the journey school journal

• Search Menu
• Sign in through your institution
• Advance articles
• Author Guidelines
• Submission Site
• About Children & Schools
• About the National Association of Social Workers
• Editorial Board
• Advertising and Corporate Services
• Journals Career Network
• Self-Archiving Policy
• Dispatch Dates
• Journals on Oxford Academic
• Books on Oxford Academic

Article Contents

Intervention description and adaptation, special considerations, the dynamic adaptation of the journey of hope: a school-based intervention to support pandemic and disaster–affected children and youth.

• Article contents
• Figures & tables
• Supplementary Data

Tara Powell, Greta Wetzel, Jodi Berger Cardoso, The Dynamic Adaptation of the Journey of Hope: A School-Based Intervention to Support Pandemic and Disaster–Affected Children and Youth, Children & Schools , 2024;, cdae020, https://doi.org/10.1093/cs/cdae020

• Permissions Icon Permissions

The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.

The COVID-19 pandemic profoundly affected the health and well-being of individuals, families, and communities across the globe. Children and youth were among those most impacted by pandemic-related stress due to their ongoing cognitive and emotional development, as well as their reliance on caregivers to meet their essential needs ( Fegert et al., 2020 ). Social isolation, disrupted routines, limited access to support systems, illness and/or loss of family members, and uncertainty of the long-term impact of the virus are among some of the pandemic-related factors that threatened young people’s sense of safety and jeopardized their social and emotional well-being ( Calvano et al., 2021 ; Kauhanen et al., 2023 ).

The closure of schools to in-person learning was one of the many disruptions during the pandemic. In response to the substantial threat posed by the COVID-19 virus to global health, schools quickly shifted to remote learning to prioritize the safety of students and educators, resulting in significant challenges for children, caregivers, and families. Online learning platforms facilitated the creation of virtual classrooms, allowing teachers to continue educational instruction. However, this quick shift was met with repercussions for young people. Remote learning posed several challenges for students, including a loss of social connections, peer learning, and engagement ( Morgan, 2022 ; Roy et al., 2022 ). School closures also limited the provision of mental health services typically available within school settings ( Pfefferbaum, 2021 ). Collectively, these challenges imposed a substantial burden on children and families.

Pandemic-related stressors, such as disrupted educational systems, have contributed to a significant increase in mental health challenges in young people. A marked increase in depression, anxiety, loneliness, and general distress among children and youth have all been well documented compared with that from prepandemic levels ( Kauhanen et al., 2023 ; Samji et al., 2022 ; Theberath et al., 2022 ). Risk factors that have contributed to increased mental health symptoms during COVID-19 include loss of social connection (e.g., disrupted relationships with peers), parental stress, high consumption of pandemic-related news, and preexisting mental health conditions ( Panchal et al., 2023 ; Samji et al., 2022 ).

Protective factors are crucial in alleviating and/or mitigating the psychological impact of large-scale disasters such as the COVID-19 pandemic ( Liu et al., 2020 ; Pfefferbaum et al., 2015 ). Peer and caregiver support, adaptive coping, emotion and behavioral regulation, and a perceived sense of control are all factors that can mitigate or reduce the severity of psychopathology in children impacted by these events ( Fegert et al., 2020 ; Pfefferbaum et al., 2015 ). Research examining protective factors during the pandemic found healthy coping (e.g., participating in enjoyable hobbies), optimism, parental support, and social connection were all related to lower levels of mental health symptomology such as depression and anxiety ( Panchal et al., 2023 ; Samji et al., 2022 ).

Schools play an important role in supporting children’s mental health during and after large-scale disasters by establishing community activities, reengaging children in a structured environment, and providing mental and emotional support services. Specifically, school-based behavioral health services and interventions provide the opportunity for young people to alleviate emotional distress associated with a disaster and related traumas ( Danese et al., 2020 ; Lai et al., 2016 ). Extensive research has been conducted on the development and implementation of in-person disaster-focused interventions in schools. However, there is a limited understanding of optimal strategies to deliver these programs virtually, such as during the pandemic, when in-person services and support are unavailable. Thus, the development and refinement of virtual intervention strategies are imperative, not only to bridge the gap in behavioral health services during emergencies like a pandemic, but also to offer flexible, inclusive mental health support to students under a variety of circumstances, ensuring continuous care regardless of physical school accessibility.

This article addresses this gap by describing the adaptation of an in-person disaster-focused school-based behavioral health intervention, the Journey of Hope (JoH), to a COVID-19 virtual delivery model (JoH-C19). The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation; and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. Additionally, we discuss implications and considerations for delivery of the intervention in an online setting.

The Journey of Hope Intervention Model

The JoH intervention model, originally developed after Hurricane Katrina struck the Gulf Coast of the United States in 2005, consists of five developmentally tailored curricula for children and youth ages five to 18 and a caregiver’s workshop. The intervention model is designed to increase protective factors and reduce the risk of adverse mental health outcomes among young people affected by large-scale disasters. The youth curricula include eight consecutive sessions delivered weekly. Each session follows a similar routine to create a safe place for children and youth to foster acquisition of healthy coping skills, gain social support, and identify and normalize common trauma related emotions ( Powell & Blanchet-Cohen, 2014 ). A variety of developmentally appropriate activities are incorporated throughout the curricula: (a) literacy and critical thinking; (b) cooperative games; and (c) art, music, and/or movement. Each session focuses on a unique topic or emotion, including safety, fear, anxiety, sadness, anger and aggression, bullying, and self-esteem ( Powell & Blanchet-Cohen, 2014 ). Additionally, a three-hour caregiver workshop provides psychoeducation to adults (e.g., parents, teachers) on children’s common reactions to trauma, identification of stressors, and resources to cope with disaster-related stressors. Core components of the intervention model include normalizing emotions that are often intensified after a trauma exposure and fostering the development of emotion regulation and problem-solving skills to help youth navigate immediate and future adverse events ( Powell & Blanchet-Cohen, 2014 ).

The JoH, a flagship program of the global humanitarian organization Save the Children, has been extensively implemented in postdisaster settings (e.g., hurricanes, wildfires, tornadoes, earthquakes), as well as in resource-limited rural areas of the United States. Studies examining the intervention’s effectiveness have found significant increases in positive coping skills and prosocial behaviors, and reduced conduct problems and hyperactivity among students who participated in the JoH ( Powell & Bui, 2016 ; Powell & Davis, 2019 ).

Dynamic Adaptation Process

The JoH intervention model was originally designed, tested, and delivered in person during the school day and in afterschool settings. During the COVID-19 pandemic, however, traditional modes of delivery were inaccessible due to physical distancing concerns and the potential of viral spread in group settings. With the global spread of the pandemic, the in-person delivery of the JoH was halted, but the need for psychosocial interventions became increasingly vital. In response, a partnership was established between Save the Children personnel, academic scholars, and community-based partners to devise an alternate method of delivering the JoH to support children’s social and emotional needs.

Throughout the adaptation process, our objective was to preserve the core components of the intervention while modifying the mode of delivery and the intervention itself to cater to the specific requirements of children and youth impacted by the pandemic. The dynamic adaptation process (DAP), a four-phased adaptation model including exploration, preparation, implementation, and sustainment of the intervention, was employed to account for the multilevel context in the adaptation of the JoH ( Aarons et al., 2011 ). Community-based participatory research (CBPR) principles were also incorporated to adhere to the needs and cultural context of the beneficiaries, while also maintaining the core components that underpin the effectiveness of the intervention ( Card et al., 2011 ; Mance et al., 2010 ). Specific CBPR principles included (a) involving community partners in the adaptation process, (b) employing a multidisciplinary team to have a comprehensive set of perspectives, and (c) including local and institutional actors from Save the Children as valuable contributors of knowledge and resources ( Collins et al., 2018 ). In the following text, we describe the process of adaptation through the DAP model with the inclusion of CBPR principles.

Exploration Phase

An implementation resource team (IRT) of key stakeholders was first constructed to provide feedback, monitor implementation, and provide expert knowledge while ensuring fidelity of the core components of the in-person JoH ( Aarons et al., 2011 ; see Figure 1 ). The IRT consisted of 10 staff from Save the Children, six community partners, and one academic researcher. During the exploration phase, The IRT met weekly to assess system, organization, provider, and client characteristics of the population who would be served by the adapted virtual JoH-C19 ( Aarons et al., 2011 ).

Notes: JoH = Journey of Hope; EBP = evidence-based practice.

The systems-level assessment included identifying available funding and resources to review, modify, and implement a virtually adapted curriculum. The organizational level assessment involved identifying available technology to train and implement the program, obtaining an agreement from senior leadership at Save the Children, and the personnel capacity to support the adaptation process. The assessment also examined organizational and staff readiness to adapt the curricula ( Aarons et al., 2011 ). CBPR was employed during the exploration phase by assessing the knowledge and readiness of local and institutional actors ( Collins et al., 2018 ). This community partner assessment was done via meetings with administrators including the principal and head of behavioral health services from two schools who had preexisting relationships with Save the Children. During these meetings a background and overview of the intervention, recruitment, informed consent procedures, and protocol for piloting the adapted intervention were discussed. The administrators and Save the Children also committed to adhere to each respective organizations’ confidentiality policies and mandatory reporting requirements.

In the exploration phase, gathering information about children and families was crucial. The school administrators provided detailed insights, including the age of potential participants, their prior engagement in JoH, and the distress symptoms they exhibited due to the pandemic. Information about the number of children in the catchment area, available community mental health resources, and referral protocols for those needing additional mental health support was also shared. Given the significant challenges faced by early adolescent students, such as social isolation, lack of peer support, and distress symptoms, the program’s importance for this age group was emphasized. In response to these specific needs, the IRT decided to first modify the curriculum for early adolescents (fifth- to eighth-graders). This adaptation and the training for the virtual JoH-C19 were enriched by the knowledge and experience shared during the community partner assessment, following the framework developed by Aarons et al. (2011) .

Preparation Phase

During the preparation phase, the IRT examined and discussed the information that was gathered during the exploration phase, including organizational materials (e.g., in-person curricula), demographic data on the partner schools, and other materials necessary for the adaptation. IRT members then worked collaboratively to modify the in-person JoH material, identifying and discussing activities that could only be conducted in person. Each IRT member was assigned two sessions within the curricula to modify activities to fit a virtual format. The entire team then reviewed the content, providing feedback and insights on feasibility and modified material. Second, the program advisor from Save the Children (who oversees dissemination of the JoH) and the intervention developer assessed and provided feedback on the modified content to ensure fidelity of the core components of the curriculum. Additional changes were made only if consensus among the adaptation team was achieved. Finally, the adapted curricula were edited and reviewed by four additional Save the Children staff with experience in program implementation and delivery.

The topics covered in the virtual JoH mirror those of the in-person curricula, but many of the activities were modified to be feasibly delivered in a virtual format. Best practices in virtual learning and engagement were considered and included use of multimedia (such as videos), screen sharing of visual material, and enabling participants to use the chat function or unmute their microphone to increase active participation in the program ( Intercultural Development Research Association, 2020 ).

The first session is very important for the engagement and retention of participants. As such, the adaptation team focused on how to make the first session as engaging as the in-person setting. This session begins with an overview of the program including meeting times, topics, and the structure of each session. A virtual mood meter is then introduced so children can check in with how they are feeling that day. The second activity includes a name game where each child states their name and a word that describes them. Group norms are then established with specific considerations to the virtual platform. For example, the facilitators introduce “talking hands” so that children use the “raise hand” button when they want to share. The children are also encouraged to share ideas of group norms to increase feelings of safety and participation in the group. Engaging the children in this process sets the stage for active participation in the group. The day’s topic, “safety,” is introduced using an animated video of parachute safety, fostering a safety discussion. Subsequently, children participate in an art activity, individually drawing their own “one hand safety plan” and are invited to share their drawing as they feel comfortable. The session ends with a “mindful moments” activity. (See Table 1 for a detailed description of the virtual adaptation.)

Journey of Hope (JoH) Sessions and Virtual Adaptation

Implementation Phase

The goal of the initial pilot was to implement the adapted virtual JoH-C19 on a small scale to identify issues in the modified curriculum and further refine the intervention based on input from the child participants and facilitators. The initial pilot was conducted by four facilitators and with two groups of children ( N = 14). The facilitators consisted of two social workers at the partner school, one of the original program developers who was also part of the IRT, and a psychosocial advisor from Save the Children. The social work facilitators from the partner schools were trained by two members of the IRT one week prior to piloting the virtual JoH-C19. All training was done via Zoom, the same online platform for program implementation, to increase comfort and familiarity with the technology. The training utilized adult learning principles including experiential learning such as modeling and simulating virtual sessions ( Dernova, 2015 ). The training modules included an introduction and background of virtual JoH-C19, provided training participants the opportunity to simulate sessions, and allotted time to discuss questions and concerns. The trainers also provided the participants with guidance on program evaluation and documentation. Considerations for program delivery on a virtual platform including technology troubleshooting, child protection procedures, emergency procedures, parental involvement, school involvement, and supporting a distressed child were also discussed.

JoH-C19 Pilot

Children from the two partner schools were recruited by the school social workers who also served as cofacilitators. The social workers first contacted the parents and provided information on the virtual JoH-C19 to gauge interest in the program. Active parental consent and assent were then obtained to enroll participants in the program. The mean age was 12.5 years, all participants identified as female ( N = 14), eight students were enrolled in seventh grade, and six students were in sixth grade.

Following Chen and colleagues’ (2013) recommendations for adapting evidence-based interventions, participant surveys were provided after each session of the pilot in both locations for a total of eight surveys. Surveys were distributed within one day after each session. The surveys elicited feedback on curriculum contents, thereby including the children’s voices in the development and finalization of the adapted JoH. Each session survey included three open-ended questions inquiring what they liked about the session, what could be improved, and what was something new that they learned. The survey also included three five-point Likert scale items for each session activity for a total of 12 questions (each session includes four activities). The questions inquired about level of enjoyment (with response options ranging from 1 = boring to 5 = really fun), how often participants felt they would use the skills they learned in the activity (with response options ranging from 1 = not at all to 5 = all the time), and how they felt after participating in each activity (with response options ranging from 1 = terrible to 5 = great). Children were also provided a five-item perceived knowledge and satisfaction questionnaire after they completed all eight sessions of the program. The Likert response set ranged from 1 = totally disagree to 4 = totally agree. Sample questions included: “I liked coming to the group”; “I felt safe sharing feelings with the group”; and “This group taught me ways to express my feelings.”

Facilitator feedback was collected from the four facilitators via an online data collection platform after each session for a total of eight surveys from each facilitator. The surveys obtained information on the feasibility, acceptability, and additional adaptation considerations ( Chen et al., 2013 ). The facilitator surveys also included three five-point Likert scale items for each activity in the session for a total of 12 questions on the implementation of each activity in each session. Facilitators rated the item from 1 = very well to 5 = very poor. In addition to rating the flow of the activity, facilitators were also asked three open-ended questions: (1) What went well in the activity? (2) How could this activity be improved? and (3) How long did this activity take to complete? Facilitators were also asked one open-ended question inquiring about general feedback and suggested edits to activities in each session. After the facilitators completed implementing all eight sessions, they were provided with a five-item survey inquiring on relevance and comfort delivering the curriculum. These questions were also rated on a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. All participant and facilitator data contained no identifying information to protect anonymity of the respondents.

The data that were collected during each session were used to inform satisfaction, feasibility, and further adaptations to the virtual JoH-C19. All data were downloaded from the online platform into separate Excel spreadsheets based on data type (e.g., Likert scale items or open-ended questions). Means and frequencies were calculated individually to assess satisfaction, usefulness, and feelings about each activity (Note: Measures were extensive and used for internal adaptation purposes; therefore, individual item responses are not reported in this article.) The activity was retained if mean scores were above 3.5. If the mean score fell below 3.5, the IRT reviewed the activity to determine if further adaptations were needed (see Table 2 for sample survey questions). For example, during the second session on fear, participants consistently noted enjoying the drawing activity in which they identify strategies to help them cope with fear. Another theme that arose was that participants described being confused by some of the discussion questions during the session on worry. This prompted the IRT to reassess and adapt discussion questions for that session.

Sample Survey Questions

Thirteen of the child participants completed postintervention surveys. Results indicated that participants “felt safe sharing in the group” (46 percent agree; 46 percent strongly agree); “liked coming to the group” (69 percent strongly agree); and reported “coming to the group made me feel better” (69 percent strongly agree; see Table 3 for child participant postsurvey results). The three facilitators who completed the post-survey questionnaire reported that “the children understood the topics” (67 percent agree), “the activities are developmentally appropriate” (67 percent strongly agree), and “The Journey of Hope helps children process their emotions” (67 percent strongly agree; see Table 4 for facilitator postsurvey results). After completion of the initial pilot the curriculum was further adapted based on participant and facilitator feedback.

Child Postsurvey ( N = 13)

Facilitator Postsurvey ( N = 3)

The implementation stage is in the second phase of testing, and a pragmatic randomized control trial is being conducted in hurricane-affected regions in the gulf coast. The data collected during this stage are further examining the relevance, feasibility, and acceptability of the adapted JoH-C19. In addition, data are being collected at four time points (baseline, postintervention, six-month follow-up, and 12-month follow-up) to examine the program’s effectiveness. Measures assessing changes in behavioral health outcomes include the Strengths and Difficulties Questionnaire (assessing emotional symptoms, conduct problems; He et al., 2013 ) and the Revised Children’s Depression and Anxiety Scale (RCADS-25; Donnelly et al., 2018 ). Measures assessing protective factors include the PROMIS Pediatric Peer Relationships scale ( DeWalt et al., 2013 ), Children’s Coping Strategies Checklist ( Ayers & Sandler, 1999 ), and Child Self-Efficacy Scale ( Fertman & Primack, 2009 ).

Sustainment Phase

The sustainment phase includes an ongoing assessment of participant and facilitator feedback to IRT members to inform fidelity to the curricula, satisfaction, and retention. The IRT holds biweekly coaching calls with facilitators during active implementation so that they may obtain timely technical support. The fidelity of the curricula is assessed through a facilitator self-report assessment form developed by Save the Children, and fidelity checks are conducted by members of the IRT. The fidelity checks include in vivo observations of session implementation followed by debriefing sessions that include feedback from the IRT members on implementation; discussion of logistical issues; and inquiring on general comments, questions, and concerns about the sessions. The facilitators also document program retention through a de-identified form with a unique code for each child participant and number of sessions they attended. As part of routine ongoing monitoring and evaluation, child participants complete a satisfaction survey at the end of the program. This survey, previously developed by Save the Children, includes questions about satisfaction with intervention activities, process, and content in the intervention.

There are several considerations the IRT accounted for when adapting the in-person JoH to the virtual platform. These included technology access, child protection concerns, working with schools, and access to program materials.

Participants must have access to an internet connection with video capabilities to participate in virtual JoH-C19. Due to the virtual nature of the program, internet and power outages have occurred. Participants have also experienced difficulties utilizing technology such video, audio, or other features of the virtual platform. To minimize technology difficulties there is a technology check-in prior to each session. If technology issues arise during this check-in, the facilitator supports by resolving IT issues. The facilitator also engages the parent or caregiver in troubleshooting challenges. When a participant has technology difficulties during the session or loses connection, one of the facilitators contacts the parent or caregiver to assist in reconnecting to the session. When a participant is unable to reconnect to the session, the facilitators allot extra time at the beginning of the subsequent session to review the material the participant missed.

The JoH-C19 can be delivered in participants’ homes, schools, or afterschool settings. Providing the intervention virtually in the home can limit privacy if there is not a space for them to be without other family members. Moreover, it is possible a child may feel insecure about their home, or that the facilitators may witness potential abuse, which would need to be reported. To maintain safety and adhere to Save the Children’s safeguarding policies, it is required that each session is delivered by two trained professionals, no session is recorded, and each session’s log-in is password protected so no one outside of the group can log into the session ( Save the Children, 2019 ). During the in-person JoH any disclosure of suspected abuse or neglect was reported through appropriate channels including to local child protection agencies and through Save the Children’s child safeguarding reporting system. This process is also followed during implementation of the JoH-C19. Given the possibility a facilitator may witness suspected child abuse or neglect or a medical emergency, a critical component in preparing for implementation is to have up-to-date and accurate addresses and phone numbers for each of the children participating in the group. This is done as a safety measure in the event a participant needs immediate assistance during the group. This is a tele-mental health best practice in place for the delivery of each of the virtual JoH-C19 groups ( Shore et al., 2018 ).

Save the Children utilizes a “train the trainer” model, partnering with schools and child-focused organizations to ensure widespread delivery of the JoH. The in-person JoH is primarily delivered during the school day or in afterschool settings, which has remained the same for the adapted virtual model. Children are enrolled in the intervention through identification and referral by school staff, and the program is generally delivered by school-based mental health professionals. The schools, therefore, are responsible for identification and enrollment of participants as well as obtaining parental consent. An experienced practitioner with group facilitation experience is essential for the success of the program. Therefore, is not recommended that the child’s teacher be a lead facilitator of the intervention.

The COVID-19 pandemic underscored the critical importance of accessible mental health services. Virtual programs can ensure uninterrupted support for children’s mental health, addressing the increasing and complex behavioral health needs in today’s fast-paced, technology-driven world. These types of programs may offer accessible, relevant, and effective support, crucial for early intervention and fostering long-term well-being among the younger generation. The adaptation of programs such as the JoH are not just a response to a temporary crisis like COVID-19, but also a forward-looking solution addressing the broad and evolving mental health needs of children. The JoH-C19 provides an alternative mode of delivery for children and adolescents to receive much needed emotional support, which may in turn reduce the short- and long-term impact of large-scale disasters such as the COVID-19 pandemic.

Author Biography

Tara Powell, PhD, is associate professor, School of Social Work, University of Illinois at Urbana–Champaign, 1010 W. Nevada Street, Office 2040, Urbana, IL 61801, USA; email: [email protected] . Greta Wetzel, LCSW, is senior advisor, Save the Children, Fairfield, CT, USA. Jodi Berger Cardoso, PhD, LCSW, is associate professor, Graduate College of Social Work, University of Houston, Houston, TX, USA. This publication was partially supported by Grant #R01MH131248 through the National Institute of Mental Health.

Aarons G. A. , Hurlburt M. , Horwitz S. M. ( 2011 ). Advancing a conceptual model of evidence-based practice implementation in public service sectors . Administration and Policy in Mental Health and Mental Health Services Research , 38 , 4 – 23 .

Google Scholar

Ayers T. S. , Sandler I. N. ( 1999 ). Manual for the Children’s Coping Strategies Checklist & the How I Coped Under Pressure Scale . Arizona State University .

Google Preview

Calvano C. , Engelke L. , Di Bella J. , Kindermann J. , Renneberg B. , Winter S. M. ( 2021 ). Families in the COVID-19 pandemic: Parental stress, parent mental health and the occurrence of adverse childhood experiences—results of a representative survey in Germany . European Child & Adolescent Psychiatry , 31 , 1 – 13 .

Card J. J. , Solomon J. , Cunningham S. D. ( 2011 ). How to adapt effective programs for use in new contexts . Health Promotion Practice , 12 , 25 – 35 .

Chen E. K. , Reid M. C. , Parker S. J. , Pillemer K. ( 2013 ). Tailoring evidence-based interventions for new populations: A method for program adaptation through community engagement . Evaluation & the Health Professions , 36 , 73 – 92 .

Collins S. E. , Clifasefi S. L. , Stanton J. , Straits K. J. , Gil-Kashiwabara E. , Rodriguez Espinosa P. , Nicasio A. V. , Andrasik M. P. , Hawes S. M. , Miller K. A. ( 2018 ). Community-based participatory research (CBPR): Towards equitable involvement of community in psychology research . American Psychologist , 73 , 884 – 898 .

Danese A. , Smith P. , Chitsabesan P. , Dubicka B. ( 2020 ). Child and adolescent mental health amidst emergencies and disasters . British Journal of Psychiatry , 216 , 159 – 162 .

Dernova M. ( 2015 ). Experiential learning theory as one of the foundations of adult learning practice worldwide . Comparative Professional Pedagogy , 5 , 52 – 57 .

DeWalt D. A. , Thissen D. , Stucky B. D. , Langer M. M. , Morgan DeWitt E. , Irwin D. E. , Lai J.-S. , Yeatts K. B. , Gross H. E. , Taylor O. , Varni J. W. ( 2013 ). PROMIS Pediatric Peer Relationships Scale: development of a peer relationships item bank as part of social health measurement . Health Psychology , 32 , 1093 – 1103 .

Donnelly A. , Fitzgerald A. , Shevlin M. , Dooley B. ( 2018 ). Investigating the psychometric properties of the Revised Child Anxiety and Depression Scale (RCADS) in a non-clinical sample of Irish adolescents . Journal of Mental Health , 28 , 345 – 356 .

Fegert J. M. , Vitiello B. , Plener P. L. , Clemens V. ( 2020 ). Challenges and burden of the coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality . Child and Adolescent Psychiatry and Mental Health , 14 , Article 20.

Fertman C. I. , Primack B. A. ( 2009 ). Elementary student self efficacy scale development and validation focused on student learning, peer relations, and resisting drug use . Journal of Drug Education , 39 , 23 – 38 .

He J. P. , Burstein M. , Schmitz A. , Merikangas K. R. ( 2013 ). The Strengths and Difficulties Questionnaire (SDQ): The factor structure and scale validation in US adolescents . Journal of Abnormal Child Psychology , 41 , 583 – 595 .

Intercultural Development Research Association . ( 2020 ). Best practices for online instruction in the wake of COVID-19 . https://www.idra.org/services/best-practices-for-online-instruction-in-the-wake-of-covid-19/

Kauhanen L. , Wan Mohd Yunus W. M. A. , Lempinen L. , Peltonen K. , Gyllenberg D. , Mishina K. , Gilbert S. , Bastola K. , Brown J. S. , Sourander A. ( 2023 ). A systematic review of the mental health changes of children and young people before and during the COVID-19 pandemic . European Child & Adolescent Psychiatry , 32 , 995 – 1013 .

Lai B. S. , Esnard A.-M. , Lowe S. R. , Peek L. ( 2016 ). Schools and disasters: Safety and mental health assessment and interventions for children . Current Psychiatry Reports , 12 , 109 – 118 .

Liu J. J. , Bao Y. , Huang X. , Shi J. , Lu L. ( 2020 ). Mental health considerations for children quarantined because of COVID-19 . Lancet Child & Adolescent Health , 4 , 347 – 349 .

Mance G. A. , Mendelson T. , Byrd B. III , Jones J. , Tandon D. ( 2010 ). Utilizing community-based participatory research to adapt a mental health intervention for African American emerging adults . Progress in Community Health Partnerships: Research, Education, and Action , 4 , 131 – 140 .

Morgan H. ( 2022 ). Alleviating the challenges with remote learning during a pandemic . Education Sciences , 12 , Article 109.

Panchal U. , Salazar de Pablo G. , Franco M. , Moreno C. , Parellada M. , Arango C. , Fusar-Poli P. ( 2023 ). The impact of COVID-19 lockdown on child and adolescent mental health: Systematic review . European Child & Adolescent Psychiatry , 32 , 1151 – 1177 .

Pfefferbaum B. ( 2021 ). Challenges for child mental health raised by school closure and home confinement during the COVID-19 pandemic . Current Psychiatry Reports , 23 , 65 – 65 .

Pfefferbaum B. , Jacobs A. K. , Griffin N. , Houston J. B. ( 2015 ). Children’s disaster reactions: The influence of exposure and personal characteristics . Current Psychiatry Reports , 17 , 56 – 56 .

Powell T. , Blanchet-Cohen N. ( 2014 ). The Journey of Hope: A group work intervention for children who have experienced a collective trauma . Social Work with Groups , 37 , 297 – 313 .

Powell T. , Bui T. ( 2016 ). Supporting social and emotional skills after a disaster: Findings from a mixed methods study . School Mental Health , 8 , 106 – 119 .

Powell T. , Davis J. P. ( 2019 ). Addressing the social emotional needs of children in chronic poverty: A pilot of the Journey of Hope . Children and Youth Services Review , 98 , 319 – 327 .

Roy A. K. , Breaux R. , Sciberras E. , Patel P. , Ferrara E. , Shroff D. M. , Cash A. R. , Dvorsky M. R. , Langberg J. M. , Quach J. ( 2022 ). A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic . School Psychology , 37 , 147 – 159 .

Samji H. , Wu J. , Ladak A. , Vossen C. , Stewart E. , Dove N. , Long D. , Snell G. ( 2022 ). Mental health impacts of the COVID-19 pandemic on children and youth: A systematic review . Child and Adolescent Mental Health , 27 , 173 – 189 .

Save the Children . ( 2019 ). Child safeguarding short form policy . Author .

Shore J. H. , Yellowlees P. , Caudill R. , Johnston B. , Turvey C. , Mishkind M. , Krupinski E. , Myers K. , Shore P. , Kaftarian E. ( 2018 ). Best practices in videoconferencing-based telemental health April 2018 . Telemedicine and E-Health , 24 , 827 – 832 .

Theberath M. , Bauer D. , Chen W. , Salinas M. , Mohabbat A. B. , Yang J. , Chon T. Y. , Bauer B. A. , Wahner-Roedler D. L. ( 2022 ). Effects of COVID-19 pandemic on mental health of children and adolescents: A systematic review of survey studies . SAGE Open Medicine , 10 , Article 20503121221086712.

Email alerts

Citing articles via.

• About Children & Schools
• Recommend to your Library

Affiliations

• Online ISSN 1545-682X
• Print ISSN 1532-8759
• Copyright © 2024 National Association of Social Workers
• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Institutional account management
• Rights and permissions
• Get help with access
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Tate football posts second shutout of season with dominant victory at Gulf Breeze

The Tate football team received contributions from all three phrases of its program in a dominant 41-0 victory over Gulf Breeze on Friday at Dolphin Stadium.

“I’m really excited, it’s the first time in awhile that Tate has been 2-0 to start to the season," Tate head coach Rhett Summerford said.  “With the momentum of this team and the big senior class, we just have to keep rolling and getting better.  There’s a lot of improvement and we are going to keep working.”

The visiting team put on a clinic defensively, starting from the first snap of the contest as the Aggies forced a three-and-out on the first possession and did not allow a first down until the second quarter on a penalty. Tate had numerous tackles for loss with defensive linemen Brayden Walker and Maleak North among the Aggies who wreaked havoc in the Gulf Breeze backfield.

“Our defense is playing really well right now and it has given them a lot of confidence," Summerford said. "It’s two shutouts in a row and hats off to the entire defensive staff, they are rolling right now.  We are really talented in the back half of the defense, and we are also really deep on the defensive line, which allows us to substitute in a lot of guys. And when you have that it usually means you have a really good defense.”

Wide receiver Christian Neptune and quarterback Taite Davis sparked the Aggie offense as the two connected for three of the four passing touchdowns on the night for the visitors. The latter two touchdowns, which were 53 and 44 yards apiece, broke the game open after halftime as Tate was able to expand a 13-0 advantage at the break to a 34-0 lead heading to the fourth quarter.

Davis ended his night with a seven-yard passing touchdown to Elijah West, while Carson Secchiari added a touchdown on the ground for Tate in the fourth quarter.

“The offense communicates extremely well together and understand each other really well," Summerford said. “That comes from practice and playing a lot of football. I am really proud of them and we still have room for improvement everywhere on the offense and we are going to continue to improve.”

Even though it was a tough night for the Dolphins, head coach Jim Stomps was hopeful that the game could be used a lesson going forward heading into the rest of the season.

“We are a young team," Stomps said. “We had 16 players who had never played in a varsity contest until last week so we are still learning. I give all the credit to Tate.  Their coaches and their players had a pretty flawless game. We are going to make some corrections during this bye week and we will get ready for Pace (in Week 4).”

site categories

‘battleground’ review: war is hell in gianni amelio’s atmospheric but dramatically underpowered ww1 drama – venice film festival, breaking news.

‘Nickel Boys’ Review: Film Version Of Colson Whitehead’s Acclaimed Novel Is Flawed But Artistic Journey To Hell And Back — Telluride Film Festival

By Pete Hammond

Pete Hammond

Awards Columnist/Chief Film Critic

More Stories By Pete

• ‘The Piano Lesson’ Review: Denzel Washington Produces And His Family Brings New Life To August Wilson’s Pulitzer-Winning Stage Classic – Telluride Film Festival
• ‘Conclave’ Review: Ralph Fiennes & Stellar Cast Burn Up The Screen In Superb Papal Thriller That Is One Of Year’s Best
• Telluride Film Festival 2024: All Of Deadline’s Movie Reviews

Related Stories

Daveed Diggs To Executive Produce KQED Docuseries On Bay Area High Schoolers Coming Of Age In Time Of Covid

New York Film Festival Unveils Main Slate

Watch on Deadline

Whitehead’s story is inspired by the Dozier School, a Florida reform school that was in business for 111 years and had a horrifying history in the Jim Crow south. Authorities eventually discovered 100 unmarked graves, the resting place of many unreported deaths that occurred there due to unimaginable treatment, violent, sexually and otherwise, to the boys, particularly Black youths, sent there. In Nickel Boys we meet enthusiastic and studious young man Elwood ( Ethan Herisse ), a hopeful soul, who despite more dire circumstances is trying to lift himself up, even with uninspiring white teachers. One particularly haunting scene early on sees him quietly flipping the pages of a recycled book from a past white student who had drawn a flipbook-style depiction of a lynching on the bottom of every page.

Elwood is proud to have been accepted at a college but in a life-altering twist of fate accepts a ride from a man who gets stopped by cops because it was a stolen car. They immediately charge Elwood and send him to Nickel Academy, a fictional version of Dozier. There he meets the far more cynical, less wide-eyed Turner ( Brandon Wilson ) and they form a friendship, but it is a rocky road indeed as the film spans the early ’60s to 2010, with three different actors playing Elwood during the course of the film ( Daveed Diggs is the older version but the actual identity is a story point that won’t be revealed here). Rather than being driven by more linear plot development, Ross lets it play out in more melancholy fashion, often in banal ways, but also intercutting a lot of archival footage from Martin Luther King Jr. to Apollo 8 (you can’t take the documentarian out of Ross in this film), mixed with a busy sound design ala Malick but minimal score. It’s a mixed bag.

Curiously, at two points in his film, Ross runs scenes (including its opening credits) from Stanley Kramer’s brilliant Oscar-winning 1958 black-and-white classic, The Defiant Ones , in which Tony Curtis and Sidney Poitier are chained together before making a joint escape. This is meant somehow as a putdown on the way Hollywood has told Black stories in the past, or if it is some sort of connection Ross sees to the one he is telling here, it wasn’t clear to me, at least. But maybe that’s the point.

Acting-wise, both lead actors Herisse and Wilson playing their characters Elwood and Turner for the bulk of the film, are excellent in every respect. So too is the great Aunjunue Ellis-Taylor as Elwood’s grandma, even if she doesn’t get as much screen time as you would like, and with most of that forcing her to deliver her lines straight to camera and those unseen people on the other side.

Props to Ross for taking artistic leaps and big risks, even if, for me at least, they don’t completely pay off. It will provoke conversation at a time when racism has reared its ugly head again, this time with some at the highest levels of government. At the very least it has inspired me to go out and get Whitehead’s book, and maybe even take another look at The Defiant Ones .

Producers are Dede Gardner, Jeremy Kleiner, Joslyn Barnes, and David Levine.

Title: Nickel Boys

Festival: Telluride Film Festival

Distributor: Orion/Amazon MGM

Director: RaMell Ross

Screenplay: RaMell Ross and Joslyn Barnes

Cast: Ethan Herisse, Brandon Wilson, Aunjunue Ellis-Taylor, Daveed Diggs, Hamish Linklater , Fred Hechinger

Rating: PG13

Release Date: October 25, 2024

Must Read Stories

‘conclave’, ‘piano lesson’ reviews; robbie williams on ‘better man’; latest.

Jude Law & Nicholas Hoult’s ‘The Order’ Debuts; Vinterberg TV Series; Reviews

Netflix prepping ‘one tree hill’ sequel series led by sophia bush & hilarie burton, heather graham on ‘wizard of oz’ & ‘sound of music’: film that lit my fuse, read more about:, subscribe to deadline.

Get our Breaking News Alerts and Keep your inbox happy.

No Comments

Deadline is a part of Penske Media Corporation. © 2024 Deadline Hollywood, LLC. All Rights Reserved.

The Journey School

Education: Elementary School

Education: Middle School

This school has both a before-school and after-school care program

To provide all students with the values, skills and knowledge needed to embark on a life-long journey to success.” This is what The Journey School will do every day for all the children. In the long-term we want to be known as a school where: “All students love to learn, have access to a high-quality, individualized, technology embedded, standards-based curriculum with clearly defined and measurable expectations; presented by highly effective teachers and leaders in a safe, structured, creative and nurturing learning environment that includes parent and community engagement. Students are empowered to be productive and contributing individuals in their school, local community, and the global society.

Opened Fall 2019

Awards & Recognition

MDE School Finance Award - 2021

Michelle Cambrice

[email protected]

Thanks for your interest. Learn more about our school below.

The Journey Starts Here

Where warriors learn and lead, enroll today.

The Journey School

Free education, infinite potential.

Personalized reading.

Our reading program targets each child's individual level, ensuring success for struggling readers and continued growth for those who excel.

FREE After-School Programs

We offer a wide range of programs including homework help, performing arts, coding, sports, and arts & crafts.

Math Mastery

SWUN's consistent approach and supportive resources make math accessible to all, fostering confidence and achievement.

Strong Family Connections

We value your involvement in your child's education. That's why we prioritize open communication and host regular family events.

A Nurturing, Values-Driven Learning Community in Moreno Valley

Free Public Charter School

Welcome to The Journey School! Since 2018, we’ve provided a safe, collaborative learning environment where Moreno Valley students thrive. We believe in empowering students with the skills and knowledge for future success, and we partner closely with families to foster a growth mindset in our young learners.

At The Journey School, we go the extra mile for our students, families, and community. Become a Journey School Warrior and join our mission!

A School That Makes a Difference

TK-6 WASC Accredited

Inclusive classrooms.

Teamwork, hands-on learning, and academic discussions are integral to our approach.

10 Core Values

Responsibility, citizenship, respect, and more – we guide students to be well-rounded learners and citizens.

Safe, Supportive Campus

Your child's security and well-being are our top priorities.

Mental Health Matters

We provide emotional support through school counselors and community partnerships ensuring students have access to the resources they need.

• (951) 601-6620
• 25560 Alessandro Blvd, Moreno Valley, CA 92553

The Journey School

Classes & events, together, let’s explore, heal, play and gather., journaling with tarot.

Are you tarot-curious? Do you love to journal? Join us for self-discovery and reflective writing through Tarot in this free class! Journaling with Tarot is a great way to connect with the wisdom of the tarot and learn more about each individual card. No experience with tarot is necessary.

Join us Tuesdays on Zoom to review and journal about the featured card of the week!

Tuesdays at 2 to 3 PM Pacific 

That’s 3 PM Mountain, 4 PM Central, 5 PM Eastern

This is a weekly, ongoing FREE class! See featured card of the week schedule here

The Heart-Empowered Circle: Venus Retrograde

Connect with your heart & inner voice.

The Heart-Empowered Circle is a safe space to connect with our hearts & inner voice. In our busy lives, we are often doing and creating, without giving ourselves the time to slow down and come back to our heart-center. This gathering is dedicated time and space to quiet our minds, so we can hear the whispers of our heart, soul, and inner callings.

Each month, we will explore our hearts, check-in with ourselves and set soul aligned empowered intentions.

This online Circle over Zoom will happen every 1st Wednesday of the month.

Wed, August 2, 2023 @ 4:30 to 5:30 PM Pacific – August’s theme will be the current Venus Retrograde

Sliding donation & on Zoom – Learn more

Oracle Card & Tarot Card Reading Swap

Do you love Oracle or Tarot Cards? Bring your favorites and join us for a fun virtual reading swap! No reading experience necessary!

Wed, Sept 27, 2023 @ 4 to 5 PM Pacific

Free & on Zoom – Learn more

Intuitively Reading Tarot for Yourself, a 5-Week Course

Have you always wanted to read Tarot for yourself? Tarot is an amazing tool for tapping into your intuition and receiving guidance, but interpretations in books or online resources may not always pertain to your question, which leaves you hanging as to why you’ve received this card!

In this 5-week course , we will explore our intuition, learn the structure of Tarot and practice concepts through fun reading exercises that will create a foundational basis to help you trust yourself and further your practice.

No experience with Tarot is necessary to take this class.

Materials needed: Tarot deck and a journal.

Each class is one hour long on Zoom over 5 weeks on Saturdays at 10:30 AM to 11:30 AM Pacific

Saturdays, 10:30 AM to 11:30 AM Pacific — Sept 23, 2023 to Oct 21, 2023 

$89 for 5 weeks – Schedule & Class Topics

Scholarships are available for those who need it. Email me for inquiry.

Subscribe to get the latest class schedules & heart musings 💜

And get a free 10-Minute Meditation & Workbook !

Enjoy fast, free delivery, exclusive deals, and award-winning movies & TV shows with Prime Try Prime and start saving today with fast, free delivery

Amazon Prime includes:

Fast, FREE Delivery is available to Prime members. To join, select "Try Amazon Prime and start saving today with Fast, FREE Delivery" below the Add to Cart button.

• Cardmembers earn 5% Back at Amazon.com with a Prime Credit Card.
• Unlimited Free Two-Day Delivery
• Streaming of thousands of movies and TV shows with limited ads on Prime Video.
• A Kindle book to borrow for free each month - with no due dates
• Listen to over 2 million songs and hundreds of playlists
• Unlimited photo storage with anywhere access

Important:  Your credit card will NOT be charged when you start your free trial or if you cancel during the trial period. If you're happy with Amazon Prime, do nothing. At the end of the free trial, your membership will automatically upgrade to a monthly membership.

Buy new: .savingPriceOverride { color:#CC0C39!important; font-weight: 300!important; } .reinventMobileHeaderPrice { font-weight: 400; } #apex_offerDisplay_mobile_feature_div .reinventPriceSavingsPercentageMargin, #apex_offerDisplay_mobile_feature_div .reinventPricePriceToPayMargin { margin-right: 4px; } $46.98 $ 46 . 98 FREE delivery September 12 - 18 Ships from: Amazon Sold by: Sunrise Valley

Return this item for free.

We offer easy, convenient returns with at least one free return option: no shipping charges. All returns must comply with our returns policy.

• Go to your orders and start the return
• Select your preferred free shipping option
• Drop off and leave!

Save with Used - Good .savingPriceOverride { color:#CC0C39!important; font-weight: 300!important; } .reinventMobileHeaderPrice { font-weight: 400; } #apex_offerDisplay_mobile_feature_div .reinventPriceSavingsPercentageMargin, #apex_offerDisplay_mobile_feature_div .reinventPricePriceToPayMargin { margin-right: 4px; } $25.95 $ 25 . 95 FREE delivery Monday, September 9 on orders shipped by Amazon over $35 Ships from: Amazon Sold by: iShark

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

My School Years Journal Kindergarten to 12th Grade by Hinkler Spiral-bound – Day to Day Calendar

Purchase options and add-ons.

• Language English
• Publisher Hinkler
• Dimensions 10.51 x 1.5 x 1.22 inches
• ISBN-10 148893827X
• ISBN-13 978-1488938276
• See all details

Similar items that may ship from close to you

Product details

• Language ‏ : ‎ English
• ISBN-10 ‏ : ‎ 148893827X
• ISBN-13 ‏ : ‎ 978-1488938276
• Item Weight ‏ : ‎ 1.85 pounds
• Dimensions ‏ : ‎ 10.51 x 1.5 x 1.22 inches
• Best Sellers Rank: #325,368 in Books ( See Top 100 in Books )

Videos for this product

Click to play video

Honest Review of My School Years Journal!!

Krystal Ann

Honest mom review! My School Years Journal

Jessica McHale

Customer Review: Came used

Katelyn S. Meyer

MUST HAVE for all my kids! Grades k-12, great storage slots

Mamaenthusiast

Customer reviews

• 5 star 4 star 3 star 2 star 1 star 5 star 67% 13% 7% 5% 8% 67%
• 5 star 4 star 3 star 2 star 1 star 4 star 67% 13% 7% 5% 8% 13%
• 5 star 4 star 3 star 2 star 1 star 3 star 67% 13% 7% 5% 8% 7%
• 5 star 4 star 3 star 2 star 1 star 2 star 67% 13% 7% 5% 8% 5%
• 5 star 4 star 3 star 2 star 1 star 1 star 67% 13% 7% 5% 8% 8%

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Customers say

Customers like the nostalgia and compactness of the blank book. They mention that it's great for memories, keepsakes, and is the perfect size for keepsake folders.

AI-generated from the text of customer reviews

Customers find the book great for memories, keeping kids' memories organized, and as a keepsake.

"I love how compact this is and it keeps my kids’ memories organized !" Read more

" Great school years memory book . Perfect size for keepsakes in the folder provided with each grade level. Fill-in prompts mature with age...." Read more

"This item is perfect for keeping many years of memories and keepsakes. The journal is sturdy and appealing." Read more

" Great for memories ..." Read more

Customers find the blank book compact and perfect for keeping keepsakes in the folder provided with each grade level. They also appreciate the space and pockets.

"I love how compact this is and it keeps my kids’ memories organized!" Read more

"Great school years memory book. Perfect size for keepsakes in the folder provided with each grade level. Fill-in prompts mature with age...." Read more

"...It has a lot of space and pockets . I can't wait to fill them up!" Read more

Reviews with images

Product completely used

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from the United States

There was a problem filtering reviews right now. please try again later..

Top reviews from other countries

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell on Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Become an Amazon Hub Partner
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Registry & Gift List
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

Embark On Your Life Journey

Journey®, your trusted journaling companion.

Journey® is a journal and diary app that is available on multiple platforms; Android, iOS, Mac, Windows, Web, and Chrome OS. Join millions of Journey users, from all walks of life, to embark on your unique life journey towards a deeper gratitude for life, better health, and a calmer mind through journaling.

Capture beautiful memories.

Journey elegantly captures life's beautiful moments. It lets you upload photos, videos, and audio, creating a rich, multimedia chronicle of your unique experiences and treasured memories.

Create Stunning Journal Entries

Explore a variety of journaling tools in Journey's editor. Change the paragraph style, stylize your text with bold, italics and strikethrough, organize your writing with bullets, tables, and checklists, and play around with text color.

Your Life At A Glance

A wealth of memory can be stored within a single image. Look back on your fondest memories and experiences. Upload pictures, videos, gifs, and music into your journal entries with ease.

Throwback to Your Happiest Moments

Look back at your best memories and your journal entries from a week, a month, or even a year or two ago.

Tend To Your Emotions With Mood-Tracking

Take note of your feelings while journaling, and keep track of how your mood fluctuates across your journal entries. View how your mood shifts across 30 days in your stories.

Shared Journal

Collaborate and create cherished memories with your loved ones, family members, or even friends on an unforgettable journey together.

Shared Web Links

Generate web links for selected entries in Journey Cloud Sync to share your journal with others.

I'm sharing my Tokyo trip with you through the Journey app!

Thanks for sharing your Tokyo trip with me! 🥳

Passcode-protect Shared Links

You can also add a passcode to share your journal entries with only selected individuals.

Photo Search & Organization

Smart Photo Organization not only uses advanced algorithms to analyze and categorize your photos into meaningful moments and themes but also suggests related photos when you perform a search.

End-to-End Encryption

Enjoy unparalleled peace of mind with end-to-end encryption. Safeguard your personal moments & memories and ensure your privacy remains intact throughout its Journey to the cloud.

Private & Secure Space

Set up a passcode, Touch ID, Face ID and Android Biometric to keep your journal entries private and secure.

Power Up Your Journal With Plugins

Power up your journaling routine with an extensive range of plugins. Explore functions such as exporting to DOCX & PDF, adding images & media, and using Apple Health on Journey.

Coach Programs

Explore Journey’s guided journaling coach programs to facilitate your reflection. Choose from a wide variety of self-care topics, ranging from topics such as body positivity and self-love.

Coach Templates

Pick from Journey’s wide array of journaling templates to guide your thoughts. Get started with templates on self-improvement, healthy living, and planning and organization.

Chat With Your Journal Using Odyssey AI

When you pose a question to Odyssey AI GPT—be it about a feeling you’ve frequently mentioned, a recurring dream, or the clarity you’re seeking on a particular subject—it sifts through your past journal entries to provide a response that reflects your own recorded experiences and journey. †

Hello, I am Journey Odyssey AI, your AI journal assistant. Please ask me a question about your journal.

Can you share with me more about this person called Hazel?

Hazel appears to be a beloved person frequently mentioned in the journal entries. Here are some highlights: Hazel was excited to receive a ukulele from her aunt. She had her first field trip away from the city, which she loved.

You can view the mentioned entries below:

Print Your Journals Into Beautiful eBooks

With just a few simple clicks, your cherished memories can be transformed into elegantly designed eBooks. Cloud Print offers a new way to celebrate and immortalize your experiences, ensuring that your stories can be treasured by you and future generations.

Export Your Journal to ePUB & Docx

Export your journals to ePUB and DOCX formats, turning them into beautiful eBooks. Supported by applications like Apple Books, Amazon Kindle, and Microsoft Word, these formats make it easy to read and share your journal entries with anyone.

Self-Host Your Journal

Journey Cloud Sync, a secure, user-centric journal cloud sync solution, will be available as open-source for users who wish to self-host their data in second quarter of 2024.

Legacy Backup

Preserve your cherished thoughts and memories for your loved ones to connect with, even after your lifetime. †

Embark On Your Unique Journey

An all encompassing digital diary app that is fit to be a writing and journaling companion for people from all walks of life, or going through different life experiences.

Put gratitude into practice in your life by enrolling in a coach program that helps you stop and smell the roses. Count the blessings in your life with Journey's Gratitude Template.

People Love Journey

Download journey today.

Take your journal wherever you go with our apps for Linux, Mac, PC, iPhone, iPad, and Android phones & tablets.

Download on desktop

If you need assistance with Journey, please contact us at our Help Desk or Forum .

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar

Riyah Speaks

Helping you to be happy & healthy

Journey App Review: My Favorite On-The-Go Journaling App

September 8, 2022 · In: Journal Prompts

Disclosure : I was given a membership to the Journey app Coaching Program for an honest review. I only work with companies and brands that align with my identity and the blog. All opinions remain my own. For more information, please refer to my  disclosure policy .

Looking for a new journaling program? Read the review for information on how the self-care journaling app, Journey has helped me to love myself on-the-go!

Let’s talk about journaling because it’s my favorite self-care practice. I know I’ve said this one too many times. However, journaling is one of the best wellness tools for personal growth. 

I love to journal because it helps me to process and heal emotional trauma. I’ve also used journaling to help me discover and learn new things about myself, such as passions, desires, and emotional triggers. 

Whenever I journal with pen and paper, I feel instantly relaxed. It helps me to sort through the jungle of feelings that are intertwined together and sort out the source of the emotional madness. 

There are so many reasons to start journaling, which is why I was so excited to do this collaboration with Journey. 

Table of Contents

About Journey

Journey  is an award-winning self-care journaling app that allows users to create happier and healthier mindsets through various guided journal prompts by life coaches in the health and wellness industry.

This app is dedicated to self-care, emotional healing, personal growth, and building positive mindsets. Their goal is to be a sanctuary for the mind and soul of every app user. One of the critical features of this app is the Journey Coach Program. 

Journey Coach provides daily journal prompts to users, from building a positive mindset to self-care to mindfulness and intentional living. Users can select a program they are interested in and jot down their responses to these prompts.

If you’re like me: someone who loves being intentional and in tune with their inner selves, then you’ll love using the Journey app. 

Staying Mindful On-The-Go

One of my favorite features of the Journey Coach Program is its cross-platform functionality. Users can conveniently use Journey on almost all platforms, including macOS, iOS, Android, Windows, Linux, and the web. This cross-platform compatibility is possible thanks to Google Drive sync, which enables you to back up your new journal entries from this point forward.

I signed up for several coaching programs such as personal development, my feelings matter, intentional living, and practicing self-gratitude . With all these coaching programs, I can start replying to the journal prompt on my iPhone and finish it later on my MacBook while I’m at work. 

I love being able to reflect on my emotions and overall well-being at any time or place. One of my smaller health goals was to be more in tune with my emotional side and to practice being more mindful of my mental health. In the Journey App, users can free-write and jot down notes related to:

• The type of activity they’re completing at that moment
• How they feel right now
• Share their location
• Upload photos of things that made them feel happy
• Create tags for entries

I use Journey to upload pictures and jot down daily notes about things that made me happy. Then, I use those notes and photos to create an in-person entry in my diary at the end of the night. In addition, each journal prompt takes a few seconds to do so that I can schedule self-care into my already busy day.

I struggle with staying mindful outside of my home, especially when I’m at work. The Journey app gives me the tools and time needed to ensure that I’m prioritizing my well-being at all times. It’s also helped me to stay  clutter-free and live a more minimalist lifestyle . For example, instead of buying thousands of journals for mental health, productivity, self-care, and personal growth, I now use all the features within the app to record everything at once. 

How To Journal For Self-Care

Self-care is essential for success, personal growth, and overall well-being. Without it, you risk feeling sick, emotionally drained, and unable to focus on tasks. With the Journey app, you can set a reminder in the app. This reminder will pop up on your screen to let you know it’s time to do some journaling. 

When  journaling for mental health and self-care , consistency is essential. Consistency helps you to build positive habits and teaches your brain to associate that behavior with specific times.

It also helps to have a strong reason for wanting to start journaling, especially on an app such as Journey. Some of the most common reasons why people start journaling are to 

• Improve mental health
• Track personal development goals
• Manage everyday emotions 
• Build healthy coping mechanisms

My strong reason for journaling was to improve my mental health and build healthy coping mechanisms. If that is your goal, too, I recommend adding the self-care journal app Journey into your schedule when you’re on the go. 

Does this app appeal to you? Let me know in the comments.

you’ll also love

Join the List

Stay up to date & receive the latest posts in your inbox.

Reader Interactions

September 8, 2022 at 2:31 pm

There are a lot of self-care and wellbeing apps at the moment, all with there positives and negatives. You said you got a paid membership for this review, but does the app have a free version? Are the coughing programmes just journal prompts? What were the downsides of the app?

September 27, 2022 at 11:01 am

Yes there is a free version, the couching programs are just journaling prompts. I didn’t really see much of a downside.

September 8, 2022 at 3:25 pm

This app seems to be really great! It’s so nice to learn more about it. Journaling can help us navigate through emotions and thoughts that sometimes we are not fully aware of. Thank you for sharing your experience and opinion about this app. I will have a look at it too!

September 27, 2022 at 11:00 am

Thanks for reading! I definitely recommend giving this app a try, even if it turns out to not be for you.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed .

5 Ways To Freshen Your Fall Self-Care Routine

Follow along.

@riyahspeaks

riyahspeaks

🧘🏽‍♀️ Teaching you how to live a happier and healthier lifestyle Mental Health • Wellness • Personal Growth 👇🏽Grab freebies, shop, and read the blog👇🏽

Copyright © 2024 · Theme by 17th Avenue

You have exceeded your limit for simultaneous device logins.

Your current subscription allows you to be actively logged in on up to three (3) devices simultaneously. click on continue below to log out of other sessions and log in on this device..

Disinvited: Amid Censorship, Schools Abruptly Cancel Author Visits

Lisa Fipps on the Stories Bouncing Around in Her Head

Take Five: 2024 Middle Grade Books by Minnesota Authors

Notes on August 2024

Guest Post: Mildred L. Batchelder and the International Youth Library: Part I – Who Was Batchelder? by David Jacobson

A.S. King on Validating Teen Trauma

6 board books and picture books to celebrate mid-autumn festival, craig kofi farmer on the ancestry and media that shaped his ghanaian fantasy debut, everylibrary announces banned books week online literary festival, diy to the rescue: 10 librarian-tested passive programs.

Break-Ups and Make-Ups: 14 books that tackle tween friendships | Great Books

B.B. Alston is "Incredibly Grateful" to Librarians

17 Titles to Help Little Ones Return to School | Back-to-School Roundup

The Reading Culture Podcast Presents Children’s Book Creators as They’ve Never Been Heard Before

ReadBright Helps Students Learn to Love Reading

What’s New in Back-to-School

EXPLORE SLJ

• Editors' Picks
• Classroom & Curricula
• Graphic Novels
• Most Popular

2024 Stars So Far

9 AI Tools for Back to School

​​​​​​​SLJ Launches “Pearl’s & Ruby’s,” a New Blog by Edith Campbell

How to Encourage Voting Through Story Time | First Steps

Spend It if You Can | SLJ 2024 Budget Survey

--> Marlaina Cockcroft , Apr 04, 2024 SLJ Staff , Apr 04, 2024 SLJ Staff , Apr 03, 2024 Marlaina Cockcroft , Jan 04, 2024 Kathy Ishizuka , Sep 30, 2023 Marlaina Cockcroft , Oct 03, 2023 SLJ staff , Jan 19, 2022 Shelley Diaz , May 10, 2022 Marlaina Cockcroft , Feb 21, 2023 Kara Yorio , Sep 08, 2022