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Issabayeva Z, Sapargaliyeva A, Shubayeva G, Shalabayeva K, Ismagambetova G. Psychological and Pedagogical Support for Parents of Children with Special Educational Needs. CONTINUITY IN EDUCATION 2024; 5:66-75. [PMID: 38774597 PMCID: PMC11104292 DOI: 10.5334/cie.103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 02/13/2024] [Indexed: 05/24/2024]
Abstract
This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis's (2008) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child's condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child's condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.
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Affiliation(s)
- Zauresh Issabayeva
- Higher School of Pedagogy and Psychology, Zhetysu University, Taldykorgan, Republic of Kazakhstan
| | - Aizhan Sapargaliyeva
- School of Transformative Humanities, Almaty Management University, Almaty, Republic of Kazakhstan
| | - Galiya Shubayeva
- Department of Special Pedagogy, Kazakh National Women’s Teacher Training University, Almaty, Republic of Kazakhstan
| | - Kuanysh Shalabayeva
- Higher School of Physical Culture and Art, Zhetysu University, Taldykorgan, Republic of Kazakhstan
| | - Gulnur Ismagambetova
- Department of Theoretical and Practical Psychology, Kazakh National Women’s Teacher Training University, Almaty, Republic of Kazakhstan
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Hoferichter F, Lohilahti J, Hufenbach M, Grabe HJ, Hageman G, Raufelder D. Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student. Sci Rep 2024; 14:1161. [PMID: 38216714 PMCID: PMC10786930 DOI: 10.1038/s41598-024-51802-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 01/09/2024] [Indexed: 01/14/2024] Open
Abstract
During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students' healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, studies have primarily focused on self-report data and neglected biophysiological processes. Addressing this research desideratum, this study examined whether perceived social support buffers the interplay of self-reported stress considering biophysiological markers (i.e., cortisol, alpha-amylase, oxidative stress, and telomere length). 83 secondary school students (Mage = 13.72, SD = 0.67; 48% girls) from Germany participated in a questionnaire study and biophysiological testing. Moderation analyses in R revealed that support from parents moderated the relationships between psychological stress as well as cynicism and inadequacy at school linked to alpha-amylase.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany.
| | - Jonne Lohilahti
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Miriam Hufenbach
- Institute of Psychology Greifswald, University of Greifswald, Greifswald, Germany
| | - Hans Jörgen Grabe
- Department of Psychiatry and Psychotherapy, University Medicine Greifswald, Greifswald, Germany
| | - Geja Hageman
- Department of Pharmacology and Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, Maastricht, The Netherlands
| | - Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Hoferichter F, Jentsch A, Maas L, Hageman G. Burnout among high school students is linked to their telomere length and relatedness with peers. Stress 2023; 26:2240909. [PMID: 37489893 DOI: 10.1080/10253890.2023.2240909] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 07/20/2023] [Indexed: 07/26/2023] Open
Abstract
School burnout is a serious concern, as it impairs students' health and academic success. According to the Conservation of Resources Theory, burnout results from the depletion of personal coping resources and can be counteracted by supportive social relationships. However, it is not yet clear how students' relatedness with their peers is linked to their burnout. Next to students' self-reported fatigue, biomarkers such as telomere length (TL), which presents an indicator of aging, complement stress research. To identify school-related factors that may prevent students from experiencing burnout and to link TL to students' self-reported burnout, the current study investigated how relatedness with peers as well as TL at the beginning of the school year explained students' burnout at the end of the school year. The sample included 78 students (Mage = 13.7 ± 0.7 years; 48% girls). Results of multilevel analysis in Mplus indicate that, over the school year, students with higher TL and those who experienced relatedness with their peers reported lower levels of burnout. Moreover, students who felt related to their peers exhibited a longer TL. The study implies that students' relatedness with their peers may be a promising setscrew to prevent students' burnout and support their physical health. This is one of the first studies to link TL with school-related variables such as burnout and relatedness to peers in a non-clinical student sample, providing a baseline for interventions and future interdisciplinary studies in the field of education and stress.
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Affiliation(s)
| | - Armin Jentsch
- Department of Teacher Education and School Research, University of Oslo, Norway
| | - Lou Maas
- Department of Pharmacology & Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, The Netherlands
| | - Geja Hageman
- Department of Pharmacology & Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, The Netherlands
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Park HS, Kang S, Kim S. A longitudinal study of the effect of individual and socio-cultural factors on students’ creativity. Front Psychol 2023; 14:1068554. [PMID: 37020908 PMCID: PMC10067621 DOI: 10.3389/fpsyg.2023.1068554] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 02/24/2023] [Indexed: 03/22/2023] Open
Abstract
This longitudinal study investigated how characteristics of individual and social relationships affect Korean students’ creativity development. Fifth graders (male: 3,623, female: 3,701) from 242 schools in Korea were followed annually from their 5th to 9th grades (indicating from the 5th elementary school grade to the 3rd middle school grade in the Korean school system). Exploratory factor analysis, internal consistency reliability (coefficient alpha), confirmatory factor analysis, and two-level growth model methods were performed. We investigated all nine constructs and their related items by checking metric and scalar invariance assumptions. When the measurement invariance assumptions were satisfied, we used the mean of items that constitute respective factors. We checked growth trajectories of creativity and tapped the possibility of the existence of subgroups based on the growth/change pattern using latent class growth modeling. The results showed that no subgroups existed. Thus, we constructed a two-level growth model to investigate the overall growth pattern of the students. Regarding level 1, we included time-varying variables such as peer attachment, self-regulation habits (self-management), parents’ academy-oriented involvement, parent affective support, individualized, interactive teaching methods, teachers’ academic pressure, and academic achievement. At level 2, we used gender and parenting style that was obtained at time point 1. The final combined model incorporating level 1 and 2 variables showed that students’ self-regulation had the most association with the student’s creativity followed by peer attachment, parents’ academic support, interaction with parents, interaction with teachers, academic pressure from teachers, and relationships with teachers. Methods for enhancing students’ creativity were discussed.
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Affiliation(s)
- Hye-sook Park
- Graduate School of Education, Honam University, Kwangju, Republic of Korea
- The Institute for Educational Research, Yonsei University, Seoul, Republic of Korea
| | - Seokmin Kang
- College of Education and P-16 Integration, The University of Texas Rio Grande Valley, Edinburg, TX, United States
| | - Sungyeun Kim
- Graduate School of Education, Incheon National University, Incheon, Republic of Korea
- *Correspondence: Sungyeun Kim,
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Liu K, Zhang Q. Parent-child perception differences in home-based parental involvement and children's mental health in China: The effects of peer support and teacher emotional support. Psych J 2023; 12:280-296. [PMID: 36717280 DOI: 10.1002/pchj.630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 12/21/2022] [Indexed: 02/01/2023]
Abstract
Parents' perception of parental involvement or that of children has been found to be associated with the mental health of children. Rather than scrutinizing whether parents' perception or children's perception matters more, this study investigated whether and how parent-child perception differences (parents' perceptions minus their children's perceptions) in home-based parental involvement were related to anxiety, depression, and stress in children. We surveyed 2219 adolescents (approximately 12-14 years old) and their parents in nine middle schools in eastern China. Findings indicate that parent-child perception differences in parental daily involvement (e.g., Depression: β = .065, p < .01) and parent-child communication (e.g., Depression: β = .107, p < .001) were detrimental to the mental health of children, and that perceived peer support and perceived teacher emotional support might mitigate the adverse effects.
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Affiliation(s)
- Keqiao Liu
- School of Public Finance and Public Administration, Jiangxi University of Finance and Economics, Nanchang, China
| | - Qiang Zhang
- School of Preschool Education, Shandong Yingcai University, Jinan, China
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Hoferichter F, Kulakow S, Raufelder D. How teacher and classmate support relate to students' stress and academic achievement. Front Psychol 2022; 13:992497. [PMID: 36518954 PMCID: PMC9742244 DOI: 10.3389/fpsyg.2022.992497] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 11/10/2022] [Indexed: 01/25/2024] Open
Abstract
According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students' stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability.
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A study on the relationship between parental emotional warmth, teacher-student relationships, peer trust and hope among rural adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03957-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Jentsch A, Hoferichter F, Raufelder D, Hageman G, Maas L. The relation between sensory processing sensitivity and telomere length in adolescents. Brain Behav 2022; 12:e2751. [PMID: 36037299 PMCID: PMC9480939 DOI: 10.1002/brb3.2751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 08/02/2022] [Accepted: 08/08/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In the present study, we investigated the association between sensory processing sensitivity (SPS) and telomere length (TL), which is considered a biomarker of cellular aging. SPS is an individual characteristic describing increased perception and procession of inner or outer stimuli, and is positively related to self-perceived stress. METHODS We recruited 82 healthy adolescents aged 13-16 from secondary schools in Germany. SPS was measured with the Highly Sensitive Person Scale, and TL was determined by a multiplex quantitative PCR method. RESULTS Our results show that students with higher values of SPS are likely to have shorter telomeres (β = 0.337, p = .001), when adjusting for sex, socioeconomic status, age, and body mass index. These findings are also independent of the negative impact of stress students might have perceived shortly before data collection. CONCLUSIONS Our analysis suggests that students who struggle with low sensory threshold are likely to have shorter telomeres.
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Affiliation(s)
- Armin Jentsch
- University of Greifswald, Department of Education, Greifswald, Germany
| | | | - Diana Raufelder
- University of Greifswald, Department of Education, Greifswald, Germany
| | - Geja Hageman
- Maastricht University, Department of Pharmacology & Toxicology, Nutrim, Research Institute of Nutrition and Translational Research in Metabolism, Maastricht, The Netherlands
| | - Lou Maas
- Maastricht University, Department of Pharmacology & Toxicology, Nutrim, Research Institute of Nutrition and Translational Research in Metabolism, Maastricht, The Netherlands
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