School Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience

Stavrou P.D.^{1, 2,} and Kourkoutas E.³

¹Department of Psychology, University of Athens, Athens, Greece

²Laboratory of Clinical Psychology, Psychopathology and Psychoanalysis (PCPP), University Paris Descartes, Sorbonne, Paris, France

³Department of Primary Education, University of Crete, Rethymno, Greece

Cite this paper

Stavrou P.D. and Kourkoutas E.. School Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience. American Journal of Educational Research. 2017; 5(2):131-137. doi: 10.12691/EDUCATION-5-2-4

Abstract

Contemporary research and the ecosystemic psychological approach both underline the role of school community in promoting psychological resilience and well-being of students, especially in case of students with socio-emotional difficulties. The aim of this study is to provide a description and evaluation of school based programs for prevention or intervention in case of students with socio-emotional difficulties, as well as school based programs that promote resilience and psychosocial well-being for the general student population. Overall, effective school based programs seem to be characterized by a holistic approach of students¡¯ symptoms, interpreting them as a reaction to problematic relationships between children with difficulties and their teachers, family and school. Under this scope, interventions are collaboratively implemented by the educational staff, mental health professionals and family, and aim at the development of a supportive school climate that promotes resilience and cultivates students¡¯ sense of belonging to their school, especially in case of students with socio-emotional difficulties, to create a system of social-emotional support for students, teachers and parents in need that could form the foundation of resilient schools and classrooms.

Keywords

resilience, school-based programs, ecosystemic/holistic approach, students with/without socio-emotional difficulties, psychosocial and psychotherapeutic intervention, psychoeducation, school/educational psychologist, teachers, family

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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