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Psychology
UDC 19
Ph.D. Student Ebtisam Sirhan Haj
ULIM university (Universitatea Libera International;! din Moldova)
INTERVENTION PROGRAM THAT HELPS ADOLESCENTS ADAPT TO SCHOOL AND SOCIETY
Annotation. Research conducted in the Arab sector in Israel investigated the influence of communication Parents in the families from Arab Sector (Israel) on school and social adaptation of Adolescents. The research findings 52 students out of 322 were found with adaptation difficulties in school according to from a questionnaire about communication between parents from the report about adapt to school and about to teacher's report. We selected a group of students that agreed to take part in the programme with their parents. 25 students (15 boys and 10 girls). The second group of 27 students didn't take part in the programme, therefore they served as a control group (17 boys and 10 girls) as a whole 50 people participated in the programme, a group of 25 students the ages of 12-14 from grades 7th -9th and their 25 parents. In the intervention program, we treat academic achievement, emotional and social aspects. The findings of the program show improving academic achievements, emotional and improving social adaptation.
Keywords: intervention programme, communication patterns, social adaptation, educational process, intervention process, school staff.
Аннотация. Исследования, проведенные в арабском секторе в Израиле посвящены влиянию общения родителей в семьях из арабского сектора и школы на процесс социальной подростков. В результате исследований было выявлено 52 учащихся с трудностями адаптации в школе из 322 опрошенных. Из них была выбрана группа из 25 учащихся (15 мальчиков и 10 девочек) с их родителями, которые согласились принять участие в экспериментальной программе. Вторая группа в составе 27 учащихся не принимала участие в программе, поэтому они служили контрольной группой (17 мальчиков и 10 девочек) в целом 50 человек приняли участие в программе, группа из 25 учащихся в возрасте от 12-14 лет - 7 - 9 классы и их 25 родителей. Программа была направлена на повышение успеваемости учащихся, улучшение эмоциональных и социальных аспектов взаимодействия со сверстниками и взрослыми. Результаты освоения программы показали улучшение успеваемости большинства учащихся, улучшение эмоциональных контактов.
Ключевые слова: арабский сектор в Израиле программы вмешательства, коммуникационные модели, социальная адаптация, образовательный процесс, процесс вмешательства, персонал школы.
Introduction. Gillies indicates that Parents involvement programmes increasing investment of governments around the world in such programmes in the last three decades reflects the understanding of parents significant role in the of their children's behavior and in their development children's development. Behind this understanding lies the belief that providing information and the learning of parental skills could positively change parents' behavior towards their children a change that in turn will have an effect on the children's life [2]. The Intervention Programme deals with developing the skills of the school system and the parental system in building their relation with adolescents: boys and girls and both with direct work with these boys and girls while developing their personal and interpersonal skills for the purpose of teaching skills of control and self-regulation [3].
The purpose of the article is to show the importance of intervention program in school environment and prove that the program has a positive effect on students, their parents, teachers, staff and other members of the educational process.
The main content of the article. In this article describing Virginia Satir's and Satir and Witacker communicational approaches. These approaches compose intervention program. Explaining the program the author gives characteristics of students according to the adolescents report in a self-report questionnaire. Further he analyzes intervention process and makes circumstances of the process. The adapting process must involve an educational counselor, educational psychologist clinical social worker, arts and drama therapist and other specialists. Finally there is shows results: what changes happened with boys and girls, mothers and school staff. Particularly the author draws attention to such factors as social acceptance, unpopularity and social rejection.
This current programme is based on Virginia Satir's communicational approach - the experiential / communicational approach of Satir and Witacker the emphasis of this approach is to think how the individual self-esteem increases in the family system what in the family enables the best growth more or less assessment of roles and communication patterns was used. Satir characterizes roles in the family as communication patterns: rational,
blurring, appeasing, accusing. The work with the clients is on the group level and on the individual level and very experiential [1].
Description the intervention group.
Characteristics of students according to the adolescents report in a self-report questionnaire:
1. The children felt rejected and unaccepted among their peers.
2. Some of them are closed shy and find building social ties difficult.
3. The students find it difficult to take part in social activities or in playground with other children in their age.
4. They tend to slay alone play alone far from the others.
5. They tend to solve social problems in ineffective ways such as fits of anger and rage.
According to teachers' report:
1. Students find it difficult to connect with other students, they do not participate in school activities and after school activities, they have no limits and they don't follow the rules of the school.
2. Students achievement in Arabic language (first language) were between 40-50.
3. Students tend to get to school late as often as 2-3 times a week.
4. The students tend to be absent from school 3-4 times a month.
5. Parents visit school usually 1-2 times a year only if they are invited.
6. 8 mothers are characterized as having rigid authoritarian style,4 mothers are authoritative and 13 mothers are permissive.
Programme purpose: to improving the academic achievements, emotional- self esteem and improving social adaptation.
The intervention process:
Figure 1. The intervention process
The program consists of 15 meetings. 5 meetings only with children and 5 only with mothers and five meetings together, the meetings were conducted by therapists and they were: an educational counselor, educational psychologist clinical social worker and certified family therapist, arts and drama therapist, each meeting had purpose and included activities. Program execution time: 80 hours during January 2016 - June 2016, duration of activity is 6 months.
The meetings focused on three areas of adaptation related to each other:
1. The social adaptation
2. Academic adaptation, improving academic achievement
3. Emotional adaptation
The findings.
The Findings shows that there was an improvement in the achievements of 22 students out of 25 students, improvement of 10-15 grades (Figure 1). During 6 months adolescents learned additional lessons by professional teachers in their Arabic language.
□ Before ■ After
13 5 7
11 13 15 17 19 21 23 25
Figure 2. Academic achievement before and after the intervention for treatment group
1. In factor analysis 3 factors to classify the questions were found: factor 1 socially acceptable (Figure 2), Factor 2 unpopularity (Figure 3), Factor 3 Social rejection (Figure 4).
Figure 3. Factor 1 before and after the intervention histogram
2. After the intervention, the variance of the respondents decreased very significantly. The mean value did not change much.
Figure 4. Factor 2 before and after the intervention histogram
There were no significant differences in the unpopularity factor before and after the intervention.
Figure 5. Factor 3 before and after the intervention histogram
There were no significant differences in the unpopularity factor before and after the intervention.
3. The girls are more ready to admit failures and difficulties than boys. There is a resemblance between girls and boys groups, respectively, but the boys are different from girls in both groups, and that is the reason to analyze them separately.
In factor 1 (social acceptance) boys report they are more accepted than girls, in both groups. In factor 2 (unpopularity) the girls report higher than boys, especially in the control group. In factor 3 (social rejection) the girls report they are significantly more socially rejected than boys, in both groups.
4. There were no significant changes in the control group in the three factors after the intervention. The results in the treatment group are quite different after the intervention: the social rejection mean in the girls group is much lower, social acceptance in boys group is lower. Unpopularity is higher after the intervention in both girls and boys.
5. Comparing data shows for girls, the factor 1 (social acceptance) is higher after the intervention and less spread. The factor 2 (unpopularity) has not changes significantly, less spread. Factor 3(social rejection) is down after the intervention, less spread after the intervention. for boys, factor1 (social acceptance) is lower, factor 2 (unpopularity) is the same mean but less spread, factor 3 (social rejection) has not changes significantly.
6. Most of the mothers became less permissive after intervention (fig. 6).
Figure 6. Comparison between intervention sample mothers - Permission style before and after
Conclusions. The programme findings show: 1. The parents and teacher reported there was an improvement in the academic achievement. 2. Parents (mothers) and teacher reported about an improvement in their adolescents social adaptation. 3. Parents and teachers reported about an improvement in the students' mood they are happier and enjoying others company. 4. Parents and therapeutic staff (counselor, psychologist, art therapy, and social worker) reported that students began to turn for help and consult with them more often. 5. Therapeutic staff reported about more willingness and cooperation among girls than among boys who show more tenacity and resistance. 6. The school staff reported about more parents' involvement in what's going on in school and they were mainly following their children's condition what they weren't doing before.
References:
1. Banmen, J. (Ed.), Application of the Satir Growth Model. Canada: Avanta, 2006. p. 3-5
2. Gillies V. Exploring Working-Class Experiences of Parenting, London: Routledge, 2007. p. 9-12
3. Webster-Stratton C. & Hammond M. Marital conflict management skills. Journal of Child Psychology.UK: 1999. p. 917-927.
