Lee Regina Lai Tong, Chan Sally Wai Chi, Chong Yuen Yu, Chau Steven Wai Ho, Choi Kai Chow, Chien Wai Tong
The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China.
School of Nursing and Midwifery, College of Health, University of Newcastle, Medicine & Wellbeing, Callaghan, NSW, Australia.
BMC Pediatr. 2024 Dec 6;24(1):800. doi: 10.1186/s12887-024-05288-8.
Unstructured play has also been found effective on promoting positive emotions and emotional competence among children and adolescents with special educational needs (SEN). Unstructured Outdoor Play coupled with Mindfulness-based Interventions via 'Supporting Wellness in E-Child Learning Environments' (SWELE) program can foster the mental health and wellbeing of children and adolescents with SEN. Currently there is a lack of the unstructured play with mindfulness-based interventions in the special schools in Hong Kong. Thus, aim of the SWELE program is to examine the effects of unstructured play with mindfulness-based interventions-(SWELE) program combining unstructured outdoor play activities with mindfulness-based interventions to promote mental wellbeing among SEN children and adolescents.
This 16-week SWELE program focuses on combining unstructured outdoor play activities with mindfulness-based interventions to promote mental wellbeing among children and adolescents with SEN. Training workshops for schoolteachers, school principals, parents and student mental health ambassadors in each special school together with a 16-week SWELE program and each last 45-60 min. Unstructured play allows students the freedom to explore, create and discover without predetermined rules or guidelines. Outdoor unstructured play activities include naturally run, jump and move on a playground, riding a bike, climbing trees, playing tag, playing with blocks, colour, water play, and boxes. A convergent parallel mixed-methods design both with a quantitative measure using a single group pre- and post-tests quasi-experiment behavioural observational method to preliminarily evaluate the impact of SWELE Program on SEN children's and adolescents' mental wellbeing; and with a qualitative design to conduct eight focus group discussions including schoolteachers, school principals, parents, SEN students, school nurses from six selected special groups and to explore their perceptions and experiences after participated the SWELE program.
The purpose of this protocol is to examine the effects of a 16-week SWELE program on the mood, anxiety level, social skills and playfulness behaviours among children and adolescents with SEN in the special schools in Hong Kong. From the evaluation and observation, the pre-set aim and objectives on the improvement of mental wellbeing in children and adolescents with SEN can be confirmed.
ClinicalTrial.gov, NCT06112483. Registered on 31 October 2023.
无结构化游戏已被证明对促进有特殊教育需求（SEN）的儿童和青少年的积极情绪和情绪能力有效。通过“支持电子儿童学习环境中的健康”（SWELE）计划开展的无结构化户外游戏与基于正念的干预措施相结合，可以促进有特殊教育需求的儿童和青少年的心理健康和幸福感。目前，香港的特殊学校缺乏将无结构化游戏与基于正念的干预措施相结合的活动。因此，SWELE计划的目的是研究将无结构化户外游戏活动与基于正念的干预措施相结合的（SWELE）计划对促进有特殊教育需求的儿童和青少年心理健康的效果。
这个为期16周的SWELE计划专注于将无结构化户外游戏活动与基于正念的干预措施相结合，以促进有特殊教育需求的儿童和青少年的心理健康。在每所特殊学校为教师、校长、家长和学生心理健康大使举办培训工作坊，同时开展为期16周的SWELE计划，每次持续45 - 60分钟。无结构化游戏让学生在没有预先设定的规则或指导方针的情况下自由探索、创造和发现。户外无结构化游戏活动包括在操场上自然地奔跑、跳跃和移动、骑自行车、爬树、玩捉人游戏、玩积木、涂色、玩水和玩盒子。采用收敛平行混合方法设计，既使用单组前后测准实验行为观察法进行定量测量，以初步评估SWELE计划对有特殊教育需求的儿童和青少年心理健康的影响；又采用定性设计，对包括教师、校长、家长、有特殊教育需求的学生、来自六个选定特殊群体的学校护士在内的八个焦点小组进行讨论，以探讨他们参与SWELE计划后的看法和经历。
本方案的目的是研究为期16周的SWELE计划对香港特殊学校中有特殊教育需求的儿童和青少年的情绪、焦虑水平、社交技能和嬉戏行为的影响。通过评估和观察，可以确认在改善有特殊教育需求的儿童和青少年心理健康方面的预设目标。
ClinicalTrial.gov，NCT06112483。于2023年10月31日注册。
