Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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 efects 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 signifcant improvements in behavioural changes while no improvements were observed for another group. Although further research is required to generalize beyond the reference group, the fndings 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.
Açıklama
Anahtar Kelimeler
Attachment Theory, Psychosocial Models, Istanbul School Children
Kaynak
BMC Psychology
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
10
Sayı
Künye
Warfa, N., Bademci, Ö., Karasar, Ş. ve White, R. (2022). Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey. BMC Psychology, Springer. 10, s. 1-11.
