Using bibliotherapy to promote students' adjustment to school (original) (raw)
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This paper presents an action research program (note 1) which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program, as well as its theoretical and practical aspects/components, are presented. Resilience and inclusive education are the key theoretical frameworks informing this paper. These both advocate parent-teacher-professional partnerships to promote a “holding school environment” and support children with difficulties to avoid exclusion. An action research methodology was chosen in order to set up this program with the aim of enabling teachers and parents to be more “resilient” and “inclusive” towards children with special difficulties. The evaluation of the program showed that teachers and parents viewed this model of intervention very positively and gained significant knowledge of practices related to their respective role. Keywords: family-school-professionals, children at risk/with special difficulties, resilient model, inclusive education, partnership model
Journal of Education and Learning, 2015
This paper presents an action research program (note 1) which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program, as well as its theoretical and practical aspects/components, are presented. Resilience and inclusive education are the key theoretical frameworks informing this paper. These both advocate parent-teacher-professional partnerships to promote a “holding school environment” and support children with difficulties to avoid exclusion. An action research methodology was chosen in order to set up this program with the aim of enabling teachers and parents to be more “resilient” and “inclusive” towards children with special difficulties. The evaluation of the program showed that teachers and parents viewed this model of intervention very positively and gained significant knowledge of practices related to their respective role. Keywords: family-school-professionals, children at risk/with special difficulties, resilient model, inclusive education, partnership model
Contemporary research and the ecosystemic psychological approach both underline the role of school community in promoting psychological resilience and well-being of students, especially in case of students with socio-emotional difficulties. The aim of this study is to provide a description and evaluation of school based programs for prevention or intervention in case of students with socio-emotional difficulties, as well as school based programs that promote resilience and psychosocial well-being for the general student population. Overall, effective school based programs seem to be characterized by a holistic approach of students' symptoms, interpreting them as a reaction to problematic relationships between children with difficulties and their teachers, family and school. Under this scope, interventions are collaboratively implemented by the educational staff, mental health professionals and family, and aim at the development of a supportive school climate that promotes resilience and cultivates students' sense of belonging to their school, especially in case of students with socio-emotional difficulties, to create a system of social-emotional support for students, teachers and parents in need that could form the foundation of resilient schools and classrooms. Cite
Social and Emotional Wellbeing of Children: Facilitating Role of Bibliotherapy
2019
The very concept of social and emotional wellbeing needs to be understood in the realm of resilience and the scaffolding being provided to children during adverse situations. The relevance of nurture and the benefits it reaps for children has been proven beyond doubt. The aim of the paper is to explore the active role of resilience building for providing social and emotional wellbeing through storytelling. Along with this how the nurturer can provide the scaffold during the developing years of the child’s life. Based on my research study with ADHD children and other learning disabilities I wish to critically examine and focus on the skills which play a positive role in furthering the child’s social and emotional skills. These building blocks can be incorporated in the day to day activities by the nurtures, so as to enhance a child’s skills at various crucial junctures during their developing years like relationship building, conflict resolution, facing adversity and enhancing attent...
Journal of Education and Learning, 2015
This paper presents an action research program (note 1) which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program, as well as its theoretical and practical aspects/components, are presented. Resilience and inclusive education are the key theoretical frameworks informing this paper. These both advocate parent-teacher-professional partnerships to promote a "holding school environment" and support children with difficulties to avoid exclusion. An action research methodology was chosen in order to set up this program with the aim of enabling teachers and parents to be more "resilient" and "inclusive" towards children with special difficulties. The evaluation of the program showed that teachers and parents viewed this model of intervention very positively and gained significant knowledge of practices related to their respective role.
Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.
Procedia-Social and Behavioral Sciences, 2010
Existing evidence shows an increasing number of learning, emotional, interpersonal, and behavioural problems in school-age children that affect their academic and social development. If not treated in a holistic and effective manner, these difficulties may increase the probability of more serious psychosocial and academic problems during adolescence. The purpose of this paper is to describe a school-based counseling intervention model aiming at supporting vulnerable children (children with various forms of disabilities) and families at risk based on a resilient and eco-systemic perspective. This implies a considerable and paradigmatic shift in school goals, in the role of educational staff and school psychologists as well as the establishment of a holistic and comprehensive intervention model within schools; a model which will refer to a meaningful and systemic conception of academic and mental health problems in childhood.