Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey
Abstract 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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-10-01
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| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-022-00938-x |
| _version_ | 1811194782079254528 |
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| author | Nasir Warfa Özden Bademci Şahin Karasar Robert White |
| author_facet | Nasir Warfa Özden Bademci Şahin Karasar Robert White |
| author_sort | Nasir Warfa |
| collection | DOAJ |
| description | Abstract 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 effects 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 significant improvements in behavioural changes while no improvements were observed for another group. Although further research is required to generalize beyond the reference group, the findings 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. |
| first_indexed | 2024-04-12T00:32:19Z |
| format | Article |
| id | doaj.art-a91f9d1406b24a35b099f73a4a3bfaee |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-04-12T00:32:19Z |
| publishDate | 2022-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-a91f9d1406b24a35b099f73a4a3bfaee2022-12-22T03:55:17ZengBMCBMC Psychology2050-72832022-10-0110111110.1186/s40359-022-00938-xAttachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, TurkeyNasir Warfa0Özden Bademci1Şahin Karasar2Robert White3Maltepe University Research and Application Centre for Street Children, Maltepe UniversityMaltepe University Research and Application Centre for Street Children, Maltepe UniversityMaltepe University Research and Application Centre for Street Children, Maltepe UniversityDivision of Psychology, Sociology, and Education, School Effectiveness and Improvement, Queen Margaret UniversityAbstract 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 effects 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 significant improvements in behavioural changes while no improvements were observed for another group. Although further research is required to generalize beyond the reference group, the findings 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.https://doi.org/10.1186/s40359-022-00938-xAttachment TheoryPsychosocial ModelsIstanbul School Children |
| spellingShingle | Nasir Warfa Özden Bademci Şahin Karasar Robert White Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey BMC Psychology Attachment Theory Psychosocial Models Istanbul School Children |
| title | Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey |
| title_full | Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey |
| title_fullStr | Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey |
| title_full_unstemmed | Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey |
| title_short | Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey |
| title_sort | attachment based psychosocial programme for under privileged school children with adverse life experiences in istanbul turkey |
| topic | Attachment Theory Psychosocial Models Istanbul School Children |
| url | https://doi.org/10.1186/s40359-022-00938-x |
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