activity and improve wellbeing. Patients aged 12-20 years were identified using the Northern Ireland regional database (HeartSuite). Participants completed standard psychological questionnaires and underwent evaluation of exercise ability (formal exercise stress testing and measurement of free-living activity using an ActiGraph accelerometer). Following randomisation the intervention group attended an activity day and received a personal exercise programme. The control group received their usual level of care. Patients were followed up at six months for reassessment and results obtained were analysed using parametric methods. One hundred and forty three patients (mean age 15.6 years) consented to participate, 86 were male (60%) and 105 had major CHD (73%). Psychological health appeared well preserved at baseline. On formal exercise testing, complex patients performed worse at peak exercise. However, patients with major CHD had significantly higher activity counts. One hundred and one patients (71%) attended for reassessment. There was a significant increase in duration of exercise test (Pillai's Trace 5.34 (p 0.023)) and average activity counts per minute (Pillai's Trace 46.55 (p <0.001)) for the intervention group at reassessment. The intervention group also had a trend toward improved mood and self esteem. Exercise training significantly improves peak exercise capacity and free-living activity in this group. Increased activity also appears to have a positive effect on self-esteem and mood parameters. Future interventions targeted around this area may considerably improve outcomes for this population.
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Ramírez, Viviana. "Wellbeing and relationships in public policy : the officer-recipient relationship in the Oportunidades-Prospera programme in Mexico." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723336.
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This dissertation explores the role of relationships with front-line officers on the subjective wellbeing of the recipients of the conditional cash transfer programme in Mexico, Oportunidades-Prospera. To do so, it builds bridges between the literatures on wellbeing, development and public policy. In recent decades, wellbeing has acquired greater significance in public policy with the interest of changing the conceptualization of progress from one driven by economic growth to one which takes quality of life as its ultimate aim. Much attention has been placed on measuring wellbeing for national policy deliberation. This dissertation, instead, is interested in understanding how taking a wellbeing approach may contribute to street-level development: to the design, practice and implementation of social policies and programmes. The value of wellbeing is that it draws attention to dimensions of experience that policy has tended to under-estimate or ignore. In this respect, one of the most consistent findings of wellbeing scholarship is the centrality of social relationships in shaping action and driving how people evaluate their lives. While the main emphasis has been on close relationships, this dissertation asks how the relationships created during the implementation of social programmes may influence wellbeing – and hence the overall impact of policies themselves. This research focuses on relationships at the health clinics which clients of Oportunidades-Prospera are required to attend as a condition for receiving a cash transfer. It follows a mixed-methods approach that reveals that relationships with health officers have a significant role on recipients’ sense of what they can do and be in different domains. It also finds that the quality of these relationships has two dimensions, positive and negative, and that these have differential effects on wellbeing. The study concludes that paying attention to the wellbeing implications of officer-recipient relationships deepens understanding of the overall effect of social programmes on their clients, highlighting unintended effects that are usually unaccounted for. In addition, the significance of relationships in implementation indicates a vital dimension of the policy process that requires direct attention if social policy and programmes are to achieve their full potential to improve people’s wellbeing.
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LeBlanc, Sara. "An emotion regulation training programme focused on the improvement of mental wellbeing through an increase in cognitive reappraisal." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-emotion-regulation-training-programme-focused-on-the-improvement-of-mental-wellbeing-through-an-increase-in-cognitive-reappraisal(423b14d7-1e53-48b0-929c-aa73c15443f0).html.
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Healthy emotion regulation is a vital component of wellbeing. Numerous intervention programmes have been created to foster adaptive emotion regulation; however, this research has been plagued by theoretical ambiguity and methodological limitations. Thus, the aim of the current research was to develop and validate a brief, methodologically sound, theory-based emotion regulation-training programme (ERT) enhancing cognitive reappraisal. In total, three studies were conducted to test the efficacy of this programme. The ERT training programme consisted of 4 major components: reappraisal, expressive writing, self-talk and mindfulness. In the first study, the programme was piloted in order to test the practicality and social validity of the programme. The second study employed a Canadian community sample (N = 75) that was randomly allocated to an intervention or control group. In this study, a one-year follow-up was conducted. The results showed that enhancing cognitive reappraisal increased life satisfaction and decreased emotional suppression after one year. In the third study a Canadian community sample (N = 104) was recruited, using a non-random, matched pairs, longitudinal design. The third study replicated and confirmed the main findings of the second study. More specifically, reappraisal decreased emotional suppression, worry and depressive symptomology and increased life satisfaction. In addition, a performance test, (a speed test involving memorization after watching an emotionally evocative video clip) showed that ERT could significantly improve the cognitive abilities of the intervention group. Thus, across the three studies, the effectiveness and the social validity of the ERT programme was demonstrated, as the use of reappraisal was consistently increased, eliciting a significant impact on the mental health indicators measured. The implications of these findings are discussed alongside study limitations and directions for future research. In conclusion, this research has practical implications in the health care field due to the concision and positive effects demonstrated by this brief, preventative ERT intervention.
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Johnson, Stephen. "Salutogenesis in action : a nature based 'mindfulness for health and wellbeing' programme and its impact on daily life." Thesis, University of Cumbria, 2018. http://insight.cumbria.ac.uk/id/eprint/3680/.
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This research asks whether a focus on nature enables participants on a mindfulness programme to better assimilate mindfulness practice into their daily lives with resultant improvement in health and wellbeing, greater resilience and a more successful approach to their self-management of chronic illness. In doing so it has implications for approaches to healthcare delivery in the management of chronic conditions as well as the teaching and practice of other mindfulness approaches and similar therapeutic interventions. Improvements in participant health and wellbeing, particularly the impact on self-efficacy, the belief that the integration of mindfulness into their lives, their building of a regular practice, helps manage their health conditions and improve their sense of wellbeing, form a key element in the ‘sense of coherence’ that is the mainstay of the Salutogenic approach to health and wellbeing (Antonovsky, 1979). More than 15 million people in the UK live with chronic illness, accounting for more than 50% of all visits to general practitioners and 70% of hospital inpatient stays. This accounts for 70% of the NHS primary and acute care budget and yet it is felt that 70 - 80% of cases could be supported to manage their own conditions with mindfulness based approaches providing a low cost, long term form of such support. Although the separate fields of mindfulness, nature connection and chronic illness have each received attention in the academic literature, little academic research has examined the conjunction of these fields. This thesis builds bridges between the three areas. A research bricolage is constructed which follows participants with diverse backgrounds and chronic health conditions as they engage in a nature based mindfulness programme and subsequent follow-up over 12 months. These case studies are documented by participants using a variety of media and explored through a interpretative phenomenological lens. The study found that a nature focus did help participants incorporate mindfulness practice into their daily lives with resultant benefits in the management of their conditions and their perceived wellbeing. However it also highlighted barriers to successful integration including the impact of family support and ongoing medical interventions. In doing so it contributes to the teaching of mindfulness, providing new ways of engaging participants and a route to its improved integration in daily life. It provides insights into the difficulties faced by those learning mindfulness and leads to greater self efficacy in the management of chronic illnesses. A nature based mindfulness approach to health can improve self management while reducing health care costs in populations with diverse chronic illnesses.
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Attah, Ramlatu. "Significant others : the influence of support relationships and the Livelihood Empowerment Against Poverty (LEAP) cash transfer programme on the wellbeing of vulnerable urban people in Ghana." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760890.
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This thesis has two main objectives. First, it investigates how social support relationships - embedded within kinship systems, friendship networks and associational groups - contribute to the wellbeing of cash transfer beneficiaries in two urban districts in Ghana. Second, it explores how a formal social protection programme affects the wellbeing of beneficiaries both directly and indirectly via its effect on these other support relationships. The thesis takes the Ghana Livelihood Empowerment Against Poverty (LEAP) cash transfer programme as a case study, examining how it is implemented in practice within an urban setting, and how social support relationships influence its effect on the wellbeing of cash recipients. Throughout this thesis wellbeing is used as a discursive space for looking at the often neglected non-material dimensions of wellbeing. In particular, it takes a relational wellbeing approach which emphasises how material, emotional and cognitive dimensions of wellbeing are embedded in social relationships. It uses a Qualitative Longitudinal Research (QLR) approach, complemented by a qualitative social network analysis to map the constellation of relationships on which urban recipients of LEAP transfers rely, and to explore the motivations and rationalities underpinning them. The findings of the thesis add to existing research on social relationships and cash transfers in Africa by extending the analysis to a contemporary urban context. They challenge the assumption that urban residents can draw upon a vibrant support system, by finding that such relationships can be unreliable, provide inadequate support and can be associated with exclusion and marginalization. In addition, the thesis finds that norms underpinning support relationships are constantly being reshaped and challenged. The thesis also highlights the important but diverse effects that formal social protection programmes can have on material, emotional and cognitive wellbeing of recipients, both directly and indirectly via their effect on other significant social relationships of beneficiaries.
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Cloete, Pieter Andrias. "The impact of an employee wellbeing programme on return on investment in terms of absenteeism and employee psychosocial functioning." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53394.
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Employee wellbeing programmes are adding value to corporate businesses in South Africa (Keet, 2009:iv). This value is mainly described in the sense of return on investment. Return on investment is viewed as the ratio in terms of the programme profits with regards to the invested capital in the programme (Cascio, 2000:127).
The focus of this study was to determine the impact of an employee wellbeing programme on return on investment in terms of absenteeism and employee psychosocial functioning within a South African context. A research gap exists in current South African research to understand the impact of employee wellbeing programmes on return on investment in terms of absenteeism and employee psychosocial functioning (Keet, 2009:26). This study attempted to theoretically contextualise and conceptualise employee wellbeing programmes with specific emphasis on return on investment in corporate businesses, as well as absenteeism and employee psychosocial functioning in the workplace. An employee wellbeing programme was investigated to determine the impact on return on investment in terms of absenteeism and employee psychosocial functioning.
Quantitative data was collected through making use of indexes from employees who have made use of an employee wellbeing programme for a specific corporate client in South Africa. The indexes were set up to collect data on absenteeism and employee psychosocial functioning. Valuable conclusions emanated from the findings of this research study. A reduction of 32.08% in absenteeism was recorded for respondents who were absent after employee wellbeing programme interventions were introduced. A further valuable finding that emanated of this research study was that an improvement of 6.92% within the post-employee psychosocial functioning scores occurred after employee wellbeing programme interventions were introduced to the respondents.
The study was also concluded with some useful and relevant recommendations from the information collected on how to determine the impact of employee wellbeing programmes on return on investment. One of the recommendations drawn from the findings of this research study was that future research studies on return on investment should be conducted over a minimum period of three years to derive even more accurate results. Another recommendation was that employers and employee wellbeing programme service providers should ensure that employee psychosocial functioning is measured as a standard indicator within employee wellbeing programmes across South Africa.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
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Mearns, Andrew Robert. "An exploration of a school-based programme of mindfulness exercises in relation to the social and emotional wellbeing of children." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23627.
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This two phase study explored the use of a school-based programme of mindfulness exercises (PME) in relation to the social and emotional wellbeing (SEW) of children in a middle school in South West England. The first phase of the research explored how children, school staff, and parents understand SEW. The second phase of the research explored the use of mindfulness exercises, their relation to children’s SEW, and the role of the Educational Psychologist in facilitating the PME. The research adopted a mixed methods pragmatic approach. In phase one data was collected via focus groups and analysed using a thematic approach. The second phase of the research involved a 30 session PME being delivered by two teachers to their respective tutor groups. Pre- and post-programme measures were taken using the Strengths and Difficulties Questionnaire (SDQ) and the Stirling Children’s Wellbeing Scale (SCWBS), followed by an evaluation questionnaire and interviews with key participants. The findings from phase two suggested potential benefits of mindfulness exercises for the children involved. Mindfulness exercises may play a role in the reduction of externalising and conduct problems in children which could lead to improved SEW. Evidence from teachers and fieldwork notes suggest that there may be a role for educational psychologists (EPs) in facilitating programmes such as the one in this study.
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Guse, Catharina. "The effect of a prenatal hypnotherapeutic programme on postnatal maternal psychological well-being / Catharina Guse." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/1343.
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Lodal, Katherine. "An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-the-relationship-between-motor-skills-difficulties-and-wellbeing-educational-and-social-outcomes(b129f00e-c8c4-4c87-9704-b1c53902010a).html.
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This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.
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Marangu, Joyce Njeri. "Social protection policy in promoting human development outcomes: the cash transfer programme for orphans and vulnerable children in Kiambu, Kenya." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4073.
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Magister Artium (Development Studies) - MA(DVS)Cash transfers, integral in social protection, have increasingly been viewed as a viable measure of promoting human development outcomes in low and middle income countries in the face of persistent poverty exacerbated by the HIV/AIDS pandemic. Sub-Saharan Africa has been the worst hit by the HIV/AIDS pandemic with almost two thirds of the world’s HIV/AIDS patients living in the region. By 2005, 12 million children were orphaned by the disease while 2 million more below 15 years of age were estimated to be infected (UNICEF, 2005:2). To address the plight of orphans and vulnerable children in Kenya the government together with various international development agencies launched the Cash Transfer Programme for Orphans and Vulnerable Children (CT-OVC) in 2004 to provide for the basic needs of OVC and promote their human development. With the capability approach as its theoretical framework, this research seeks to determine the value attached by recipients of the CT-OVC to capabilities in the four broad dimensions of social life, health, education and play. It also seeks to gauge the extent of attainment of functionings in the four dimensions, and the association between participation in the programme and one’s functionings in the key dimensions. The research is conducted through a quasi-experimental design which compares recipients of the cash transfer to non-recipients and mixed methods are used to collect and analyse data. Results show that OVC consider capabilities in the dimensions of social life, education, health and play to be of high value in their lives. Children in the recipient group appear to have attained functionings in the four dimensions to a higher degree than their counterparts in the comparison group. There is also an association between participation in the CT-OVC programme and attainment of functionings in all four dimensions. Perceptions from participants explore further opportunities created or expanded through the CT-OVC as well as participants’ suggestions on the programme
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Head, Jennifer. "The Positive Psychology Programme : an exploratory study of a universal approach to promoting the wellbeing of students, following their transition into secondary school." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020648/.
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Through a qualitative design, this research explored the views of students (n=30), teachers (n=4) and other key staff (n=2) regarding a pilot of the Positive Psychology Programme (PPP), delivered as a PSHE unit to promote the wellbeing of all Year 7 students in a mainstream secondary school, as part of the local authority's Targeted Mental Health in Schools (TaMHS) project. The research aimed to identify the factors that influenced programme implementation and the students' level of engagement with the PPP, as well as their perceived outcomes. Furthermore, the views of a sub-group of students with identified vulnerability to mental health difficulties were explored and considered alongside the views of staff to gain an understanding of how well this particular group of students engaged with the PPP, as well as other factors supporting their wellbeing. An additional aim was to explore student and staff views regarding embedding positive psychology within wholeschool practice. Findings revealed generally positive perceived effects of the PPP, including its ability to engage students through a strengths-based approach that had a positive influence on students' subjective psychological and social wellbeing. Other factors influencing the successful implementation of the PPP included its compatibility with existing school systems and ethos, and endorsement of a positive language for talking about students' strengths and guiding positive self-reflection. These findings have important implications for the future implementation of the programme in this school, as well as its dissemination into practice across the local authority. Furthermore, these findings have implications for how the learning from the PPP can be sustained and how positive psychology can be embedded within whole-school practice. The reported views of vulnerable students were also very positive and were used to inform the development of further targeted intervention.
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Pretorius, Jana. "The development and evaluation of an executive coaching programme / J. Pretorius." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2536.
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Penderis, Kirsten. "A qualitative investigation of previously disadvantaged adult men’s psychological experiences of a sport development programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86622.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Considering the growing poverty and unemployment in South Africa, there is clearly an urgent need for development, particularly among the historically disadvantaged communities where the level of inequality is the highest. Sport has been viewed by a number of scholars as a possible vehicle for developing communities. In this regard, involvement in sport and exercise has been linked to psychological wellbeing, capacity building and skills development among adolescents, which leads to the empowerment of individuals. This study investigates the functioning of a Sport Development Academy, which uses canoeing as a mechanism to improve the quality of lives of people living in a rural community in The Valley of a Thousand Hills in Kwa-Zulu Natal. This qualitative investigation targeted a group of seven young men, between the ages of nineteen and twenty-nine years old, who were interviewed in order to examine their lived experiences as a result of participating in the Academy and the extent to which the Academy impacted positively on their lives. The Positive Youth Development Paradigm, Bronfenbrenner’s Eco-Systems Theory and the Athlete-Coach relationship view, was used as a lens through which the research findings were examined. The Athletes in the Academy learnt a number of values and skills such as hard work, determination and respect. They became involved in pro-social behaviors as opposed to anti-social behaviors due to their participation in the sport development programme. This participation resulted in the gaining of social capital which can lead to upward social mobility. The capacity of these athletes has also been improved. These above factors improve the psychological wellbeing of the individuals and equip them with essential values and skills that make them more employable. The research findings suggest that the involvement of the seven young men in the Academy produced a number of positive impacts. Therefore, the results of the research indicate that sport can be used, to a certain extent, as a vehicle through which development can occur.
AFRIKAANSE OPSOMMING: Groeiende armoede en werkloosheid in Suid-Afrika dui dat daar duidelik 'n dringende behoefte vir ontwikkeling, veral onder die voorheen-benadeelde gemeenskappe is waar die vlak van ongelykheid die hoogste is. Sommige navorsers sien sport as 'n moontlike voertuig vir die ontwikkeling van hierdie gemeenskappe. In hierdie verband word betrokkenheid in sport en oefening gekoppel aan sielkundige welstand, kapasiteitsbou en die ontwikkeling van vaardighede onder tieners wat lei tot die bemagtiging van individue. Hierdie studie ondersoek die funksionering van 'n sportakademie wat gebruik maak van die sport kanovaart as 'n meganisme om die gehalte van die lewens van mense te verbeter wat woon in die landelike gemeenskap van die Vallei van 'n Duisend Heuwels in Kwa -Zulu Natal. Hierdie kwalitatiewe ondersoek van 'n groep van sewe jong mans, tussen die ouderdomme van negentien en nege-en-twintig jaar oud, het bestaan uit onderhoude wat gevoer is om hul ondervindinge te ondersoek as 'n gevolg van hul deelname aan die Akademie en die mate waarin dit ‘n positiewe impak op hul lewens gehad het. Die Positiewe Jeugontwikkeling Paradigma, Bronfenbrenner se Ekosisteemtoerie en die atleet - afrigter verhouding is gebruik as 'n lens waardeur die bevindinge ondersoek is. Die atlete in die Akademie het 'n aantal waardes en vaardighede aangeleer soos harde werk, deursettingsvermoë en respek. Hulle het betrokke geraak in pro-sosiale gedrag in teenstelling met anti-sosiale gedrag as gevolg van hul deelname in die ontwikkelingsprogram. Dit het gelei tot die toename van hul sosiale kapitaal wat gelei het tot groter sosiale mobiliteit. Die kapasiteit van hierdie atlete is ook verbeter. Die bogenoemde faktore het gelei tot die verbetering van hul sielkundige welstand en om hulle toe te rus met noodsaaklike waardes en vaardighede om hulle meer geskik te maak vir toekomstige loopbane. Die navorsing dui verder daarop dat die betrokkenheid van die sewe jong mans in die Akademie 'n aantal positiewe invloede tot gevolg het. Die resultate van die navorsing dui dus daarop dat sport tot ‘n sekere mate gebruik kan word as 'n middel waardeur ontwikkeling kan plaasvind.
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Bates, Alison. "Cygnet psycho-educational intervention programme for parents of children on the autistic spectrum : a study exploring changes in the parents' perceived self-efficacy, wellbeing and their children's behaviour." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10057162/.
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Aim: When a child receives a diagnosis of autism, their parents will often find it difficult to understand the condition and its impact on the child’s behaviour. As a result, parents often seek help to obtain a better understanding of autism and strategies to help them address these difficulties. The Cygnet programme is a parenting intervention designed to meet such needs delivered by educational psychologists in the United Kingdom. To date, there has been little research on the effectiveness of this intervention. Method: This study consisted of a small-scale evaluation of cohorts attending seven separate programmes within one local authority. A non-randomised, mixed methods was adopted and comprised an intervention group (n=24) of parents who attended a Cygnet programme and a control group (n=16) of parents on the waiting list to attend the programme. All parents completed standardised questionnaires of perceived parental self-efficacy, wellbeing and child behaviour at three time points (0, 6 and 18 weeks). A sample (n=6) of programme attendees were interviewed to provide qualitative data. Findings: The quantitative data obtained did not demonstrate statistically significant differences between the two groups. However, the qualitative data found that the Cygnet Intervention was beneficial for parents of a child with autism. All the parents interviewed were extremely positive about the programme, not just for the knowledge they acquired and subsequently were able to utilise, but for the contact they had with parents in a similar situation. The study also found statistically significant associations between perceived self-efficacy and wellbeing and perceived wellbeing and child behaviour for the Intervention group, which were not replicated in the Control Group. Conclusions: Attendance on the Cygnet programme provided the parents with increased self-efficacy and wellbeing with some perceived improvements in their child’s behaviour. Limitations of this study and areas for future research were also discussed.
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Howard, Martin Luke. "Headteacher stress, coping strategies and supports : implications for an emotional health and well-being programme for Headteachers." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/headteacher-stresscoping-strategies-and-supportsimplications-for-an-emotional-health-and-wellbeing-programme-for-headteachers(cf0ddf1c-f8cf-410a-b211-2c21bc59a4bd).html.
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There have been a number of studies investigating stress in the education sector with findings indicating that teachers experience high levels of work related stress (Travers, 1996; Johnson, et al, 2005). While there has been limited research looking specifically at the prevalence and causes of stress among Headteachers, recent studies have indicated that they also experience high levels of work related stress (Philips et al, 2007; French & Daniels, 2009). This study was carried out as a contribution to, and to update, the body of research data on Headteacher work related stress. Research aims were to identify and measure sources of stress experienced by Headteachers in a large West Midlands Local Authority, to identify the coping strategies/supports that they drew upon, or the additional ones that they would find useful. An aim was also to use the research findings to inform the development of a Local Authority Emotional Health and Well-being Programme for Headteachers. The study adopted a mixed method research design, using quantitative and qualitative data collection and analysis approaches. Data sources included focus group activity, a postal stress audit questionnaire and semi-structured critical incident interviews. Findings included 45% of Primary and 54% of Secondary Headteachers reporting that they generally found their jobs very or extremely stressful. The six month period prior to the stress audit survey (audit carried out in October/November 2010) was reported as having been even more stressful. Both Primary and Secondary Headteachers reported the top three sources of stress as being the volume of paperwork, the cumulative effect of the number of tasks that have to be accomplished and Ofsted/HMI inspections. Findings also indicated that Primary and Secondary Headteachers had a generally positive attitude towards their organisation, and perceived themselves as being positively regarded by their organisations. High commitment therefore operated in both directions. The physical and psychological well-being of Secondary Headteachers was in line with comparable managerial and professional norms. While the psychological well-being of Primary Headteachers was also in line with comparable norms, reported physical health was slightly inferior, although still technically within the ‘normal’ range. The strategies/supports drawn upon were in line with previous research findings (Swaffield, 2008) and included fellow Headteachers, Unions and Local Authority support officers. In relation to a job satisfaction rating, 84% of Primary Headteachers and 69% of Secondary Headteachers reported being satisfied with their job ‘most of the time’. A further 30% of Primary Headteachers and 23% of Secondary Headteachers, reported being satisfied with their job ‘about half of the time’. Findings are discussed in relation to some of the significant changes taking place within the educational sector and in relation to the implications that they have for a Headteacher well-being programme and for the practice of educational psychology.
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Love, Beverly. "The cycle of relapse and recovery of substance misusing offenders on a community based rehabilitation programme : the impact of childhoods, family, relationships, significant life events and psychological wellbeing : an interpretative phenomenological analysis and approach." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/845638/.
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Background and aims There is a paucity of research into the relapse and recovery of Class A drug misusing offenders who are part of the Drug Interventions Programme (DIP). The key aims of the DIP, a UK Government criminal justice strategy, are to reduce Class A drug misuse and the [perceived] associated offending behaviour. This group have entrenched and long lasting addictions, with many ‘failed’ attempts at recovery. There is no published research about DIP clients, using a qualitative methodology, which explores childhoods, relationships, psychological health and significant life events and how these might impact on drug use, relapse and recovery from their perspective. The aim of the research was to ask community based DIP clients what they considered to be important factors in their relapse and recovery and to explore how they understand and make sense of these. Theories within the developmental psychology field, some of which have not been extensively applied within the addiction field, have helped to inform the research. Method and participants To address a gap in the field, an Interpretative Phenomenological Analysis (IPA) was adapted for use with a focus group design (four Focus Groups, total N= 10), to explore the value and merit of the research question. These findings helped to inform semi-structured interviews (N= 17) using IPA. Participants were adult men and women who were either current or past DIP clients recruited through the DIP teams in England. Findings The following themes were developed from the semi-structured interview study: 1) Experiences of abusive childhoods – links to emotions that were experienced as damaging/harmful and problem behaviours; 2) The divergent and damaged selves – links to substance misuse; and 3) Drug use to cope and survive dangerous events and trauma/responses. Recovery was about managing these in a healthier way. A fourth theme showed how participants’ experiences changed during transitions into and out of recovery, for example the presence or absence of supportive networks. Conclusion The research has implications for theory, policy, practice and future research. This includes the provision of trauma based therapy and supporting clients to manage their emotions as well as their wider mental health problems. The importance of an integrated framework of theories from a developmental attachment, trauma and family systems approach to inform training and practice are highlighted from the findings.
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Ferrari, Giulia. "Economic evaluation of gender empowerment programmes with a violence prevention focus : objective empowerment and subjective wellbeing." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3401/.
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Prevalence of intimate partner violence (IPV) is high the world over, and in sub-Saharan Africa, between 30% and 66% of ever-partnered women aged 15 or over have experienced IPV at least once in their lifetime, and 37% on the African continent. Power imbalance in the household and unequal access to resources are often identified as triggers of violence. Microfinance interventions provide women with access to financial resources as well as soft-skills training (MF-plus). Evidence of microfinance’s impact on IPV is still however contradictory, often confined to observational cross-sectional studies, with narrow definitions of IPV, and no clear link with a process of empowerment. This thesis addresses these limitations by (i) analysing data from the randomised control trials (RCTs) of two microfinance and training interventions in sub-Saharan Africa aimed at reducing IPV; (ii) defining a conceptual framework for the analysis of impact that I term eudaimonic utility (EUD) and linking this with empowerment indicators; and (iii) interpreting this evidence with reference to sociological and economic models of IPV. EUD is the self-actualisation component of psychological measures of wellbeing (WB). I derive EUD from the triangulation of the construct of wellbeing I found in the milieu of sub-Saharan African women targeted by one of the interventions, psychological indices of wellbeing, and properties of plural utility functions. It comprises three psychological dimensions: autonomy (deciding for oneself), meaningful relations with others (maintaining mutually supportive and emotionally meaningful relationships) and environmental mastery (ensuring that the external environment is conducive to one’s flourishing). For the analysis of intervention impact, I group empowerment indicators on the basis of the factor analysis associations with EUD dimensions. Impact estimates suggest that women who access MF-plus services gain more control over their own time, experience improvement in proxies of eudaimonia, and experience reduced IPV exposure. Women who trained in negotiation skills in addition to access to financial services experience limited increase in cooperation with their spouses, but no IPV reduction.
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Sage, Daniel. "Working for welfare? : modifying the effects of unemployment through active labour market programmes." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23033.
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In recent decades, research from across the social sciences has demonstrated a strong, consistent and causal link between unemployment and a wide range of negative outcomes. These outcomes go beyond economic problems, incorporating issues such as low well-being, poor health and weak social capital. During the same time, successive UK governments have expanded the use of active labour market programmes (ALMPs): a wide range of interventions that aim to move unemployed people closer to the labour market. ALMPs have been widely evaluated since becoming a central part of UK social policy, yet the majority of studies focus almost exclusively on economic outcomes, such as re-employment and wage levels. This is despite the weight of evidence suggesting unemployment is as much a social problem as an economic one. This discrepancy has led to a small but growing body of research suggesting that ALMPs might play a role in modifying some of the health and social costs of unemployment: beyond simply moving people closer to the labour market. Using a mixed methods research design, this study examines whether ALMPs achieve this by considering four key questions. First, are ALMPs associated with higher well-being, health and social capital compared to the alternative of 'open unemployment'? Second, if there is an association, how robust is this and is there any evidence of a causal function? Third, does the context of an ALMP - such as the specific type of scheme and the kind of participant - matter for understanding outcomes? And fourthly, how and why do people's experiences of unemployment and ALMPs shape their health and well-being? The findings presented in this thesis offer five original contributions to the study of the health and social effects of ALMPs. First, there is a dichotomy in the effects of ALMPs: participants have higher well-being than the openly unemployed but similar health and social capital levels. Second, ALMPs are most effective in changing how participants feel about and evaluate their lives but are largely unsuccessful in mitigating negative emotions like anxiety. These two findings are evident in both cross-sectional and longitudinal data, suggesting the possibility of a causal function of ALMPs. Together, the findings suggest that the positive well-being effects of ALMPs are not necessarily linked to improved health or social capital but because participants begin to think about their lives in a different, more positive way. Third, well-being gains are experienced by both short-term and long-term unemployed people but disappear upon re-employment. This finding has an important implication for policy, with ALMPs seemingly effective as a short-term protective well-being measure. Fourth, this is the first UK study to explore whether ALMPs work more effectively for different types of unemployed people. The findings presented in Chapter Seven show that work-oriented ALMPs are more successful than employment-assistance programmes, whilst men, younger people, those with fewer qualifications, lower occupational status and lower pre-programme well-being experience the largest benefits of participation. Fifth, the qualitative analysis presented in Chapter Eight argues that ALMPs worked best when schemes reversed the perceived ‘losses’ associated with unemployment. Three processes of loss were identified - agency loss, functional loss and status loss – which, it is contended, help explain both the observed effects of ALMPs and the broader experience of unemployment. The thesis concludes with policy suggestions for improving the capacity of ALMPs to mediate the experience of unemployment.
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Kvist, Lindholm Sofia. "The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122457.
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Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice.Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras. Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.
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Siddiquee, Muhammad. "Understanding health and well-being changes : a case study of the 'Targeting the Ultra Poor' program in Bangladesh." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/understanding-health-and-wellbeing-changes-a-case-study-of-the-targeting-the-ultra-poor-program-in-bangladesh(cd599d08-1980-40c8-89cf-4dbc7be3719a).html.
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Targeting the ultra poor (TUP) is an integrated, grant-based, anti-poverty intervention in rural Bangladesh. It combines productive asset grants (mainly livestock), confidence building, enterprise training, healthcare, cash and social security support for protecting the ultra poor's consumption, promoting their wealth accumulation and preventing the negative effects of illness. This thesis examines TUP's effects on health (i.e., physical, behavioural, psychological and promotional) and well-being (i.e., food consumption) of ultra poor people. It analyses the impact dynamics (i.e., short-, medium- and long-terms) of health and well-being, food consumption vulnerability to shocks and TUP's differential effects on well-being. The thesis examines these issues constructing a more reliable matched panel from the BRAC's original balanced panel dataset, which is quasi-experimental in nature. The estimates using conditional difference-in-difference (DID) approach with household fixed effects indicate that TUP has had beneficial effects on health and well-being including reduced illness, healthcare sought from modern practitioners, self-reported health improvements, clean water, safer sanitation and improvements in overall wellbeing. However, these health outcomes are not sustained in the long-term (even decay) because of the program design and the lack of household preferences to maintain and invest in health outcomes (e.g. sanitation). In contrast, findings confirm the long-term beneficial effects on well-being. It also suggests the use of BRAC's original sample may lead to a downward bias in TUP's impact assessment on health and well-being as it does not adequately control for the differences in initial conditions among the treatment and control households. Analysis reveals that both health and non-health shocks are prevalent to ultra poor households and are associated with their food consumption vulnerability. However, TUP smooths food consumption through direct and indirect mitigating effects. The results also suggest that being a TUP household improves access to NGOs for shock-induced borrowing. However, food consumption insurance role does come at the cost of production efficiency. Further empirical investigation using the quantile treatment effects (QTE) and the conditional quantile difference-in-difference (QDID) approaches point to a minor differential effect on well-being in the medium- and long-terms. Finally, the QDID approach shows that though TUP works best for the poorest of the ultra poor, it impacts well-being positively from the lower to the upper tail of the food consumption distribution. Therefore, estimation methods used to the matched panel confirm a positive and lasting impact of TUP on food consumption, which supports the extreme poverty-alleviating effects of TUP in rural Bangladesh.
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Victor, C. R., I. Rippon, Catherine Quinn, S. M. Nelis, A. Martyr, N. Hart, R. Lamont, and L. Clare. "The prevalence and predictors of loneliness in caregivers of people with dementia: findings from the IDEAL programme." 2020. http://hdl.handle.net/10454/17813.
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YesObjectives: To establish the prevalence of loneliness among family caregivers of people with dementia and to identify potential risk factors for loneliness. Methods: Using data from the baseline wave of the Improving the experience of Dementia and Enhancing Active Life (IDEAL) cohort study, we examined loneliness in 1283 family caregivers of people with mild-to-moderate dementia living in Great Britain. Multinomial regression was used to examine the relative influence of a series of risk factors for caregiver loneliness. Results: Almost half, 43.7%, of caregivers reported moderate loneliness and 17.7% reported severe loneliness. Greater social isolation and increased caregiving stress were linked with both moderate and severe loneliness. Better quality of relationship with the person with dementia along with increased levels of well-being and life satisfaction were associated with a lower relative risk of reporting both moderate and severe loneliness. Discussion: This study examines the prevalence and predictors of loneliness in a large sample of family caregivers of people with dementia. Notably over two-thirds of caregivers in our sample reported feeling lonely. Interventions aimed at reducing caregiving stress and supporting meaningful relationships may go some way towards helping to reduce loneliness.
‘Improving the Experience of Dementia and Enhancing Active Life: living well with dementia. The IDEAL study’ was funded jointly by the Economic and Social Research Council (ESRC) and the National Institute for Health Research (NIHR) through grant ES/L001853/2 ‘Improving the experience of dementia and enhancing active life: living well with dementia’
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Donoghoe, Zachary Yoshinaga. "Considerations for designing and facilitating a group (online) songwriting programme with the potential to benefit wellbeing of cognitively healthy older adult participants." Thesis, 2020. http://hdl.handle.net/1959.13/1462666.
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Bachelor Honours - Bachelor of Music (Honours)This thesis proposes a pragmatic guide for delivering an (online) group songwriting programme with the potential to benefit the wellbeing of older adult participants. This guide was part of a contribution to a larger study investigating cognitive and neural wellbeing benefits to older adults participating in group songwriting. With the average life-expectancy increasing, there is burgeoning interest into maintaining quality-of-life for older people. The numerous potential benefits of group songwriting are advocated by current music therapy literature, yet there are no practical guides for its delivery. In promoting music’s use in benefiting wellbeing for older adults, the author has developed a practical guide and programme based on music therapy, older-adult music education, and songwriting literature. The resultant guide and programme were refined through their practical use in a trial with 11 older adults. Potential benefits in the trial were identified through facilitator journaling of participant observations, which were triangulated with participant feedback, the song produced, focus groups and an NVivo analysis of session transcripts. Potential positive benefits of the programme are aligned and discussed within the PERMA wellbeing model (Seligman, 2011) and Gick’s (2011) model for health and wellbeing. The trial suggests potential life enhancement through 1) meaning-making; 2) personal relationships; 3) accomplishment, and; 4) empowerment. A major aim of this research is to enhance further investigation of these areas in a larger ongoing parent study.