Teachers and children’s loneliness: A review of the literature and educational implications

Galanaki, Evangelia; Vassilopoulou, Helen D.

doi:10.1007/bf03173466

Cited by 55 publications

(47 citation statements)

References 104 publications

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“…Emotional loneliness is a very painful form of isolation. Emotional loneliness is indicated by the weak intimacy of relationships due to the lack of close emotional bonding of someone close to and associated with a sense of emptiness and anxiety (Gierveld, 2006;Galanaki & Vassilopoulou, 2007). Social loneliness leads to a mixture of rejected or unacceptable circumstances, along with the presence of boredom (Perlman & Peplau, 1981).…”

Section: Form Of Lonelinessmentioning

confidence: 99%

“…Social loneliness leads to a mixture of rejected or unacceptable circumstances, along with the presence of boredom (Perlman & Peplau, 1981). Social loneliness begins in the absence of a network of relationships and is associated with a sense of not belonging, life without purpose, marginalization and boredom (Russell, Cutrona, Rose, & Yurko, 1984;Galanaki & Vassilopoulou, 2007).…”

Section: Form Of Lonelinessmentioning

confidence: 99%

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Loneliness in School: School Counsellor’s Perspective About What, Why and How

Kemala¹

2017

IJAEDU- International E-Journal of Advances in Education

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Loneliness is a mental state that is destructive, a stressful experience, painful and unpleasant. Loneliness happens when someone doesn't feel the intimate relationship both quantitatively as well as qualitatively. Loneliness is divided into two, emotional loneliness and social loneliness. In General, changes in physical, psychological and cognitive in teenagers sparked various circumstances that contribute to loneliness. Studies have shown the negative effects of loneliness such as physical health problems, lack of psychological well-being, social problems and even trigger teenagers to commit suicide. The school counsellor should be alert to the symptoms of loneliness at school. In accordance with its functions, school counsellor has a strategic position to detect up to cope with the case of the lonely. The qualitative descriptive study was designed to describe the counsellor's perspective on issues of loneliness at school. This research used questionnaires that contained open-ended questions with answer forms exploratory. The respondent was the school counsellor in secondary school who come from 12 regencies and cities of five provinces in Indonesia. Result: most of the school counsellor have not paid special attention to recognizing lonely students, not knowing their symptoms and effects, and have not learned yet how to cope. This is indicated by the limited response given by the counsellor. There was no specific program to overcome loneliness in their schools. This study provides direction to those field practitioners, academics, and policymakers to take steps aimed at increasing the knowledge and skills of school counsellors in dealing with cases of loneliness. Advanced research on various topics needed to enrich the study of loneliness in Indonesia.

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Section: Form Of Lonelinessmentioning

confidence: 99%

Section: Form Of Lonelinessmentioning

confidence: 99%

Loneliness in School: School Counsellor’s Perspective About What, Why and How

Kemala¹

2017

IJAEDU- International E-Journal of Advances in Education

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“…Associada a essa questão do sentimento de pertencimento, a solidão é vivenciada pela criança quando o relacionamento com o professor é marcado pela dependência do estudante em relação ao educador e por interações conflituosas entre ambos (Birch & Ladd, 1997;Galanaki & Vassilopoulou, 2007;Murray & Murray, 2004). Ademais, a baixa preferência do aluno pelos seus colegas, a partir da mediação da relação com o professor exposta no tópico anterior, pode aumentar o nível de solidão da criança (DeRosier, Kupersmidt, & Patterson, 1994;Ladd, Birch & Buhs, 1999;Mercer & DeRosier, 2008).…”

Section: Ajustamento Emocionalunclassified

“…O relacionamento professor-aluno com menos prestação de cuidados, menos apoio e conflitos mais intensos e frequentes compromete o ajustamento escolar do aluno, aumentando as chances de repetência, de desistência da escola e de apresentação de atitudes escolares negativas, menor engajamento e menor cooperação em sala de aula, além de dificultarem o processo de aprendizagem de crianças com dificuldades (Baker, 2006;Birch & Ladd, 1997;Galanaki & Vassilopoulou, 2007;Murray, Murray, & Waas, 2008;Ribeiro, 2010). Estudos apontam que os alunos apresentam um desempenho significativamente menor nas matérias em que os professores os veem como sendo destrutivos, desatentos e que raramente terminam as tarefas, quando comparado a outras matérias (Dee, 2005), sendo que crianças com um relacionamento professor-aluno marcado pelo conflito e pela dependência recebem notas mais baixas que os demais alunos (DiLalla, Marcus, & Wright-Phillips, 2004).…”

Section: Ajustamento Acadêmicounclassified

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Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Loneliness

Maes¹,

Vanhalst²,

Qualter³

2020

The Encyclopedia of Child and Adolescent Development

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Many children report feeling lonely sometimes or often. For most of those children, loneliness is a temporary experience, serving an adaptive function by motivating them to reconnect to others. Some children, however, feel lonely across long periods of time. Such prolonged loneliness has been found to be associated with academic difficulties and poorer psychological and physical health. This entry discusses the concept of loneliness in childhood, highlighting its emotional, cognitive, and genetic components. In addition, the entry considers how the family and peer environments contribute to children's feelings of loneliness. Interventions are proposed that focus on (1) helping those children who have moved from temporary to prolonged feelings of loneliness and (2) ensuring that children who report temporary loneliness do not move to prolonged loneliness. Such interventions include social skills training, providing social opportunities for youth, CBT and attention‐retraining programs, and addressing the stigmatization of loneliness among youth.

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Teachers and children’s loneliness: A review of the literature and educational implications

Cited by 55 publications

References 104 publications

Loneliness in School: School Counsellor’s Perspective About What, Why and How

Loneliness in School: School Counsellor’s Perspective About What, Why and How

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Loneliness

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