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An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective

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dc.contributor.advisor Murphy, Timothy
dc.contributor.author Ryan, Sinead
dc.date.accessioned 2019-01-15T15:11:06Z
dc.date.available 2019-01-15T15:11:06Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7486
dc.description non-peer-reviewed en_US
dc.description.abstract The junior cycle Wellbeing programme was introduced in post-primary schools in September 2017. The Wellbeing programme combines the subjects of CSPE, SPHE and PE. Guidance Education has also been identified as an area of learning to be included in Wellbeing. Students will engage in 300 hours of wellbeing and this is to increase to 400 hours by 2020. This new area of learning will provide students with an opportunity to enhance their physical, mental, emotional and social wellbeing (NCCA, 2017 p.8). The teachers of SPHE, CSPE and PE are now responsible for this new area for learning. The primary aim of the research is to explore the experiences and perceptions of teachers involved in implementing Wellbeing and consequently illuminate the potential this new arrangement has on the opportunities provided to students to enhance their wellbeing. This research was carried out with six participants, all of whom are involved in Wellbeing implementation. The research was carried out using semi-structured interviews. The semi-structured interviews were designed to focus on three areas identified by the NCCA Wellbeing Guidelines (2017) as important areas for consideration when implementing Wellbeing. These are Collaboration, Continuous Professional Development (CPD) and Planning for Wellbeing. Thematic analysis was used to analyse and categorise the findings from the interviews. The findings from this study (a teacher perspective) identified that the participants involved in this new area of learning are generally positive about this arrangement. However there are some concerns about certain factors that could potentially impact on students’ opportunity to enhance their physical, mental, emotional and social wellbeing. Finally, the findings from this research could be used to inform policy practice in schools and also future policy and practice within Guidance Education due to its inclusion in the Wellbeing programme at junior cycle. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject Junior Cycle en_US
dc.subject Wellbeing programme en_US
dc.subject guidance education en_US
dc.subject learning en_US
dc.title An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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