Page 153 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 153
preventing esl by enhancing resiliency
qualitative analyses based on semi-structured interviews with people who
finished school despite high adversity, several cases are recorded of stu-
dents who only reported one significant protective factor that made a dif-
ference in their life (Jackson & Martin, 1998). The only protective factor
of one girl mentioned in the research literature (Jackson & Martin, 1998)
was early reading skills and an English teacher who supported her read-
ing. Therefore, we should foster the promotive factors existing on any level:
either contextual or individual. For example, offering parent programmes
that will empower parents in their role in their child’s educational path,
fostering positive models of school–home cooperation; developing teach-
ers’ social and emotional competence (SEC) so they are able to become the
supportive caring person the student is lacking, bringing in music, sport
and art to support a sense of competencies and confidence for a wider range
of students, involving the community with positive role models and adult
support for students at risk and building students’ resilience using mind-
set training, SEC training or self-regulation techniques.
References
Abubakar, A., & Dimitrova, R. (2016). Social connectedness, life satisfaction
and school engagement: Moderating role of ethnic minority status on re-
silience processes of Roma youth. European Journal of Developmental
Psychology, 13 (3), 361–371.
Ahmavaara, A., & Houston, D. M. (2007). The effects of selective schooling
and self-concept on adolescents’ academic aspiration: An examination of
Dweck’s self-theory. British Journal of Educational Psychology, 77, 613–632.
Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of in-
telligence predict achievement across an adolescent transition: A longitu-
dinal study and an intervention. Child Development, 78, 246–263.
Borge, A. I., Motti-Stefanidi, F., & Masten, A. S. (2016). Resilience in develop-
ing systems: The promise of integrated approaches for understanding and
facilitating positive adaptation to adversity in individuals and their fami-
lies. European Journal of Developmental Psychology, 13(3), 293–296.
Cadima, J., Enrico, M., Ferreira, T., Verschueren, K., Leal, T., & Matos, P. M.
(2016). Self-regulation in early childhood: The interplay between fami-
ly risk, temperament and teacher–child interactions. European Journal of
Developmental Psychology, 341–361.
153
qualitative analyses based on semi-structured interviews with people who
finished school despite high adversity, several cases are recorded of stu-
dents who only reported one significant protective factor that made a dif-
ference in their life (Jackson & Martin, 1998). The only protective factor
of one girl mentioned in the research literature (Jackson & Martin, 1998)
was early reading skills and an English teacher who supported her read-
ing. Therefore, we should foster the promotive factors existing on any level:
either contextual or individual. For example, offering parent programmes
that will empower parents in their role in their child’s educational path,
fostering positive models of school–home cooperation; developing teach-
ers’ social and emotional competence (SEC) so they are able to become the
supportive caring person the student is lacking, bringing in music, sport
and art to support a sense of competencies and confidence for a wider range
of students, involving the community with positive role models and adult
support for students at risk and building students’ resilience using mind-
set training, SEC training or self-regulation techniques.
References
Abubakar, A., & Dimitrova, R. (2016). Social connectedness, life satisfaction
and school engagement: Moderating role of ethnic minority status on re-
silience processes of Roma youth. European Journal of Developmental
Psychology, 13 (3), 361–371.
Ahmavaara, A., & Houston, D. M. (2007). The effects of selective schooling
and self-concept on adolescents’ academic aspiration: An examination of
Dweck’s self-theory. British Journal of Educational Psychology, 77, 613–632.
Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of in-
telligence predict achievement across an adolescent transition: A longitu-
dinal study and an intervention. Child Development, 78, 246–263.
Borge, A. I., Motti-Stefanidi, F., & Masten, A. S. (2016). Resilience in develop-
ing systems: The promise of integrated approaches for understanding and
facilitating positive adaptation to adversity in individuals and their fami-
lies. European Journal of Developmental Psychology, 13(3), 293–296.
Cadima, J., Enrico, M., Ferreira, T., Verschueren, K., Leal, T., & Matos, P. M.
(2016). Self-regulation in early childhood: The interplay between fami-
ly risk, temperament and teacher–child interactions. European Journal of
Developmental Psychology, 341–361.
153
