Article published in ETBI magazine, Autumn 2017

2019

develop the basic social and emotional skills necessary to participate in classrooms (Jennings & Greenberg, 2009). Teachers' focusing on building students' emotional and social competencies was shown to increase school attendance and reduced the likelihood of ESL (Wilson, Gottfredson, & Najaka, 2001). Different theorists conceptualise emotions as multicomponential processes (e.g. . The model of Circular Emotional Reaction -the CER model (Milivojević, 2008) describes seven steps which explain different phases in the processes of the emotion arising and forming the emotional reaction. The model has been found to be well accepted and helpful for teachers and other professionals to better understand their own emotions and thus improve their relationship with one another and with students. School professionals' familiarity with the CER model can have a positive effect on ESL as it can help improve cooperation between professionals in multi-professional teams, as well teacher-student relationships. Effective multi-professional teams and the establishment of quality relationships between students and teachers are both recognised as important protective factors against ESL.

2011

Recent OECD reports emphasise ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for ...

Multimodal Technologies and Interaction

Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with...

2020

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International Journal of Emotional Education, 2011

Recent OECD reports emphasise ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.

Psiholoska istrazivanja, 2017

Against the background of the EU2020 headline target of reducing early school leaving to 10% across Europe, this article examines the conceptual foundations of the understanding of inclusive systems for early school leaving prevention that has emerged in EU policy documents and research reports in recent years. Traditionally, inclusive education has referred to a focus on children with special educational needs. However, this conceptual review examines how inclusion is increasingly being examined in broader terms.This review seeks to critically reconstruct foundational understandings of systems and resilience in developmental and educational psychology. A systems focus on inclusion needs to address the neglect in psychology of system blockages and power imbalances. Resilience is typically framed as the capacity of the individual to navigate their way to environmental resources. This places the onus of accessibility onto the individual's efforts rather than a concern with responsive systems accessible to marginalised groups. A concern with inclusive systems goes beyond not only the well-established framework of individual resilience in developmental psychology, but also beyond its expansion into resilient systems, as these omit a focus on outreach and multidisciplinary teams in systems of care for integrated services. Common principles for a framework of inclusive systems include children's voices, equality and non-discrimination, parental involvement that is integrated holistically with family support, and lifelong learning principles for schools. Illustrative examples of

Irish Educational Studies, 2018

This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in 'disadvantaged' schools in recent years, a disproportionate number of those leaving school early come from lower socioeconomic backgrounds. Through in-depth, semistructured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a 'disadvantaged' area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and 'place'. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes.

Clinical Child Psychology and Psychiatry, 2015

School-aged children who present for psychotherapy are often very perplexing. Their symptoms are clear and concerning, but the reasons for the symptoms are obscure. The parents describe the progress of the symptoms, but usually have little understanding of the process that resulted in problems. The children are even less informative and, when the symptoms are quite severe, children's communication may become almost inscrutable. Nevertheless, astute clinicians have often felt the children had a coherent story to tell if we just knew how to listen. The papers presented in this Special Section of Clinical Child Psychology and Psychiatry (CCPP) describe the process and outcomes of a series of studies exploring the reliability, validity, and utility of the School-aged Assessment of Attachment (SAA). The SAA uses children's narratives about threats that school-aged children fear (and sometimes experience) and the self-protective attachment strategies that they organize to protect and comfort themselves. Clinicians need an assessment that discriminates within the group of risk children and does so by adding to what is already known (as opposed to corroborating the known risk/non-risk status of the child). Furthermore, the new information must have implications for more precise treatment than would have been offered without the assessment. This is the issue of utility. Researchers need an assessment with construct validity (as opposed to the face validity of calling it "attachment") and reliability among coders. Children need an assessment that engages them in ways that are suitable for their age and development, and that addresses their concerns. However, the two best validated assessments of attachment (the Ainsworth Strange Situation and George/Main Adult Attachment Interview) are inappropriate for school-aged children. Short separations do not elicit attachment strategies in school-aged children and Adult Attachment Interview (AAI)-style questions, aimed at integrating early and current events with their implications for the self in the present, are beyond children's maturational capacity. Although a number of approaches have been offered for the school years, none has yet achieved wide acceptance, nor has any been validated sufficiently to justify such acceptance. Constructing a developmentally attuned and clinically informative assessment Attachment and school-aged children's development In infancy, attachment is person-specific, that is, the attachment between an infant and a specific parent. By adulthood, attachment can be integrated to a generalized pattern that adults use in many 588650C CP0010.

Attachment & Human Development, 2008

The NICHD Early Child Care Research Network has produced research findings that provide reassuring confirmation of some central tenets of attachment theory, challenges to other aspects of the theory, and above all highlight the need for attachment researchers to clarify the claims for which the theory can be held accountable. This commentary on Friedman and Boyle's excellent review evaluates the strengths and weaknesses of the NICHD Study of Early Child Care and Youth Development as a study of attachment, and highlights the relevance of these findings for understanding the origins and consequences of attachment security, the problem of heterotypic continuity of the attachment construct, the importance of examining mediators and moderators of the developmental influence of security, and the interpretation of modest effect sizes from the study.

Social Service Review, 2012

Attachment: New Directions in Psychotherapy and Relational Psychoanalysis, 2021

I argue the time has come to expand the now recognised clinical diagnosis of boarding school syndrome to take account of its invisible precursors in the avoidant attachment patterns of British upper-class culture. This elite, comprising less than 1% of the population, has sustained fee-paying boarding “public” schools, and is sustained by them, in a remarkably effective nexus of power and influence. I propose to call this avoidant culture with its severe affective limits and entitled assumptions, “British upper-class complex trauma condition”. Until we can recognise it and understand it as a form of group trauma, we will not be able to deal with its grave incapacity when it comes to empathy with the lives of others. Like Bowlby1, I advocate the abolition of early boarding as a key part of transforming the condition’s psychosocial limitations, which profoundly impact us all.

Pedagogía Social. Revista Interuniversitaria., 2020

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people's responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by addressing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study's findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don't feel welcomed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills' development, behavioural adjustment and establishment of life goals. According to the participants' experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational eISSN: 1989-9742 © SIPS. [Filipe MARTINS, Alexandra CARNEIRO, Luísa CAMPOS, Luísa MOTA, Mariana NEGRÃO, Isabel BAPTISTA & Raquel MATOS] SIPS-PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2020) 36, 139-152] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education. PALAVRAS-CHAVE: abandono escolar precoce envolvimento escolar educação de segunda oportunidade relações de suporte inclusão social RESUMO: Partindo da articulação entre pedagogia escolar e pedagogia social, o principal objetivo deste artigo é identificar formas eficazes de garantir o direito à educação a jovens vulneráveis e marginalizados que abandonaram a escola precocemente. A pesquisa que levou a este artigo fez parte de um projeto europeu que investigou como as respostas dos jovens ao conflito podem oferecer oportunidades para um envolvimento social positivo. No presente estudo explorou-se o abandono e o re-envolvimento escolar a partir do ponto de vista de um grupo de 20 jovens portugueses que abandonaram a escola e que mais tarde a retomaram via projetos de Educação de Segunda Oportunidade. Através de uma abordagem qualitativa, utilizando entrevistas individuais, observação participante e grupos focais, o estudo procurou uma leitura abrangente do abandono e do re-envolvimento escolar, abordando a diversidade de motivações, experiências, fatores e consequências a eles associados, bem como o papel das políticas educativas e dos fatores escolares nestes fenómenos. Os resultados do estudo revelam que, para muitos jovens social e economicamente vulneráveis, as escolas regulares são lugares de fracasso individual e de conflitos interpessoais onde não se sentem bem-vin-dos e dos quais deixam de esperar resultados positivos. Isso favorece um distanciamento progressivo da educação que reforça a marginalização social. Por outro lado, os resultados também mostram que, ao envolverem-se em projetos de Educação de Segunda Oportunida-de, os jovens demonstram maior comprometimento com a educação e identificam mudanças positivas em termos de desenvolvimento pessoal e de habilidades, ajuste comportamental e estabelecimento de objetivos de vida. A abordagem sociopedagógica holística e individua-lizada da Educação de Segunda Oportunidade demonstrou ser particularmente adequada para responder às necessidades destes jovens. As estratégias educativas baseadas na co-munidade, os ambientes de aprendizagem prática e participativa e o investimento emocional de professores e funcionários revelaram-se os recursos socioeducativos mais eficazes para re-envolver jovens vulneráveis na educação. PALABRAS CLAVE: abandono escolar temprano participación escolar educación de segunda oportunidad relaciones de apoyo inclusión social RESUMEN: Partiendo de la articulación entre la pedagogía escolar y la pedagogía social, el objetivo principal de este articulo es identificar formas efectivas de garantizar el derecho a la educación de los jóvenes vulnerables y marginados que abandonaron la escuela temprano. La investigación que condujo a este artículo fue parte de un proyecto europeo que investigó cómo las respuestas de los jóvenes al conflicto pueden ofrecer oportunidades para una parti-cipación social positiva. Este estudio exploró el abandono y la reincorporación escolar desde el punto de vista de un grupo de 20 jóvenes portugueses que abandonaron la escuela y luego la reanudaron a través de proyectos educativos de segunda oportunidad. Con un enfoque cualitativo, utilizando entrevistas individuales, observación participante y grupos focales, el estudio buscó una lectura integral del abandono y la reincorporación escolar, abordando la diversidad de motivaciones, experiencias, factores y consecuencias asociadas con ellos y el rol de las políticas educativas y factores escolares en estos fenómenos. Los resultados de lo estudio han revelado que, para muchos jóvenes social y económicamente vulnerables, las escuelas convencionales son lugares de fracaso individual y de conflicto interpersonal donde no se sienten bienvenidos y donde ya no esperan resultados positivos. Esto favorece un dis-tanciamiento progresivo de la educación que refuerza su marginación social. Por otro lado, los resultados revelan que, al participar en proyectos educativos de segunda oportunidad, los jóvenes muestran un mayor compromiso con la educación e identifican cambios personales positivos de desarrollo personal y de habilidades, ajuste de comportamiento y establecimien-to de objetivos de vida. El enfoque socio pedagógico holístico e individualizado de la educa-ción de segunda oportunidad ha demostrado ser particularmente apropiado para satisfacer las necesidades de estos jóvenes. Las estrategias educativas basadas en la comunidad, los entornos de aprendizaje prácticos y participativos y la inversión emocional de los maestros y el personal han demostrado ser los recursos socioeducativos más eficaces para volver a involucrar a los jóvenes vulnerables en la educación.

2022

When students drop out of high school this is often negative for their development as well as for society, as those who drop out have an increased risk of unemployment, health problems, and social problems. There is a need for more synthesised knowledge regarding processes related to school drop out and school re-enrolment. We performed a narrative review of the literature pertaining to high-school drop out and re-enrolment, and discussed the findings in relation to attachment theory and our own research on the topic. We identified five main challenges to upholding education-related goals in long-term dropout processes: lack of relatedness, overchallenged self-regulation capacity, compensating for a history of failure, wounded learner identities, and coping with prolonged stress. The challenges converged on the importance of belonging and social support. The prerequisite for addressing the challenges seemed to be the establishment of a trustful relationship between the students who ...

BMC public health, 2014

Children who experience neglect and abuse are likely to have impaired brain development and entrenched learning deficiencies. Early years interventions such as intensive education and care for these children are known to have the potential to increase their human capital. The Early Years Education Program (EYEP) is a new program offered by the Children's Protection Society (CPS) in Melbourne, Australia. EYEP is targeted at the needs of children who have been or are at risk of being abused or neglected. It has the dual focus of seeking to address the consequences of abuse and neglect on children's brain development and redressing their learning deficiencies. Our objective is to determine whether EYEP can improve school readiness by conducting a randomised controlled trial (RCT) of its impacts. The RCT is being conducted with 90 participants (45 intervention and 45 control). Eligible children must be aged under three years and assessed as having two or more risk factors as def...

2013

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