Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

Bergmark, Ulrika; Kostenius, Catrine

doi:10.1080/14623943.2018.1538954

Cited by 17 publications

(10 citation statements)

References 29 publications

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“…This method has been recommended as a strength-based model to improve school climate [ 27 ]. The 5-D method is a multimodal approach helpful for facilitating students’ exploration of school experiences [ 28 ]. An earlier version of the 5-D method, the AI 4-D cycle, was used to capture teachers’ experiences and perspectives about positive school development [ 29 ].…”

Section: Methodsmentioning

confidence: 99%

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

Kostenius

Nyström

2020

International Journal of Circumpolar Health

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A challenge facing the Arctic region is the disengagement of both education and work among its youth. Only by supporting young people who are struggling with mental and physical health challenges can we begin to address this societal challenge. Education, mental health and social inclusion are prominent factors for future employment, income and independent living for young people. The aim of this study was to describe and understand the experiences of good conditions for health and learning in schools in the Arctic region. The 5-D appreciative inquiry method was used to explore 47 students' and professionals' experiences and future visions of their school. A phenomenological analysis resulted in three themes: "Standing as one", "Having an apple a day", and "Finding the end of the rainbow". The findings revealed the necessity of promoting health and learning simultaneously in school and viewing health holistically. Health-promoting relationships permeate the findings of good conditions for health and learning. We argue for considering mandatory health education to increase students' health literacy and making student participation and staff collaboration a priority in schools in the Arctic region. These findings, their practical implications, and future research directions are discussed.

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Section: Methodsmentioning

confidence: 99%

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

Kostenius

Nyström

2020

International Journal of Circumpolar Health

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“…Young people with an active interest in mental health promotion demonstrate a desire to be involved, and researchers need training on how best to actively and meaningfully involve young people in mental health research (Mawn et al 2015). This cooperative and participatory approach with young people is echoed in the body of work on student voice (see, for example, Bergmark and Kostenius 2018;Cook-Sather 2006;Mitra and Serriere 2012). Student voice goes beyond receiving input from students, also allowing young people to share their opinions on school issues with administrators and faculty.…”

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confidence: 99%

Promoting Mental Health in School—Young People from Scotland and Sweden Sharing Their Perspectives

Kostenius

Gabrielsson

Lindgren

2019

Int J Ment Health Addiction

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The rate of mental ill health has increased among children and youth during the past decade in Scotland and Sweden. School is important in influencing both health and education. The starting point for health promotion in school involves those who are affected, the students. The aim of this study was to describe and understand how mental health can be promoted in school from the perspective of young people. A total of 14 Scottish and Swedish young people aged 15–21, 11 girls and 3 boys from 3 municipalities, participated in 4 focus groups. The phenomenological analysis resulted in one main theme: Everyone is being there for each other encompassing three themes without any relative order of precedence: being in a safe, inclusive, and well-informed space; meeting adults who are available, listening, and taking action; and feeling significant and being of significance to others. Based on these findings, we suggest the following aspects to be essential when aiming to promote mental health in schools: (1) value and appreciate young people’s experiences, (2) view everyone in school regardless of age or profession to be an important piece in the mental health promotion puzzle by adopting a “whole school approach,” (3) foster a listening culture that focuses on building enabling relationships, (4) promote health and learning simultaneously to increase health literacy, (5) educate about mental health to minimize stigma and increase confidence in taking appropriate action.

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“…Instead, AI encourages organizations to identify strengths and imagine possibilities to outgrow problems and realize visions (Tschannen-Moran and Tschannen-Moran, 2011). AI requires its participants to be involved in an iterative improvement process often called 4D- or 5D-cycle including four or five phases of Define, Discovery, Dream, Design and Destiny (Bergmark and Kostenius, 2018; Lilja and Richardsson, 2012). The AI process originally contains four phases, i.e.…”

Section: Methodsmentioning

confidence: 99%

“…The module in which the handout is used is about creating computer-based models to simulate and improve manufacturing systems (Figures 1 and 2 present extracts of the handout that required improvement). According to Bergmark and Kostenius (2018), “Problems can be solved through valuing the best of what is and envisioning how the future might look like” (Bergmark and Kostenius, 2018, p. 624).…”

Section: Appreciative Inquiry In Actionmentioning

confidence: 99%

Development of a student-centred manual using appreciative inquiry

Fadiya

2023

IJQSS

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Purpose Unlike common evaluation procedures where students are only used to gather information without being involved in the utilisation of the information, the procedure applied in this study involved students in the process of implementing the gathered information in the improvement of learning and the development of a student-centred learning resource. This study aims to improve learning by involving students in the improvement process through appreciative inquiry (AI) and give students a different teaching method. Design/methodology/approach In this study, AI was used to identify the best of an existing learning resource; co-envisioning the possibilities that can improve the learning resource and co-constructing the possibilities along with the students that will benefit from the improved learning resource. Findings Through the five phases of AI, students generated ideas for improving the learning resource and the ideas were implemented in creating an improved learning resource. The improved learning resource was evaluated by other students that did not participate in creating the improved learning resource. Majority of the students said the improved learning resource was more impactful on their learning, better than the original learning resource. Originality/value AI has hitherto been mostly focussed on other aspects of teaching and learning than aspects that require subject knowledge such as the development of teaching and learning resources. Hence, in this study, students were engaged as co-creators in developing a student-centred self-learning study manual.

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Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

Cited by 17 publications

References 29 publications

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

Promoting Mental Health in School—Young People from Scotland and Sweden Sharing Their Perspectives

Development of a student-centred manual using appreciative inquiry

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