Velferð á óvissutímum: #núvitund og samkennd

Breytt heimsmynd blasir við okkur. Við vitum ekki hvað morgundagurinn gefur okkur en við vitum að við eigum þessa stund. Nú sem aldrei fyrr er dýrmætt að rækta með sér núvitund og samkennd og hlúa þannig að okkur sjálfum og fólkinu okkar.Óritrýn

UPRIGHT, a resilience-based intervention to promote mental well-being in schools: study rationale and methodology for a European randomized controlled trial

Publisher's version (útgefin grein)Background: Adolescence is crucial period for laying the foundations for healthy development and mental well-being. The increasing prevalence of mental disorders amongst adolescents makes promotion of mental well-being and prevention interventions at schools important. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is designed as a whole school approach (school community, students and families) to promote a culture of mental well-being and prevent mental disorders by enhancing resilience capacities. The present article aims at describing the rationale, conceptual framework, as well as methodology of implementation and evaluation of the UPRIGHT intervention. Methods: UPRIGHT project is a research and innovation project funded by the European Union's Horizon 2020 Research and Innovation programme under grant agreement No. 754919 (Duration: 48 months). The theoretical framework has been developed by an innovative and multidisciplinary approach using a co-creation process inside the UPRIGHT Consortium (involving seven institutions from Spain, Italy, Poland, Norway, Denmark, and Iceland). Resulted is the UPRIGHT programme with 18 skills related to 4 components: Mindfulness, Coping, Efficacy and Social and Emotional Learning. Among the five Pan-European regions, 34 schools have been currently involved (17 control; 17 intervention) and around 6000 adolescents and their families are foreseen to participate along a 3-year period of evaluation. Effectiveness of the intervention will be evaluated as a randomized controlled trial including quantitative and qualitative analysis in the five Pan-European regions representative of the cultural and socioeconomic diversity. The cost-effectiveness assessment will be performed by simulation modelling methods. Discussion: We expect a short- to medium-term improvement of mental well-being in adolescents by enhancing resilience capacities. The study may provide robust evidence on intrapersonal, familiar and social environmental resilience factors promoting positive mental well-being. Trial registration: ClinicalTrials.gov Identifier: NCT03951376. Registered 15 May 2019.Horizon 2020 Framework Programme. The authors wish to thank all adolescents, their families and professionals from educational centres involved in the UPRIGHT programme. UPRIGHT is a research and innovation project funded by the European Union’s Horizon 2020 Research and Innovation programme under grant agreement No. 754919. The grant agreement (protocol) has undergone peer-review by the European Commission reviewers (governmental and major funding organism) before getting approval.Peer Reviewe

Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions

The co-creation of educational services that promote youth resilience and mental health is still scarce. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a research and intervention program in the Basque Country (Spain), Trentino (Italy), Low Silesia (Poland), Denmark and Reykjavik (Iceland). UPRIGHT implemented a co-creation research process whose results, outcomes and policy implications are presented here. The co-creation had a mixed-methods participatory research design with nine specific objectives linked to paired strategies of inquiry for adolescents, families, teachers and school staff. The overarching objective was to generate a valid and feasible regional adaptation strategy for UPRIGHT intervention model. Participants answered surveys (n= 794) or attended 16 group sessions (n= 217). The results integrate quantitative and qualitative information to propose a regional adaptation strategy that prioritizes resilience skills, adolescents' concerns, and preferred methods for implementation across countries and in each school community. In conclusion, a whole-school resilience program must innovate, include and connect different actors, services and communities, and must incorporate new technologies and activities outside the classroom. A participatory co-creation process is an indispensable step to co-design locally relevant resilience interventions with the involvement of the whole-school community

Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions

Publisher's version (útgefin grein)The co-creation of educational services that promote youth resilience and mental health is still scarce. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a research and intervention program in the Basque Country (Spain), Trentino (Italy), Low Silesia (Poland), Denmark and Reykjavik (Iceland). UPRIGHT implemented a co-creation research process whose results, outcomes and policy implications are presented here. The co-creation had a mixed-methods participatory research design with nine specific objectives linked to paired strategies of inquiry for adolescents, families, teachers and school staff. The overarching objective was to generate a valid and feasible regional adaptation strategy for UPRIGHT intervention model. Participants answered surveys (n = 794) or attended 16 group sessions (n = 217). The results integrate quantitative and qualitative information to propose a regional adaptation strategy that prioritizes resilience skills, adolescents’ concerns, and preferred methods for implementation across countries and in each school community. In conclusion, a whole-school resilience program must innovate, include and connect different actors, services and communities, and must incorporate new technologies and activities outside the classroom. A participatory co-creation process is an indispensable step to co-design locally relevant resilience interventions with the involvement of the whole-school community.The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: UPRIGHT is a research and innovation project funded by the European Union’s Horizon 2020 Research and Innovation Programme (grant number 754919). UPRIGHT grant agreement (complete project description) has undergone peer-review by the European Commission reviewers (governmental and major funding organism) before getting approval. This paper reflects only the authors’ views, and the European Union is not liable for any use that may be made of the information contained therein. The funding body has had no role in the study design, in the writing of the manuscript or in the decision to submit the paper for publication.Peer Reviewe

Starfsánægja náms- og starfsráðgjafa í grunn- og framhaldsskólum: Áhrifaþættir og ávinningur

Markmið þessarar rannsóknar er að skoða hvort náms- og starfsráðgjafar í grunn- og framhaldsskólum á Íslandi eru ánægðir í starfi. Mælitæki og líkan Evrópsku starfsánægjuvísitölunar (EEI), sem greinir almenna stöðu starfsánægju og hvatningar ásamt hollustu og tryggð starfsmanna, var notað. Einnig eru í líkaninu metnir sjö áhrifaþættir starfsánægju og hvatningar. Svör fengust frá 89 náms- og starfsráðgjöfum í grunn- og framhaldsskólum landsins eða 75% af þeim 119 sem í starfi eru. Starfsánægja, áhrifaþættir hennar, hollusta og tryggð náms- og starfsráðgjafa var borin saman við Íslensku starfsánægjuvísitöluna en hún byggir á svörum ríflega 3.300 aðila í fjölbreyttum starfsstéttum. Náms- og starfsráðgjafar virðast almennt vera ánægðir í starfi og er starfsánægjuvísitala þeirra heldur hærri Íslenska starfsánægjuvísitalan. Ekki kom fram munur á starfsánægju þeirra sem starfa í grunn- og framhaldsskólum. Munur kemur þó fram á hollustu og tryggð náms- og starfsráðgjafa eftir skólastigum. Náms- og stafsráðgjafar í framhaldsskólum meta tryggð sína hærra en þeir sem starfa í grunnskólum, sem eru þá líklegri til að skipta um vinnustað en þeir sem starfa í framhaldsskólum. Þessi niðurstaða er áhyggjuefni en um leið sóknarfæri. Mikilvægt er að huga að því hvernig efla megi náms- og starfsráðgjafa almennt til frekari starfsþróunar en jafnframt að skoða starf og starfsskilyrði þeirra og þá ekki síst á grunnskólastigi