Published
2024-08-15
Section
Research Articles
License
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Measures to raise teachers’ awareness of the criteria for establishing schools of well-being in the context of educational innovation: A Vietnamese case
Van-Son Huynh
Ho Chi Minh City University of Education
Ngoc-Kieu Ho
Long An College of Education
Thien-Vu Giang
Ho Chi Minh City University of Education
Thanh-Ngan Pham-Ngoc
Ho Chi Minh City University of Education
Vi-Dieu Vu-Thi
Ho Chi Minh City University of Education
DOI: https://doi.org/10.59429/esp.v9i7.2690
Keywords: school of well-being, happiness, teacher, school of well-being model, mental health
Abstract
This article studies the necessity and feasibility of measures to raise the awareness of teachers about the criteria for establishing schools of well-being in the context of educational innovation in Vietnam. These measures are proposed based on research findings regarding the current level of teachers' awareness of the criteria for establishing schools of well-being. The research data shows that all six measures are evaluated on the necessary and feasible scale. This proves that the measures are necessary and can be implemented under the conditions of current schools, although appropriate adjustments can be made at each different educational institution.
Author Biography
Thien-Vu Giang, Ho Chi Minh City University of Education
Department of PsychologyReferences
[1]. Fenwick-Smith A, Dahlberg EE, Thompson SC. Systematic review of resilience-enhancing, universal, primary school-based mental health promotion programs. BMC psychology 2018; 6: 1-17.
[2]. O’Reilly M, Svirydzenka N, Adams S, Dogra N. Review of mental health promotion interventions in schools. Social psychiatry and psychiatric epidemiology 2018; 53: 647-662.
[3]. Sanchez AL, Cornacchio D, Poznanski B, Golik AM, Chou T, Comer JS. The effectiveness of school-based mental health services for elementary-aged children: A meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry 2018; 57(3): 153-165.
[4]. Carsley D, Khoury B, Heath NL. Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness 2018; 9: 693-707.
[5]. Gueldner BA, Feuerborn LL, Merrell KW. Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications; 2020.
[6]. Dowling K, Barry MM. The effects of implementation quality of a school-based social and emotional well-being program on students’ outcomes. European journal of investigation in health, psychology and education 2020; 10(2): 595-614.
[7]. Aldridge JM, McChesney K. The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research 2018; 88: 121-145.
[8]. Holzer J, Bürger S, Samek-Krenkel S, Spiel C, Schober B. Conceptualisation of students’ school-related wellbeing: Students’ and teachers’ perspectives. Educational Research 2021; 63(4): 474-496.
[9]. Powell MA, Graham A, Fitzgerald R, Thomas N, White NE. Wellbeing in schools: what do students tell us. The Australian Educational Researcher 2018; 45(4): 515-531.
[10]. Galton M, Gray J, McLaughlin C. The supportive school: Wellbeing and the young adolescent. Cambridge Scholars Publishing; 2011.
[11]. Kruger PS. Wellbeing—the five essential elements. Applied Research in Quality of Life 2011; 6: 325-328.
[12]. Simmons C, Graham A, Thomas N. Imagining an ideal school for wellbeing: Locating student voice. Journal of Educational Change 2015; 16: 129-144.
[13]. Bui HQ, Nguyen TXY, Giang TV, Huynh VS. Several international models of the happy school and recommendation in Vietnam. Ho Chi Minh City University of Education Journal of Science 2023; 20(3): 555-566.
[14]. Forehand M. Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology 2010; 41(4): 47-56.
[15]. Huynh VS, Ho NK. Current status of awareness about building “happy schools” at high schools in Long An province. Vietnamese Journal of Education 2023; 23(15): 45-51.
[16]. Son HV, Kieu HN. Current status of administrators, teachers and students carrying out the task of building happy schools at Long An high schools. Ho Chi Minh City University of Education Journal of Science 2023; 20(6): 1093-1105.
[17]. Løhre A, Lydersen S, Vatten LJ. School wellbeing among children in grades 1-10. BMC public health 2010; 10: 1-17.
[18]. Bui Hong Quan, Nguyen Thi Xuan Yen, Giang Thien Vu, & Huynh Van Son. Several international models of the happy school and recommendation in Vietnam. Ho Chi Minh City University of Education Journal of Science 2023; 20(3), 555-566.
[19]. Swaner, LE, Marshall, CA, & Tesar, SA. Flourishing schools. The Association of Christian Schools International (ACSI); 2019
[20]. Vietnam Ministry of Education and Training. Circular no 31/2017/TT-BGDĐT about guidelines in psychological consultation practices at school; 2017.
[21]. Ho Chi Minh City Department of Education and Training. Decision no 3442/QĐ-SGDĐT about promulgating the criteria of establishing schools of well-being among institutions in Ho Chi Minh City; 2023.
[22]. Vietnam Ministry of Education and Training. Circular no 32/2018/TT-BGDĐT about promulgating a new educational program; 2018.
[23]. Nguyen Van Hoa et al. Establishing schools of well-being – my road. Dan tri Publisher; 2023.