Gwerthuso’r proffiliwr-PERMA i nodi a chefnogi iechyd meddwl a lles disgyblion wrth bontio i’r ysgol uwchradd /  Evaluating the PERMA-profiler to identify and support pupil mental health and wellbeing in the transition to secondary school

<p>  Mae iechyd meddwl gwael a diffyg lles yn broblem ddigynsail ymhlith plant heddiw. Cynigia Seligman (2011) y dylid gofalu am les a hapusrwydd drwy ddulliau seicoleg bositif. Mae asesiad PERMA (Positive emotion, Engagement, Relationships, Meaning, Accomplishments/Achievements) (Butler a Kern 2015) yn gofyn i unigolion hunanasesu i ba raddau y maent yn ‘ffynnu’. Bwriad y prosiect peilot hwn oedd asesu gwerth y proffiliwrPERMA fel teclyn i adnabod agweddau ar iechyd meddwl a lles cyffredinol disgyblion blwyddyn 7 mewn tair ysgol uwchradd. Yn dilyn yr holiadur cyntaf, cynigwyd ystod o strategaethau dylunio cyffredinol i athrawon eu defnyddio cyn asesu eto ar ddiwedd y tymor. Awgryma’r canlyniadau werth teclyn hunanasesu i nodi lefelau cyffredinol iechyd meddwl a lles disgyblion ac i nodi’r unigolion hefyd sydd yn debygol o brofi anawsterau dwys yn ddiweddarach. </p> <p><br></p> <p> Poor mental health and well-being is an unprecedented problem in children today. Seligman (2011) proposes that wellbeing and happiness should be supported through positive psychology approaches. The PERMA-profiler (Butler and Kern, 2015) requires individuals to self-assess levels of ‘flourishing’. This pilot project aimed to assess the value of the PERMA-profiler as a tool to identify general mental health and well-being of year 7 pupils in three secondary schools. Following the first questionnaire teachers were offered general class design strategies before pupils were reassessed at the end of term. Results suggest the value of a self-assessment tool in identifying overall levels of pupils' mental health and wellbeing and also the early identification of individuals who may experience subsequent difficulties.  </p>