Publicação
Counseling children at risk in a resilient contextual perspective: a paradigmatic shift of school psychologists’ role in inclusive education
| Resumo: | Existing evidence shows an increasing number of learning, emotional, interpersonal, and behavioural problems in school-age children that affect their academic and social development. If not treated in a holistic and effective manner, these difficulties may increase the probability of more serious psychosocial and academic problems during adolescence. The purpose of this paper is to describe a school-based counseling intervention model aiming at supporting vulnerable children (children with various forms of disabilities) and families at risk based on a resilient and eco-systemic perspective. This implies a considerable and paradigmatic shift in school goals, in the role of educational staff and school psychologists as well as the establishment of a holistic and comprehensive intervention model within schools; a model which will refer to a meaningful and systemic conception of academic and mental health problems in childhood. |
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| Autores principais: | Kourkoutas, Elias E. |
| Outros Autores: | Xavier, Maria Raúl |
| Assunto: | Childen at risk Children with disabilities Ecosystemic resilient intervention School psychology Inclusive education |
| Ano: | 2010 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Católica Portuguesa |
| Idioma: | inglês |
| Origem: | Veritati - Repositório Institucional da Universidade Católica Portuguesa |
| Resumo: | Existing evidence shows an increasing number of learning, emotional, interpersonal, and behavioural problems in school-age children that affect their academic and social development. If not treated in a holistic and effective manner, these difficulties may increase the probability of more serious psychosocial and academic problems during adolescence. The purpose of this paper is to describe a school-based counseling intervention model aiming at supporting vulnerable children (children with various forms of disabilities) and families at risk based on a resilient and eco-systemic perspective. This implies a considerable and paradigmatic shift in school goals, in the role of educational staff and school psychologists as well as the establishment of a holistic and comprehensive intervention model within schools; a model which will refer to a meaningful and systemic conception of academic and mental health problems in childhood. |
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