Interventions promoting psychosocial adjustment of vulnerable students and positive school climate

 

Submission type

Symposium

Scheduled

Room 120, 12-07-2019, 14:00 - 15:30

Keywords

Vulnerable children, prevention and intervention programs, well-being, school climate

Summary of Symposium

The symposium will include presentations regarding the development, implementation and evaluation of intervention programs and the protective role of relationships and positive school climate in students’ well-being. The conceptual framework and implementation of SEL programs and interventions after a natural disaster and evaluation data focusing on psychosocial needs of vulnerable group of students will be presented. The protective role of school climate and the importance of interventions for promoting students’ well-being based on a multicultural perspective are discussed.

Auteurs

Changes in perceived school climate and evaluations of students’ social emotional competencies through the implementation of SEL program in Latvia

Vilcina, S (Sabine)¹, Martinsone, B (Baiba)^1
1Faculty of Education, Psychology and Arts, University of Latvia, Imantas 7. linija 1, LV-1083, Riga, Latvia

 

Abstract ID

54-4

Submission type

Oral only

Keywords

effectiveness of SEL programs, school climate, social emotional competencies, supervision

Summary

This research investigated the effectiveness of Latvian Social emotional learning (SEL) program. In the first year of implementation, all participating class teachers from 1st to 6th grade received SEL lesson materials and an introduction lecture about implementation of SEL as a school-wide program. The research group consisted of 285 teachers and 1306 students of seven experimental schools and 792 teachers and 2472 students of control schools. A significant increase in perceived connectedness in teachers’ group and improved school safety in students’ group was found. In the second year of implementation, the experimental group randomly was divided in two parts. Three schools were provided with regular monthly supervisions. Four schools continued their previously established SEL practice and served as control schools. The goals of this longitudinal study were to answer the questions 1) whether there is a difference in perceived school climate by teachers and students compared to control school teachers and students, 2) whether there is a difference between evaluations of 3rd to 6th grade students’ social emotional competencies in three schools, where regular supervisions with teachers were provided in comparison to those four schools without additional support to implementation of SEL.  

Auteurs

Interpersonal relationship aspects as risk and protective factors: a qualitative study in a clinical sample of Latvian adolescents with depression

Elsina, I (Inese)
Faculty of Education, Psychology and Arts, University of Latvia, Imantas 7. linija 1, LV-1083, Riga, Latvia

 

Abstract ID

54-3

Submission type

Oral only

Keywords

adolescence, relationships, risk and protective factors, adolescents’ depression

Summary

This qualitative study explores the role of different aspects of relationships in the development of adolescents' depression. Having and building good interpersonal relationships during the adolescence is crucial for the mental health and emotional wellbeing. Several previous findings revealed the dual role of interpersonal relationships – as a stressor and contributor to different mental disorders, and also as a source of social support and protective factor of mental health. Previous studies reveal the value of qualitative approach of exploring adolescents' self-perceived experiences. The objectives of this study were: 1) to explore how adolescents with diagnosed depression experience and explain their social relationships with peers, parents, romantic partners, teachers and significant others; 2) to analyse which relationship aspects can be considered as eventual risk and as protective factors in the context of development of adolescent's depression. An individual semi-structured interview (Children's Depression Rating Scale Revised; CDRS-R, Poznaski &Mokros,1996) was applied in this study. The research group consisted of 30 Latvian speaking adolescents, aged 12 - 17, with diagnosis of depression. results are expected to have both scientific and practical value, as well as relevance for development of preventive interventions targeted at children and adolescents' wellbeing and mental health.

Auteurs

In-service training for providing school psychological services after natural disasters:The application of a multilevel training, consultation and supervision approach

Lampropoulou, A (Aikaterini)¹, Georgouleas, G (Georgios)¹, Hatzichristou, C (Chryse (Sissy))¹, ,
¹Department of Psychology National and Kapodistrian University of Athens, Panepistimiopolis, 157 03, Ilissia, Athens, Greece

 

Abstract ID

54-2

Submission type

Oral only

Keywords

provision of school psychological services after natural disasters, group-consultation, training and supervision of school psychologists

Summary

In this presentation a multilevel training, consultation and supervision approach that was developed for supporting the psychologists that were placed in schools after the experience of a fire will be described. In particular, the stages, the context, the goal and the structure of the process within a combined training, consultation and supervision framework will be presented. Furthermore, the assessment procedures applied in order to assess and monitor the various dimensions of the described approach will be analyzed. Critical aspects of group consultation and supervision will be discussed as related to professional competence and parameters of the role of school psychologists.

Auteurs

Connecting University and school communities: A model for provision of school psychology services after natural disasters

Hatzichristou, C. (Chryse (Sissy))¹, , , ,
¹Department of Psychology, National and Kapodistrian University of Athens, Panepistimiopolis, 157 03, Ilissia, Athens, Greece

 

Abstract ID

54-1

Submission type

Oral only

Keywords

support of vulnerable children, trauma-informed practices, intervention-training programs after natural disaster, promoting resilience/well-being in schools

Summary

During recent years there is an increasing interest on school based trauma informed practices focusing on supporting vulnerable children in school communities. A multidimensional approach for linking University and school communities for the provision of school psychological services responding to the psychological needs of students who recover after natural disasters is described. In particular, the conceptual framework of the model that was developed by the Laboratory of School Psychology, National and Kapodistrian University of Athens, aiming at supporting vulnerable groups in the school community (i.e. refugees, immigrant, crisis intervention, natural disasters) is briefly presented. Furthermore, the interventions that were developed after a fire in the Eastern Attica region will be described, including in-service training, consultation and supervision of the psychologists in the affected schools, development and implementation of an intervention program for enhancing resilience entitled “Mazi+1 (Together + 1)”, cooperation with authorities, school administrators, members of the school communities and development of educational material. The importance of trauma informed practices as related to the protective role of schools after crisis, promoting resilience and well-being of all members of the school community is discussed.

Auteurs