Resilience and mental health programs of children in schools: Case study of a primary education student with internal difficulties
Kalliopi Papoutsaki, Eleni C Marseli, Ioanna Papathanasiou
Mental resilience is a dynamic procedure which individuals are able to adjust their difficulties or untoxic environment into successful handling skills. Promoting mental resilience contributes to children empowerment and better management for handling their problems or problematic every day environment. The purpose of this study is to present a psychoeducational program that aims at the promotion of mental resilience to an 8-year-old primary education student that lives in an untoxic home environment, where he is physically and emotionally abused and this has a great impact in school and in the wider social context. The objectives focus on the utilization of protective factors in order that the student can learn to manage and cope with adverse circumstances and personal difficulties.The development of mindfulness, self-efficacy and social skills are specifically being pursued. Observation was used to collect data that were related to observation axes of the student’s personality, behaviour, school performance, the child’s relationship with classmates and teachers. The results of the assessments revealed the student’s strengths and weaknesses that resulted in low school performance. low self-esteem and low self-image, difficulties managing his emotions, lack of communication and interacting with others or in groups, incapable of solving problems and lack of empathy. Therefore, the implementation of the intervention focused on the cultivation of mindfulness, self-efficacy and social skills. Individual and group interventions were used, as well as a variety of techniques, such as brainstorming, role play, discussion, work groups and a variety of materials, such as pictures, books, markers, colors, use of new technologies, videos, music cds, etc. Indicative activities that were used were breathing and relaxation exercises, collages, projecting and role modeling, playful activities, learning techniques for managing anger and stressful situations, exercises for promoting communication methods, etc. The program lasted two years where the student managed to develop his communication, emotional and social skills and his school performance. In addition, he learned to actively participate in the peer group, he developed strategies for managing his emotions, his self-esteem and self-image were increased, and he acquired autonomy skills.
Kalliopi Papoutsaki, Eleni C Marseli, Ioanna Papathanasiou. Resilience and mental health programs of children in schools: Case study of a primary education student with internal difficulties. International Journal of Multidisciplinary Education and Research, Volume 7, Issue 4, 2022, Pages 16-20