Project of Psychosocial support (under
the Programme 'Education of Repatriated
and Foreign Students') (Inoffizielle Übersetzung)
|City / Region|
The project 'Program of psychosocial support' forms part of a wider project titled 'Education of Repatriated and Foreign Students' and deals with the complex ways on which immigration intersects with the issues of developing resilience for immigrant students attending Greek schools. Literature provides evidence for seemingly compelling perspectives of whether immigrant students are vulnerable or successful in relation to the general school population, in terms of school achievement and psychosocial well being. Our project aims to create a positive school climate and psychosocial well being for all students: this requires early identification and responses to safety and behavioral challenges, issues related to peer culture, and building psychological support which the school facilitates in cooperation with other partners (education officers, families, community services).
Research, policy and media reports suggest that immigrant students do not fair well in the educational system of Greece. Immigrant students are geared towards the labour market, with increasing school drop-out indices and liable to psychosocial difficulties. Our project explores the role of schools in the lives and socialization processes of both foreign and native students. We are particularly interested in the ways in which students are defined and constructed through institutional discourses and practices in relation to their psychosocial well being, such as: teachers’ constructions of students and how they formulate expectations; students’ discourses on institutional categories, representation of the education and educational outcomes; immigrant parents’ discourses and relationships with education. An essential element of the project is the psychosocial support for all students in an integrated way across the curriculum and throughout all school activities. Encouraging schools to effectively cooperate with families and communities to support immigrant students’ psychosocial needs and the development of a national level platform to promote and support students and their families is based on: a) the Resilience model, b) the reflective practices on diversity for school teachers, c) whole school professional development opportunities and d) the Critical Race Theory in Education (Delgado, 1997; Solorzano, & Yosso, 2002; Phoenix, 2006).
|Wie funktioniert das?||
The project developed actions with an emphasis on prevention and promotion over intervention and on relational rather than individualistic approaches.
Schools/teachers: Building capacity, especially through teacher training and support in order to deal with diversity. Participation in universal social and emotional learning (SEL) programs (cooperative learning, early identification and responses to cultural conflicts, peer pressure and bullying).
Parents: Counseling service run by the psychologist for parents. Parents' groups aiming at the collaboration and engagement of immigrant and native parents in school practices.
Students: Counseling service run by the psychologist for students liable to school failure/drop out, or facing psychosocial problems. Prioritizing whole school approach to ensure that support for all students is provided through social and emotional learning (SEL) programs in the classrooms.
Networking is a key element of the project, building partnership between schools and various local psychosocial support structures, NGO's and voluntary schemes run by immigrants. Identification of good practices and dissemination to other schools. Supervision: school psychologists participate in supervision meetings every one or two weeks.
Τhrough the project of psychosocial support, there has been an enhancement of the students' well-being through SEL programs and acknowledgment of a safety culture on behalf of the schools, due to the presence of psychologists and the growing culture of trust among schools, parents and psychosocial services. Through qualitative assessments, the majority of the educational staff express their satisfaction, along with the high job satisfaction of the psychologists involved.
During the first phase of the program, a needs assessment research study was completed, adopting both quantitative and qualitative methods and addressed to schools (teachers, students), school psychologists and parents (i.e. assessment of school competence, psychosocial well being, negotiation of ethnic identity, acculturation process, psychologists' multicultural awareness, peer culture, families' views towards seeking psychosocial support, etc).
During the development of the project, qualitative methods were adopted (i.e. daily diaries from the school psychologists, reports of the SEL programs in the classrooms, supervision evaluations from both supervisors and supervisees, monthly records of the staff meeting with the psychologists, etc).
The evaluation indicators are: multicultural awareness, destabilizing pathologization of students' and families, deconstructing teachers' normative assumptions, alleviating teachers' burn out, enhancement of peer culture and positive school climate.
Do’s: Allow time and space for the establishment of a culture of trust between schools and psychologists; whole school approaches; deconstruction of racial attitudes among students; teachers' support in their complex roles; working out multicultural awareness issues and misconceptions.
Don’ts: avoiding the blame culture; working with individual approaches without the students' relational context; avoiding racialization and deracialization practices (Gillborn, & Youdell, 2000); a-historical conception of immigrants' culture.
105 schools (educational staff, students and their families)
und benötigte Ressourcen
The practice has been co-funded by the Greek Government (Ministry of Education) and the European Community. Besides this funding, resources from the Universities involved were exploited (offices, materials, communication facilities). Further, schools welcome several activities of the project in their facilities. Finally, The University of Thessaly supported the activity in terms of financial management and management.
|Organisation||University of Thessaly – Department of Special Education, Aristotle University of Thessaloniki – Department of Primary Education|
|Kontaktperson||Dr. Bibou-Nakou Ioanna, Associate Professor of Clinical and School Psychology, AUTh Email schicken)|
|Funktion||Project coordinator – member of the academic coordinating team|