School counselors' experiences of promoting elementary school students' health literacy during and after the COVID‐19 pandemic-Reference-Cited by-同舟云学术

School counselors' experiences of promoting elementary school students' health literacy during and after the COVID‐19 pandemic

Published:2023-10-26 Issue: Volume: Page:
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Diniaty Amirah¹^ORCID,Mukhalid Agus²^ORCID,Riswani Riswani¹^ORCID,Darwin Darwin³^ORCID

Affiliation:

1. Department of Guidance and Counseling, Faculty of Education and Teacher Training Universitas Islam Negeri Sultan Syarif Kasim Riau Pekanbaru Indonesia

2. Physical Education, Health, and Recreation Program, Faculty of Sports Universitas Sebelas Maret Surakarta Surakarta Indonesia

3. Department of Educational Management, Faculty of Education Universitas Negeri Medan Medan Indonesia

Abstract

AbstractThis study aims to document the emotional experiences of school counselors in promoting elementary school students' health literacy during and after the coronavirus disease 2019 (COVID‐19) pandemic. Six school counselors were voluntarily recruited as participants and invited to be interviewed. Interview data were analyzed using Andy Hargreave's (2001) emotional geography. Findings show that school counselors felt dissatisfied, forced, and lonely when they promoted elementary school students' health literacy remotely using synchronous and asynchronous modes during the pandemic. School counselor skills should be capable of promoting elementary school students' health literacy after the COVID‐19 pandemic and beyond.

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.23098

Reference42 articles.

1. Integrating Health Literacy Into Core Curriculum: A Teacher‐Driven Pilot Initiative for Second Graders

2. ‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers

3. Children as active participants in health literacy research and practice? From rhetoric to rights