Promoting Psychological Resilience: Preschool Teachers' Perspectives

Nikolaou, Eleni; Papavasileiou, Vasileios; Andreadakis, Nikos; Xanthis, Agapitos; Xanthacou, Yota; Kaila, Maria

doi:10.18769/ijasos.876393

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…The literature on positive studies points to similar sub-titles as those revealed in the current study (Hatzichristou et al, 2021; Nikolaou et al, 2021). At this point, the suggestions that the teachers should not be limited to the theoretical process, supported through examples, and that the weekly group meetings should continue during the activity designing and implementation stages following the education delivery, stand out as the ones that should be underlined.…”

Section: Discussionsupporting

confidence: 83%

“…Given that early childhood is a period where habits and experiences take shape, the importance of education for children in the pre-school period becomes clear. Nikolaou et al (2021) emphasize the importance of supporting resilience and well-being during the preschool period, highlighting the significance of practices in preschool education environments. The study touches on developing programs to support resilience and well-being in school environments and accordingly includes relevant views of preschool teachers.…”

Section: Importance Of Positive Thinking Education In Preschoolmentioning

confidence: 99%

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Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

SAGE Open

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This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

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Section: Discussionsupporting

confidence: 83%

Section: Importance Of Positive Thinking Education In Preschoolmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

SAGE Open

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“…understanding the dynamics of coping and recuperating from challenge in teachers, building on knowledge gained through positive psychology and our understanding of resilience in education (e.g., Nikolaou et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“What does not kill me makes me stronger”: Perceived negative and positive consequences of teachers' exposure to violence directed at them

Ben-Hayun

Zysberg

2023

Psychology in the Schools

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Teachers' exposure to aggression and violence at work has long been associated with numerous negative outcomes. Based on recent models rooted in positive psychology we wished to explore the possibility of positive outcomes alongside the negative ones, as a result of exposure to violence among school teachers. A sample of 20 school teachers working in Central and northern Israel were interviewed regarding their experiences with violence at work. Thematic analysis suggests that alongside the known negative implications and experiences teachers also reported growth, professional validation and other positive experiences. The results are discussed and a possible emergent model of emotional responses to violent events is presented.

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“…Furthermore, they are also encouraged to ask children to share their ideas with them, to provide children with time for play and leisure activities and take care of their social and emotional needs. In addition, it is documented that collaboration between family and school plays a vital role in promoting children's learning and psychosocial adaptation (Stamatis & Nikolaou, 2020;Nikolaou et al, 2021).…”

Section: Recommendations For Parents To Support Children In Online Ed...mentioning

confidence: 99%

The Role of Family Environment in Distance Learning

Nikolaou

2022

EJES

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This paper aims to discuss the role of family environment in distance learning. It presents the research conducted regarding parents’ views on distance learning, the way they experience it, the obstacles and the assets that are associated with distance learning. School-family collaborative relations are regarded crucial in enhancing students’ learning experience. Parents can contribute to their children’s learning by cultivating a positive relationship with their children, providing advice and guidance, organizing time, recording, and encouraging participation (motivation), teaching with the aim of supporting children. Parents can also supervise the completion of tasks and seek help when needed, time management, identifying students' needs, communication, and access to useful resources. It is important that parents understand the essential role that children play online. Parents need to be trained to organize their children's time, motivate students, and provide them with learning support when needed and make sure their child is learning. Finally, recommendations are presented about supporting students’ online learning by their parents. Article visualizations:<img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" />

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Promoting Psychological Resilience: Preschool Teachers' Perspectives

Cited by 6 publications

References 7 publications

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

“What does not kill me makes me stronger”: Perceived negative and positive consequences of teachers' exposure to violence directed at them

The Role of Family Environment in Distance Learning

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