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

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dc.authorid0000-0002-6116-1786en_US
dc.authorid0000-0003-3431-7412en_US
dc.authorid0000-0001-9530-3749en_US
dc.authorid0000-0001-9972-3273en_US
dc.authorid0000-0001-5381-5383en_US
dc.contributor.authorBademci, H. Ozden
dc.contributor.authorWarfa, Nasir
dc.contributor.authorBagdatli-Vural, Narin
dc.contributor.authorKaradayi, E. Figen
dc.contributor.authorYurt, Seher
dc.contributor.authorKarasar, Sahin
dc.date.accessioned2024-07-12T21:51:32Z
dc.date.available2024-07-12T21:51:32Z
dc.departmentMaltepe Üniversitesien_US
dc.description.abstractThis paper explores the role positive attachment relationship plays in improving children's social and emotional development. In doing so, we are using the Attachment Theory as our principle theoretical framework. We carried out qualitative interviews with 18 teachers and school staff working in a primary school setting located in a deprived neighbourhood of Istanbul, Turkey. Significant number of children attending this school had experienced social and emotional problems. We devised an innovative psychosocial programme where 40 university student mentors and their professors provided weekly psychosocial support to 160 year-one and year-two primary schoolchildren over a period of 8 months. The objective was to create a secure proximity zone from which the university students acted the older and more knowledgeable secondary caregivers to the schoolchildren. This paper evaluates the teachers' perceptions of the effectiveness of the attachment-informed psychosocial programme on children's social and emotional wellbeing.en_US
dc.description.sponsorshipMaltepe Universityen_US
dc.description.sponsorshipThe attachment-based psychosocial programme we implemented would not have been possible without the support it received from the Maltepe University and the local municipality where the school is located. We would like to thank the psychology students, teachers, headmaster, school management and school support staff for the pivotal roles they played during the formation and delivery of the psychosocial programme.en_US
dc.identifier.doi10.1080/02650533.2019.1611550
dc.identifier.issn0265-0533
dc.identifier.issn1465-3885
dc.identifier.scopus2-s2.0-85065479730en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://dx.doi.org/10.1080/02650533.2019.1611550
dc.identifier.urihttps://hdl.handle.net/20.500.12415/8269
dc.identifier.wosWOS:000469650000001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.ispartofJOURNAL OF SOCIAL WORK PRACTICEen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY02042
dc.subjectAttachment theoryen_US
dc.subjectpsychosocial modelsen_US
dc.subjecteducational neglecten_US
dc.subjectinterpretive phenomenological analysis (IPA)en_US
dc.subjectteachers & emotional wellbeing of childrenen_US
dc.titleTeachers' perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practiceen_US
dc.typeArticle
dspace.entity.typePublication

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