Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice
Journal of Social Work Practice, cilt.34, sa.1, ss.53-65, 2020 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 34 Sayı: 1
- Basım Tarihi: 2020
- Doi Numarası: 10.1080/02650533.2019.1611550
- Dergi Adı: Journal of Social Work Practice
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, International Bibliography of Social Sciences, Child Development & Adolescent Studies, CINAHL, Educational research abstracts (ERA), Psycinfo, Public Affairs Index, Social services abstracts, Sociological abstracts, Violence & Abuse Abstracts
- Sayfa Sayıları: ss.53-65
- Anahtar Kelimeler: Attachment theory, educational neglect, interpretive phenomenological analysis (IPA), psychosocial models, teachers & emotional wellbeing of children
- Maltepe Üniversitesi Adresli: Evet
Özet
This 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.