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    Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey
    (Springer, 2022) Warfa, Nasir; Karasar, Şahin; White, Robert
    Children 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 efects 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 signifcant improvements in behavioural changes while no improvements were observed for another group. Although further research is required to generalize beyond the reference group, the fndings 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.
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    Improving psychosocial well-being of child laborers and young people who are engaged in low-income economic activities in Istanbul, Turkey
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017) Bademci, H. Ozden; Karadayi, E. Figen; Karabulut, Ipek Guzide Pur; Kurt, Zeynep; Warfa, Nasir
    Child laborers are typically subjected to multiple and chronic traumatic experiences. With no parents or caregivers to act as a buffer zone against stressors, they grow up in chaotic and unpredictable work environments. Child laborers are more at risk of developing a range of psychological, emotional, and behavioral problems. The authors established an 8-month psychosocial support program for child laborers and young people attending a vocational training center one day a week. The authors found that anxiety and depression moderately correlated with negative self-concept, somatization, and hostility. Toward the end of the 8-month program, participants reported improved psychological and emotional well-being. The provision of a safe and mediated psychosocial program enhanced the emotional and mental wellbeing of vulnerable children and young people.
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    Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study
    (Taylor & Francis Online, 2020) Sakmar-Balkan, Elçin; Cefai, Carmel; Warfa, Nasir
    Early School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers’ survey consisted of secondary school teachers from Bulgaria (N = 147), Italy (N = 105), Malta (N = 71), Romania (n = 261), and Turkey (N = 212). For the second survey, 250 secondary school students from Bulgaria, 109 from Italy, 67 from Malta and 401 students from Turkey took part in the study. From the teachers’ findings, cultural factors, school related factors, family issues, economic reasons, peer pressures and individual life accounts were all indicated as the causes of early school leaving in all 5 partner countries We crossed-examined the data from the teachers with those of their students. From the student survey, coming from families with difficult life experiences, having family responsibilities, having difficult relationships with other students and having little interest in the learning process were linked with early school leaving. The paper brings attention to the need to revisit educational and social policies in response to the significant number of children in Europe leaving school early with low level educational attainment.
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    Teachers' perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD) Bademci, H. Ozden; Warfa, Nasir; Bagdatli-Vural, Narin; Karadayi, E. Figen; Yurt, Seher; Karasar, Sahin
    This paper explores the role positive attachment relationship plays in improving children's social and emotional development. In doing so, we are using the Attachment Theory as our principle theoretical framework. We carried out qualitative interviews with 18 teachers and school staff working in a primary school setting located in a deprived neighbourhood of Istanbul, Turkey. Significant number of children attending this school had experienced social and emotional problems. We devised an innovative psychosocial programme where 40 university student mentors and their professors provided weekly psychosocial support to 160 year-one and year-two primary schoolchildren over a period of 8 months. The objective was to create a secure proximity zone from which the university students acted the older and more knowledgeable secondary caregivers to the schoolchildren. This paper evaluates the teachers' perceptions of the effectiveness of the attachment-informed psychosocial programme on children's social and emotional wellbeing.
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    Who is the helper? Who is being helped? The benefits of psychosocial support to correctional officers in Turkey
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2016) Bademci, H. Ozden; Karadayi, E. Figen; Karabulut, Ipek Guzide Pur; Warfa, Nasir
    Correctional officers working in detention centres have the primary responsibilities of maintaining safety and security within the walls of restrictive institutions by closely monitoring, supervising and managing inmates and prisoners with a history of violence and problematic behaviours. Particularly, the demands of providing service to detained children and adolescent groups with traumatic life events, deviance, criminality and negligence can provoke powerful and overwhelming negative emotions. These adverse emotional responses include feelings of sadness, hopelessness, helplessness, depersonalisation, frustration and guilt, which are felt by correctional officers who are involved in the care of vulnerable young people who are perceived to pose a threat to society. In the research described in this paper we used both quantitative and qualitative research methods to collect data from correctional officers. We used content analysis on the qualitative transcripts and carried out statistical analyses on a range of measures comparing the levels of burnout, depression, anxiety, job satisfaction and positive and negative affect before and after joining the Psychosocial Support Program (PSP). Our findings suggested that PSP helped to reduce burnout, depression and anxiety levels among the correctional officers who took part in the programme. At the end of programme, participants reported increased job satisfaction, decreased emotional exhaustion, decreased depersonalisation and increased personal accomplishment.