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dc.contributor.authorSourander, A.
dc.contributor.authorIshikawa, S.
dc.contributor.authorStåhlberg, T.
dc.contributor.authorKishida, K.
dc.contributor.authorMori, Y.
dc.contributor.authorMatsubara, K.
dc.contributor.authorZhang, X.
dc.contributor.authorHida, N.
dc.contributor.authorKorpilahti-Leino, T.
dc.contributor.authorRistkari, T.
dc.contributor.authorTorii, S.
dc.contributor.authorGilbert, S.
dc.contributor.authorHinkka-Yli-Salomäki, S.
dc.contributor.authorSavolainen, H.
dc.contributor.authorNärhi, V.
dc.date.accessioned2024-01-31T13:30:24Z
dc.date.available2024-01-31T13:30:24Z
dc.date.issued2024
dc.identifier.citationSourander, A., Ishikawa, S., Ståhlberg, T., Kishida, K., Mori, Y., Matsubara, K., Zhang, X., Hida, N., Korpilahti-Leino, T., Ristkari, T., Torii, S., Gilbert, S., Hinkka-Yli-Salomäki, S., Savolainen, H., & Närhi, V. (2024). Cultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children. <i>Frontiers in Psychiatry</i>, <i>14</i>, Article 1334282. <a href="https://doi.org/10.3389/fpsyt.2023.1334282" target="_blank">https://doi.org/10.3389/fpsyt.2023.1334282</a>
dc.identifier.otherCONVID_202139428
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/93169
dc.description.abstractIntroduction: Emotional awareness and emotion regulation are crucial for cognitive and socio-emotional development in children. School-based interventions on socio-emotional skills have the potential to prevent these problems and promote well-being of children. The Japanese school-based program, Universal Unified Prevention Program for Diverse Disorders (Up2-D2), has shown preventive effects on mental health of children in Japan. The aims of this protocol paper are to describe the unique process of adapting the Up2-D2 from Eastern to Western context, and to present a feasibility study of the intervention, conducted in Finland. Methods: The cultural adaptation process started with the linguistic translation of materials, followed by the modification of language to fit the Finnish context. While the Japanese ideology was saved, some content was adapted to fit Finnish school children. Further modifications were made based on feedback from pupils and teachers. The Finnish version of the program was named “Let’s learn about emotions” and consisted of 12 sessions and targeted 8- to 12-year-old pupils. A teacher education plan was established to assist Finnish teachers with the intervention, including a workshop, teachers’ manual, brief introductory videos, and online support sessions. A feasibility study involving 512 4th graders in the City of Hyvinkää, South of Finland, was conducted. It assessed emotional and behavioral problems, classroom climate, bullying, loneliness, perception of school environment, knowledge of emotional awareness, and program acceptability. Discussion: The originality of this study underlies in the East–West adaptation of a cognitive behavioral therapy-based program. If promising feasibility findings are replicated in Finland, it could pave the way for further research on implementing such programs in diverse contexts and cultures, promoting coping skills, awareness, social skills and early prevention of child mental health problems. Ethics: The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkää accepted this study.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Psychiatry
dc.rightsCC BY 4.0
dc.subject.otherschool-based interventions
dc.subject.otherearly interventions
dc.subject.othersocio-emotional skills
dc.subject.othercultural adaptation
dc.subject.othercognitive behavioral therapy
dc.subject.otherstudy protocol
dc.titleCultural adaptation, content, and protocol of a feasibility study of school-based “Let’s learn about emotions” intervention for Finnish primary school children
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202401311680
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-0640
dc.relation.volume14
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 Sourander, Ishikawa, Ståhlberg, Kishida, Mori, Matsubara, Zhang, Hida, Korpilahti-Leino, Ristkari, Torii, Gilbert, Hinkka-Yli-Salomäki, Savolainen and Närhi
dc.rights.accesslevelopenAccessfi
dc.subject.ysososiaaliset taidot
dc.subject.ysotunnetaidot
dc.subject.ysokoulut
dc.subject.ysovarhainen puuttuminen
dc.subject.ysokognitiivinen käyttäytymisterapia
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysokoululaiset
dc.subject.ysointerventio
dc.subject.ysooppimateriaali
dc.subject.ysomielenterveyshäiriöt
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6444
jyx.subject.urihttp://www.yso.fi/onto/yso/p23975
jyx.subject.urihttp://www.yso.fi/onto/yso/p386
jyx.subject.urihttp://www.yso.fi/onto/yso/p16705
jyx.subject.urihttp://www.yso.fi/onto/yso/p17531
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p41
jyx.subject.urihttp://www.yso.fi/onto/yso/p157
jyx.subject.urihttp://www.yso.fi/onto/yso/p990
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyt.2023.1334282
jyx.fundinginformationThe author(s) declare financial support was received for the research, authorship, and/or publication of this article. The study is funded by the Academy of Finland and Invest Flagship program.
dc.type.okmA1


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