Spot And Stop Emotional School Dropout
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This project was carried out in order to define Emotional School Dropout (ESD), which isn’t recognized enough, hasn’t been defined before, measuring tools of which hasn’t been developed yet but indeed is a very common problem. We find vital to conduct this project in terms of both subject and methodology since it wasn’t studied in any Erasmus Project before. Although low school belonging and absenteeism are considered as separate subjects in the literature, these concepts are intertwined and successive cases. But in the conducted researches, there is an undetected case: ESD. With the observations of the teachers, interviews with students, the data we obtained about school attendance and success, We noticed that some students have Emotional School Dropout syndromes. ESD isn’t a defined term in books and articles, so we came up with the idea of ESD and defined it. Although the student are physically attending school, they feel out of school emotionally with a complete disintegration from school. This is more advanced than low belonging and is the precursor of absenteeism. Students who has ESD syndrome, physically attend school due to certain requirements (family-laws-the force of society)but when they have the opportunity, they play truant. In the long term, this situation may result in the early school leaving. However, it should be noted that not every absence isn’t caused by ESD.
According to our research, ESD takes place in the process of early school leaving as follows;
* First,ESD starts with low school belonging
* Secondly, ESD grows
*Thirdly it leads to student absenteeism
* Finally,in some cases, the student is completely detached from the school and the result is early school leaving. As its nature, Since ESD acts with the emotions of individuals, it is a situation that can be solved with proactive methods. For this reason, it will be an important gain to carry out preventive works before the problem arises. So, we planned to develop ESD Peer Coaches by providing proactive consultancy with the principles and activities of Positive Psychology which has not been used before in Erasmus projects. The partners of the project are schools from 6 different countries (Turkey, Italy, Spain, Romania, Portugal, Poland). 2 teachers and 4 students aged 9-14 will attend the LTTs.
Our students are members of Z generation born in 2000s who have been adolescent in their developmental periods. Adolescents care about their peers' opinions in their decisions and actions.We want to take advantage of this situation and planned a training of 6 modules to train ESD Peer Coaches.We are aware that this important problem can be overcome by the cooperation of teachers-parents-peer coaches and other students in the school. So, we have planned trainings also for teachers and parents in our schools to create ESD awareness.
Some of the concrete results that we aim to achieve through this project are:
1. To work on ESD in an international platform in all aspects, to create and expand awareness,knowledge-attitude-behavior change in student-teacher-parents.
2. To increase students' belonging to the school, to reduce the ESD and absenteeism
3.Training ESD Peer Coaches, creating a mutual school culture
4.To share good practices and innovative approaches of prevention of ESD
5.To improve the ESD prevention skills of the teachers and students’ self efficacy towards ESD.
6.To make schools attractive and fun, and to help students internalize common European values by working with their European pers.
In order to reach the goals,
We have planned the culture-art-sports-entertainment activities that provide school belonging to the students to make the DOT peer coaching part of the school culture and evaluate the studies to see the students as an indispensable part of the school. These include ice breaking acticities, traditional children's games, cultural nights, fairplay matches, team games, puppets, dramas, courtesy hats and thanksgiving activities. We adopted the method of Earned Values Analysis to determine our level of achievement. The Project achievements are not only for our students but also for a wide audience. We will expand the achievements to large audiences in different ways.These ways are: the project web-facebook-youtube-social media platforms-local media, as well as eTwinning, the digital platforms of our Ministries of Education, European Schoolnet Academy. In addition, we will try to influence policies with the report we will present to our Ministries of Education so that we can make decisions that can affect all students in our countries. Furthermore, we will publish a scientific article defining all aspects of the ESD in an international academic journal in English.
According to our research, ESD takes place in the process of early school leaving as follows;
* First,ESD starts with low school belonging
* Secondly, ESD grows
*Thirdly it leads to student absenteeism
* Finally,in some cases, the student is completely detached from the school and the result is early school leaving. As its nature, Since ESD acts with the emotions of individuals, it is a situation that can be solved with proactive methods. For this reason, it will be an important gain to carry out preventive works before the problem arises. So, we planned to develop ESD Peer Coaches by providing proactive consultancy with the principles and activities of Positive Psychology which has not been used before in Erasmus projects. The partners of the project are schools from 6 different countries (Turkey, Italy, Spain, Romania, Portugal, Poland). 2 teachers and 4 students aged 9-14 will attend the LTTs.
Our students are members of Z generation born in 2000s who have been adolescent in their developmental periods. Adolescents care about their peers' opinions in their decisions and actions.We want to take advantage of this situation and planned a training of 6 modules to train ESD Peer Coaches.We are aware that this important problem can be overcome by the cooperation of teachers-parents-peer coaches and other students in the school. So, we have planned trainings also for teachers and parents in our schools to create ESD awareness.
Some of the concrete results that we aim to achieve through this project are:
1. To work on ESD in an international platform in all aspects, to create and expand awareness,knowledge-attitude-behavior change in student-teacher-parents.
2. To increase students' belonging to the school, to reduce the ESD and absenteeism
3.Training ESD Peer Coaches, creating a mutual school culture
4.To share good practices and innovative approaches of prevention of ESD
5.To improve the ESD prevention skills of the teachers and students’ self efficacy towards ESD.
6.To make schools attractive and fun, and to help students internalize common European values by working with their European pers.
In order to reach the goals,
We have planned the culture-art-sports-entertainment activities that provide school belonging to the students to make the DOT peer coaching part of the school culture and evaluate the studies to see the students as an indispensable part of the school. These include ice breaking acticities, traditional children's games, cultural nights, fairplay matches, team games, puppets, dramas, courtesy hats and thanksgiving activities. We adopted the method of Earned Values Analysis to determine our level of achievement. The Project achievements are not only for our students but also for a wide audience. We will expand the achievements to large audiences in different ways.These ways are: the project web-facebook-youtube-social media platforms-local media, as well as eTwinning, the digital platforms of our Ministries of Education, European Schoolnet Academy. In addition, we will try to influence policies with the report we will present to our Ministries of Education so that we can make decisions that can affect all students in our countries. Furthermore, we will publish a scientific article defining all aspects of the ESD in an international academic journal in English.
September 14, 2016
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July 30, 2016
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