Attachment intervention through peer-based interaction: Working with Istanbul's street boys in a university setting

Bademci, H. Özden; Karadayı, E. Figen; Zulueta, Felicity de

doi:10.1016/j.childyouth.2014.12.019

Cited by 18 publications

(12 citation statements)

References 26 publications

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“…For the 26 articles assessing programs without a specific male or masculinity focus, the most common type of intervention was mentoring or community service ( n = 4; [38, 43, 53, 63]), psychoeducation ( n = 4; [48, 54, 60, 70]), physical activity or sport ( n = 4; [56, 62, 66, 68]), and eHealth interventions ( n = 5, 4 unique programs; [41, 42, 51, 59, 76]). There were three outdoor adventure programs [39, 46, 72], three mindfulness and meditation programs [45, 49, 57], two emotional intelligence interventions [50, 65], and one body-image program [74].…”

Section: Resultsmentioning

confidence: 99%

“…For the two eHealth interventions with positive effects, one reported significant short-term improvement in depressive symptoms and a long-term intervention effect for self-esteem [76], and one found a preventative effect in distress symptoms whereby the intervention group showed a non-significant decrease and the control group showed a significant increase in distress [51]. One mindfulness intervention reported significant reductions in anxiety symptoms and rumination [57], and one mentoring program conveyed positive qualitative outcomes, with participants self-reporting decreased aggression, and increased motivation [38]. The one intervention that did not show an effect was a two hour psychoeducational session regarding depression [70].…”

Section: Resultsmentioning

confidence: 99%

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Developing young men’s wellbeing through community and school-based programs: A systematic review

Gwyther

Swann²,

Casey³

et al. 2019

PLoS ONE

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Boys and young men have unique health-related needs that may be poorly met by existing programs and initiatives. The mismatch between the needs of boys and young men and current service offerings–driven largely by social determinants of health such as masculinity–may stymie health status. This is evidenced through high rates of self-stigma, accidental death or suicide, and low rates of help seeking and health literacy among populations of boys and young men. With growing interest in improving wellbeing and educational outcomes for all young people (including boys and young men), this systematic review aimed to evaluate community and school-based programs with specific focus on program features and outcomes directly relevant to young males aged 12–25 years. Five data-bases were searched; Medline, EMBASE, PsycInfo, ERIC, and ERAD. Articles were included if they evaluated an intervention or program with a general or at-risk sample of young men, and measured a psychological, psychosocial, masculinity, or educational outcome. The majority of the 40 included studies had high quality reporting (62.5%). Synthesised data included theoretical frameworks, intervention characteristics, outcomes, and key results. Of the included studies, 14 were male-focussed programs, with masculinity approaches directed towards program aims and content information. The emergent trend indicated that male-targeted interventions may be more beneficial for young men than gender-neutral programs, however, none of these studies incorporated masculine-specific theory as an overarching framework. Furthermore, only three studies measured masculine-specific variables. Studies were limited by a lack of replication and program refinement approaches. It is concluded that there is significant scope for further development of community and school-based health promotion programs that target young men through incorporation of frameworks that consider the impact of gendered social and environmental determinants of health. Evaluation of these programs will provide researchers and practitioners with the capacity for translating beneficial outcomes into best-practice policy.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Developing young men’s wellbeing through community and school-based programs: A systematic review

Gwyther

Swann²,

Casey³

et al. 2019

PLoS ONE

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“…If children and teenagers cannot establish friendly relationships with family members or adapt themselves with family conditions, they choose runaway as the last resort (24,25). Economic conditions (poverty) can be also one of the reasons of runaway (26,27).…”

Section: Discussionmentioning

confidence: 99%

Family process and structure, attachment style, and emotional intelligence in runaway girls

Bakhshian

Moayedi

2017

hmj

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Introduction: The phenomenon of running away from home is taken into account as one of the highly sensitive and complicated issues in the field of social harms. According to a report released by the WHO, the annual rate of running away from home is more than 2.3 million. Thus, the purpose of the present study was to compare family structure and process, attachment style, and emotional intelligence among runaway and normal girls. Methods: In this study, all runaway girls covered by social welfare organization of Iran in Bandar Abbas city were selected by using the convenience sampling method 40 individuals were selected including 20 runaway girls and 20 normal girls who were matched in terms of demographic characteristics. Two groups were compared with t-test and Pearson correlation coefficient was used for evaluating relationship between variables. Results: According to the findings, there was a statistically significant difference between family structure, family process, attachment style, and emotional intelligence in normal and runaway girls (P<0.001). Moreover, there was a significant relationship between family structure and emotional intelligence. Conclusion: Family structure and process, attachment style, and emotional intelligence can affect the phenomenon of running away.

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“…We adopted the following definition of educational neglect: “ a situation in which a caregiver knowingly allows chronic truancy (five or more days a month), fails to enrol child into school or repeatedly keeps child at home ([ 26 ]: 52). The long-term outcome of educational neglect often results in early school leavers working in poorly regulated and unsafe environment [ 4 , 6 ]. Both qualitative and quantitative data highlight the social and psychological repercussions educational neglect have for children.…”

Section: Introductionmentioning

confidence: 99%

“…An insecure attachment behaviour that is destructive to mental health and the ability of the child to respond to difficult psychological experiences throughout life. While secure attachment-bonding is established as a protective factor for long-term psychological well-being, inconsistent attachment styles are linked to low self-esteem, bad temperament, child developmental problems, relationship problems, adjustment difficulties, poor educational attainment and poor quality of adult life [ 3 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey

et al. 2022

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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 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.

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Attachment intervention through peer-based interaction: Working with Istanbul's street boys in a university setting

Cited by 18 publications

References 26 publications

Developing young men’s wellbeing through community and school-based programs: A systematic review

Developing young men’s wellbeing through community and school-based programs: A systematic review

Family process and structure, attachment style, and emotional intelligence in runaway girls

Attachment-based psychosocial programme for under-privileged school children with adverse life experiences in Istanbul, Turkey

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