I want to talk about climate change, but I wish I didn’t have to: A descriptive qualitative study of an intervention combining creative arts and philosophical inquiry to help elementary school students cope with climate change emotions
Notice bibliographique
Résumé
BACKGROUND: Children are increasingly exposed to climate change impacts through school curricula, media, and in their environments, leading to various emotional responses, including sadness, anger, and fear. While such emotional reactions to truly distressing situations are normal, they can disrupt daily functioning. The implementation of creative arts and philosophical inquiry in elementary schools could foster adaptive coping through meaning-making activities, namely, by providing spaces for introspection, emotional expression, and exploration of existential questions. This study aimed to document the social validity of an intervention combining creative arts and philosophical inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change. METHODS: Using a descriptive qualitative design, this study captured students' and teachers' perspectives through semi-structured interviews, group discussions, and observations. Thematic analysis was employed to evaluate the intervention's acceptability and perceived mental health effects. RESULTS: Two main themes emerged, supporting the intervention's social validity. First, the participants emphasized the importance of climate change discussions in the classroom, with both students and teachers reporting appreciation of the creative arts and philosophical inquiry components. There were no negative impacts reported by either children or teachers. Second, with respect to intervention effects, children reported various emotional responses, with some noting that while difficult emotions remained, they felt better equipped to cope with them. The intervention appeared to support students' psychological needs for autonomy, competence, and affiliation. CONCLUSIONS: The creative arts and philosophical inquiry intervention demonstrated strong social validity. The children's feedback highlighted the need for safe and brave spaces to explore issues related to climate change and to express difficult emotions such as despair. These findings highlight the importance of implementing such programs in schools and providing potential tools for educators. Since children will bear the impacts of climate change in the years to come, it is crucial to foster adequate coping mechanisms and create spaces for discussion, connection, and emotional expression. TRIAL REGISTRATION: This study has been retrospectively registered on January 17th, 2025. TRIAL REGISTRATION NUMBER: NCT06781788.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».