Show simple item record

dc.contributor.authorWarfa, Nasir
dc.contributor.authorBademci, Özden
dc.contributor.authorKarasar, Şahin
dc.contributor.authorWhite, Robert
dc.date.accessioned2022-11-21T12:08:43Z
dc.date.available2022-11-21T12:08:43Z
dc.date.issued2022-10-08
dc.date.submitted2021-10-23
dc.identifierpubmed: 36209200
dc.identifierdoi: 10.1186/s40359-022-00938-x
dc.identifierpii: 10.1186/s40359-022-00938-x
dc.identifierpmc: PMC9548156
dc.identifier.citationBMC psychology, volume 10, issue 1, page 232, article-number 10.1186/s40359-022-00938-x
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/12648
dc.descriptionFrom PubMed via Jisc Publications Router
dc.descriptionHistory: received 2021-10-23, accepted 2022-09-27
dc.descriptionPublication status: epublish
dc.description.abstractChildren 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. [Abstract copyright: © 2022. The Author(s).]
dc.languageeng
dc.sourceeissn: 2050-7283
dc.subjectAttachment Theory
dc.subjectPsychosocial Models
dc.subjectTurkey
dc.subjectIstanbul School Children
dc.subjectMathematics
dc.subjectLife Change Events
dc.subjectHumans
dc.subjectSchools
dc.subjectEmotions
dc.titleAttachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey.
dc.typearticle
dcterms.dateAccepted2022-09-27
dc.date.updated2022-10-22T01:02:23Z


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record