Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory &amp; practice

Bademci, H. Özden; Warfa, Nasir; Bagdatli-Vural, Narin; Karadayı, E. Figen; Yurt, Seher; Karasar, Şahin

doi:10.1080/02650533.2019.1611550

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…Street children were one of the most significant challenges in most of Europe, for example, in Turkey, particularly in Istanbul. The growing number of street children has caused a variety of issues, particularly in major cities such as Ankara and Diyarbakir (Aytac, 2021;Bademci et al, 2020;Maksudyan, 2022). According to the Turkish Statistics Institute (TSI), 625,000 teenagers were in danger on Istanbul's streets.…”

Section: Context Of Street Children In Turkey (Europe)mentioning

confidence: 99%

Experience of the Sexually Abused Street Children. A Case of One of the Cities in Tanzania

Ally¹,

Paul²

2022

JSS

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This study is about the experiences of the sexually abused street children in one of the cities in Tanzania. The study makes use of the data from 34 respondents. A questionnaire, in-depth interviews and focus group discussions were used to collect data. The findings show that the sexually abused street children have experienced all types of sexual encounters, with rape and sodomy being the common type of sexual abuse. The maximum number of times an individual child has been sexually abused is 9 times and a minimum is at least once, but many were sexually violated multiple times. Contracting infectious diseases and pains and swelling of the genital are the most prevalent effects. In terms of Perceptions on the sexually abused street children, while the social welfare officers and the nurses are neutral, the police are negative. While the services offered at the police gender desk are somehow satisfactory, the post violence services are not user-friendly, and the community virtually offers no support. When the sexually abused street children presented themselves where they were supposed to get some support, generally they did not receive any sort of help.

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Section: Context Of Street Children In Turkey (Europe)mentioning

confidence: 99%

Experience of the Sexually Abused Street Children. A Case of One of the Cities in Tanzania

Ally¹,

Paul²

2022

JSS

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“…Community members with worries about high level of absenteeism, bullying and disruptive behavioural problems among the school children approached academic colleagues for support. Following several meetings held with the school’s management, parents and local education municipality, we set up an innovative programme where university psychology student-mentors were supervised to provide weekly psychosocial support to the primary school children (Also see [ 3 ]).…”

Section: Methods and Methodologymentioning

confidence: 99%

“…We focused on year-one pupils partly because we had limited capacity and limited resources to implement the psychosocial programme across the school. After a thorough consultation and meetings with core stakeholders, we selected the year-one group for the intervention since they were identified as the group that were most likely to benefit from the intervention [ 3 ]. As well as receiving supervision three times a week during the entire duration of the programme the psychology students were getting onsite programme supervision and ongoing monitoring.…”

Section: Methods and Methodologymentioning

confidence: 99%

“…If the child receives limited protection and love during the early developmental stages, the style of bonding and attachment becomes ambivalent and disorganized. In other words, caregiver’s ‘maintenance’ of emotional availability, emotional sensitivity, relational bonding and empathic resonance from early years protects the psychological and emotional wellbeing of later adult life [ 3 ]. These are the core elements of a secure attachment system.…”

Section: Introductionmentioning

confidence: 99%

“…An insecure attachment behaviour that is destructive to mental health and the ability of the child to respond to difficult psychological experiences throughout life. While secure attachment-bonding is established as a protective factor for long-term psychological well-being, inconsistent attachment styles are linked to low self-esteem, bad temperament, child developmental problems, relationship problems, adjustment difficulties, poor educational attainment and poor quality of adult life [ 3 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

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Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey

et al. 2022

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Children experiencing educational neglect are likely to experience the harm associated with adverse life experiences and a range of emotional and psychological challenges. Using attachment theory and psychosocial frameworks, we devised and implemented an intervention designed to ameliorate the deleterious effects of challenging behaviours in an elementary school situated in a deprived neighbourhood of Istanbul, Turkey. For a period of eight months, 160 pupils received a psychosocial intervention once a week. Children’s patterns of behaviour, emotions, movements, interactivity, socialisation and interpersonal communications were observed during this period. Core activities of the intervention included library visits, reading, writing and listening games, maths games, drawing, animal animation, leaf making, ball games, parachuting games, colouring, hula-hoop and driver-car role plays. At the end of the intervention, one group of children made significant improvements in behavioural changes while no improvements were observed for another group. Although further research is required to generalize beyond the reference group, the findings suggest that a robust collaboration between inter-agency community partnership and universities can play a crucial role in responding to the needs of marginalized children with psychological and emotional problems.

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University-Community Collaboration for Sustainable Education During Covid-19 School-Based Community Work

Kaya

Bademci

BAĞDATLI

et al. 2023

Anadolu Journal of Educational Sciences International

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SOYAÇ Modeli, sosyal adaletin ve eşitliğin sağlanması, eğitime erişim fırsatlarının yaratılması, ayrımcılık ve sosyal dışlanmanın önlenmesi gibi sürdürülebilir gelişim ve eğitimin vazgeçilmez ilkelerini temel almaktadır. Okul terk oranının yüksek ve Roman çocukların çoğunlukta olduğu okullarda okul terkinin önlenmesi, çocukların eğitim hakkının korunması ve aileleri ile birlikte tüm okul yaklaşımıyla desteklenmeleri için SOYAÇ tarafından travma bilgisine dayalı okul temelli toplum çalışmaları gerçekleştirilmektedir. Bu araştırmanın konusu, İstanbul’da dezavantajlı bölgede bulunan bir ortaokulda 2019-2021 yılları arasında ilçe kaymakamlığı işbirliğiyle önce yüz yüze başlayıp Mart 2020’de Covid-19 küresel salgını nedeniyle çevrimiçi olarak sürdürülen SOYAÇ çalışmalarının çevrimiçi sürecinin öğretmenler tarafından değerlendirilmesidir. Covid-19 salgın döneminde uzaktan eğitimde öğretmenlerin ve öğrencilerin yaşadıkları güçlükler, öğrencilerin eğitimden kopma riskleri ve kurumlararası koordinasyon eksiklikleri bu araştırmanın temel problemlerini oluşturmaktadır. Bu araştırmada Covid-19 salgınında dezavantajlı çocukların olduğu bir okulda sürdürülebilir eğitim için uygulanan SOYAÇ Modeli çalışmalarına katılan öğretmenlerin bu süreçteki deneyimlerinin ve bakış açılarının anlaşılması amaçlanmıştır. Nitel araştırma modeline göre yapılan bu araştırmanın deseni, fenomenolojik yaklaşıma dayanmaktadır. Araştırmanın katılımcıları uygulamalı çalışmalara katılan 9 sınıf öğretmenidir. Araştırmanın verileri odak grup görüşmesi ile toplanmıştır. Araştırmada elde edilen bulgular sonucunda SOYAÇ Modeli ile deneyimlenen travma bilgisine dayalı eğitim uygulamalarıyla öğretmenlerin kişisel, mesleki ve kişiler arası ilişkilerde kazanımlar elde ettikleri görülmüştür. Proje süresince farklı disiplinlerden gönüllü insanlarla bir ekip halinde çalışan öğretmenlerin kendilerini güvenli ve destekleyici ilişkiler içinde görmelerinin iyi oluşlarını olumlu yönde etkilediği ve öğrencileriyle ilişkilerinde daha kapsayıcı olabildikleri sonucuna ulaşılmıştır. Bununla birlikte öğretmenlerin ve çocukların ders dışında üniversite öğrencileriyle bir araya geldikleri etkinliklerin hem öğretmen öğrenci ilişkilerini güçlendirdiği hem de öğrencileri ve öğretmenleri de bireysel düzeyde destekleyici olduğu ifade edilmiştir. Ekolojik sistem anlayışına, uluslararası, kurumlararası, disiplinlerarası işbirliği ve mevcut kurumlardaki insan gücüne dayanan, fon desteği almadan yürütülen SOYAÇ çalışmaları okul terkinin önlenmesinde sürdürülebilir eğitim ve gelişim hedefleri için uygun bir model olarak önerilmektedir.

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Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice

Cited by 5 publications

References 9 publications

Experience of the Sexually Abused Street Children. A Case of One of the Cities in Tanzania

Experience of the Sexually Abused Street Children. A Case of One of the Cities in Tanzania

Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey

University-Community Collaboration for Sustainable Education During Covid-19 School-Based Community Work

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