Attachment based eco-systematic approach in school: trauma informed practice
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
EMPAQT
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Schools must provide inclusive services to all pupils. Adverse childhood experiences is associated with low academic achievement and school dropout. Children require a healthy attachment system from their parents and carers. Traumatised children with disruptive behaviour often face considerable periods of suspension and are more likely to drop out from school. Our intervention aims to making substantial contribution to the social-emotional learning of children who are at risk of school leaving. We provide an attachment based psychosocial support under the supervision of professors, university students (psychology, social work and nursing students) in collaboration with teachers and school management. Children’s poor attendance, emotional distress, peer relationship problems and communication problems are addressed by developing a trusting relationship in which the child feel powerful and in control. Children who are at risk of early school dropout benefit from the attachment based psychosocial support programme provided by the university students. We argue that school children with experiences of violence, bullying and difficult life events would benefit from similar psychosocial support programmes provided by the universities .
Açıklama
Anahtar Kelimeler
Kaynak
Policies and Practices for The Preventıon of Early School Leaving
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Bademci, H. Ö. (2018). Attachment based eco-systematic approach in school: trauma informed practice. Policies and Practices for The Preventıon of Early School Leaving. s. 30-34.
