We're at School: Üsküdar Project
The "We're at School: Üsküdar Project," which began in the 2019-2020 academic year at a middle school in Istanbul with one of the highest rates of school absenteeism, continues its activities both online and face-to-face during the COVID-19 process in the 2020-2021 academic year. These activities are carried out by a project team (ANNEX: 1) consisting of 170 undergraduate and graduate students under the supervision and guidance of 35 faculty members/experts, working with students and families who are at risk of interrupted education, in coordination with SOYAÇ and in collaboration with school personnel.
This project employs the "peer-based therapeutic approach through the establishment of attachment relationships" model developed by SOYAÇ for the reintegration of high-risk children and youth into society. This approach adopts a trauma-informed, holistic school work understanding, and a school-based and community-centered working principle. The project is conducted in collaboration with the Üsküdar District Governorship, Üsküdar Municipality, Üsküdar District National Education Directorate, Üsküdar District Health Directorate, Üsküdar Social Service Center Directorate, Üsküdar Social Assistance and Solidarity Foundation (SYDV), Üsküdar District Police Department, Üsküdar Roma Platform, and the Association for the Development of Community Mental Health, with the participation of Maltepe University as well as Marmara and Istanbul Bilgi Universities. The project protocol is attached (ANNEX:2).
In the project, Maltepe University's Psychology, Social Work, Philosophy departments, along with the Nursing School and Vocational School, take part. The project is also supported by Marmara University's Nutrition and Dietetics and Health Management departments, and Bilgi University's Communication department. This project aims to support students' emotional and social development and increase their attachment to school by working in coordination with school administrators and teachers. Project activities are planned and implemented by interdisciplinary (psychology, social work, nursing, nutrition and dietetics, philosophy, child development) class teams created for class teachers in coordination with class teachers. Psychologists continuing in Maltepe University's Body Psychotherapy Certified Clinical Psychology Program facilitate the work of the class teams. Additionally, efforts are made to ensure that at-risk students and their families access services provided primarily by Üsküdar Municipality, Üsküdar SYDV, and Üsküdar Social Service Center.
Together with Children Project
As part of the "Together with Children" Project carried out under SOYAÇ's leadership in collaboration with what was then called the Social Services and Child Protection Agency between 2011-2014, it was aimed to continue providing support to the children, now young adults, who were supported during that time. In the 2020-2021 academic year, it was planned to offer regular therapy opportunities to provide psychological support to these young people. Students continuing in the "Maltepe University Body Psychotherapy Certified Clinical Psychology Master's Program" began providing regular therapy support to these young people as part of their courses. Psychiatric support is also provided to the young people by psychiatrist Dr. Erkal Erzincan under the guidance of psychiatrist Prof. Dr. Bülent Coşkun. The project team list is attached (ANNEX:4).
MEETINGS AND ACTIVITIES ORGANIZED WITHIN THE PROJECT
On July 28, 2020, a meeting was held with representatives of the Üsküdar District Governorship, representatives of the Üsküdar District Social Service Directorate, and school administrators regarding the planning of the "We're at School: Üsküdar Project" activities for the 2020-2021 academic year. As a result of the meeting, it was decided to continue the project in the 2020-2021 academic year with online activities.
On August 14, 2020, a meeting was held with SOYAÇ graduate volunteers who took part in the "Together with Children Project" to clarify the list of young people who had been reached among those supported between 2011-2014 and to make an action plan to reach more young people.
As part of the "Together with Children Project" that we carried out between 2011-2014 in collaboration with what was then called the Social Services and Child Protection Agency, psychological support will be provided online once a week by students continuing in the Body Psychotherapy Certified Clinical Psychology Master's Program as part of their PSI 594-Clinical Practice and Supervision courses to the children, now young adults, whom we supported. On September 20, 2020, an online meeting was held with the young people via the Zoom program. Maltepe University Psychology graduates Spec. Psy. Zeynep Kurt, Spec. Psy. Ceren Tan, and Spec. Psy. Burçe Tulpar, who served in the "Together with Children" Project between 2011-2014, also participated.
The "We're at School Üsküdar Project 2020-2021 Academic Year Coordination Meeting," which aimed to orient the students from Maltepe University's Psychology, Social Work departments, Nursing school, and Vocational school; Marmara University's Nutrition and Dietetics and Health Management departments; and Bilgi University's Communication department who would be involved in the We're at School: Üsküdar Project, was held online via the Zoom program on September 23, 2020.
On September 25, 2020, a preliminary planning meeting was held with former SOYAÇ volunteers regarding coming together with the young people to be worked with as part of the "Together with Children" Project. On September 29, 2020, nine former SOYAÇ young people were met with online as part of the "Together with Children" Project, information was provided about project activities, and their suggestions and opinions were received. On September 30, 2020, information about the project was given to the Body Psychotherapy Certified Clinical Psychology Program master's students, and ideas were shared about planning individual psychological support meetings. On October 2, 2020, a coordination meeting was held with project school teachers and administrators for the 2020-2021 academic year of the We're at School: Üsküdar Project. Teachers' views and suggestions regarding project activity planning were received. On October 9, 2020, a coordination meeting was held with teachers and activity coordinators to plan the teacher sharing group activities to be conducted as part of the "We're at School: Üsküdar Project."
On October 27, 2020, the "We're at School Üsküdar Coordination Meeting" was held, project introductions were made for students newly included in the project and project school teachers, and activities were planned together with them. At the same time, representatives for each activity were determined and asked to provide information about their work. The meeting was attended by faculty members/experts from Maltepe University, psychology and social work students, philosophy, nursing, and nutrition and dietetics students; Prof. Dr. Bülent Coşkun from the Association for the Development of Community Mental Health, Üsküdar District Social Service Center Deputy Director Specialist Psychologist Elif Cansu Demirci, Üsküdar District Governorship Projects Unit Coordinator Hüseyin Karaman, and Üsküdar District National Education Directorate R&D Office Coordinator Sabahat Özgül. The program poster is attached (ANNEX:5).
On November 17, 2020, a coordination meeting was held with activity coordinators to develop and plan the health activities being conducted and planned to be conducted as part of the "We're at School: Üsküdar Project." On November 18, 2020, we came together with young people who were supported as part of the "Together with Children" Project, introduced group studies that could be done, and received ideas and suggestions from the young people. The meeting was attended by Prof. Dr. Gürkan Doğan from Maltepe University Foreign Languages Education Department, Prof. Dr. Bülent Coşkun, President of the Association for the Development of Community Mental Health, Prof. Dr. Ayşen Coşkun from Kocaeli University, Department of Child Mental Health and Diseases, and Hülya Poyraz, a master's student in Philosophical Counseling at Maltepe University. On November 20, 2020, an activity planning meeting was held with activity coordinators regarding the psychology and child development department activities planned to be conducted as part of the "We're at School: Üsküdar Project."
Assoc. Prof. Dr. Özden Bademci, Assoc. Prof. Dr. Esma Figen Karadayı, Asst. Prof. Dr. Narin Bağdatlı Vural, Asst. Prof. Dr. Seher Yurt, and psychology and social work students, philosophy, nursing, and nutrition and dietetics students, together with Üsküdar District Social Service Center Deputy Director Specialist Psychologist Elif Cansu Demirci and Üsküdar District Governorship Projects Unit Coordinator Hüseyin Karaman, held an "Evaluation Meeting of the Distance Education Process with Üsküdar District Governorship, Üsküdar District Social Services Directorate, and Project School Administrators and Teachers" on November 23, 2020, to reach the families of children in the project school and discuss the situations of children experiencing attendance problems.
On December 4, 2020, a process evaluation meeting was held with activity coordinators regarding the philosophy department activities being conducted and planned to be conducted as part of the "We're at School: Üsküdar Project." On December 7, 2020, an application example of the child development and psychology departments activities planned to be conducted as part of the "We're at School: Üsküdar Project" was carried out with activity coordinators and students. On December 8, 2020, a process evaluation meeting was held with school teachers, administrators, project coordinators, and representative students to evaluate the activities being conducted as part of the "We're at School: Üsküdar Project." On December 24, 2020, a coordination meeting was held with the participation of Üsküdar District Governor Murat Sefa Demiryürek and Maltepe University Vice Rector Prof. Dr. Betül Çotuksöken, in collaboration with the Üsküdar District Governorship and Social Services Directorate, as part of the We're at School Üsküdar Project. On December 31, 2020, an activity planning meeting was held with activity coordinators regarding the family support studies planned to be conducted as part of the We're at School Üsküdar Project. On January 19, 2021, a coordination meeting was held with activity coordinators and school teachers regarding reaching families and planned studies about family support studies planned to be conducted as part of the We're at School Üsküdar Project. On January 21, 2021, a Process Evaluation Meeting was held with We're at School Üsküdar Project Class Team Students and Advisor Professors regarding the fall semester studies. The strengths and areas open to development of the teams were discussed. Ideas were shared on how to better develop the 2nd semester studies. On February 1, 2021, a family studies meeting was held with the 7-A and 7-B class teams as part of the We're at School Üsküdar Project. What kind of work could be carried out with families specifically for these classes was discussed. On February 2, 2021, a family studies coordination meeting was held with the 5-A and 5-B class teams as part of the We're at School Üsküdar Project. What kind of work could be carried out with families specifically for these classes was discussed. On February 8, 2021, a family studies coordination meeting was held with the 6-A and 6-B class teams as part of the We're at School Üsküdar Project. What kind of work could be carried out with families specifically for these classes was discussed. On February 9, 2021, a family studies coordination meeting was held with the 5-C and 6-A class teams as part of the We're at School Üsküdar Project. What kind of work could be carried out with families specifically for these classes was discussed. On February 10, 2021, as part of the We're at School Üsküdar Project, the results of the family investigations of high-risk group children conducted by District Family, Labor, and Social Services Deputy Director Elif Cansu Demirci and social worker Merve Bulkurcu were discussed at a meeting attended by class teachers and interdisciplinary class teams for the work to be done for "child and family" specifically for each child. On February 15, 2021, a family studies coordination meeting was held with the 8-A and 8-B class teams as part of the We're at School Üsküdar Project. What kind of work could be carried out with families specifically for these classes was discussed.
On February 22, 2021, as part of the family support studies, a parent-expert meeting was held with the 7-A and 7-B class parents with the leadership of Lecturer Zeynep Aközlü and the support of class team members and teachers. Thirteen families attended the meeting. On February 24, 2021, as part of the family support studies, a parent-expert meeting was held with the 8-A and 8-B class parents with the leadership of Asst. Prof. Dr. Demet Avcı Alpar and the support of class team members and teachers. On February 25, 2021, a meeting was held to share experiences and ideas about the literacy education targeted for families and the family studies already being carried out as part of the We're at School: Üsküdar Project. On February 26, 2021, as part of the family support studies, a parent-expert meeting was held with the 6-B and 6-C class parents with the leadership of Asst. Prof. Dr. Hasret Saygı and the support of class team members and teachers. On March 3, 2021, as part of the family support studies, a parent-expert meeting was held with the 5-C and 6-A class parents with the leadership of Asst. Prof. Dr. Şule Aktaç and the support of class team members and teachers. Thirteen families attended the meeting.On March 3, 2021, a family studies coordination meeting was held with the 5-A and 5-B class teams as part of the We're at School Üsküdar Project. The planning for the first parent-expert meeting planned to be held on March 7, 2021, as part of the family support studies was made.On March 7, 2021, as part of the family support studies, a parent-expert meeting was held with the 5-A and 5-B class parents with the leadership of Research Assistant Ayça Evkaya Acar and the support of class team members and teachers. Nine families attended the meeting. On March 8, 2021, a planning meeting was held with the 6-B and 6-C family studies team to develop a system specifically to reach families that could not be reached as part of the We're at School Üsküdar Project. On March 11, 2021, a cooperation meeting was held to discuss how the We're at School: Üsküdar project team could contribute to the survey study being conducted to identify the needs of Roma citizens in collaboration with the Governorship and Üsküdar District Governorship. It was decided that the project team would support the survey studies between March 12-16. On March 15, 2021, a meeting was held to develop cooperation on family studies with young Roma Education Volunteers as part of the We're at School Üsküdar Project. It was decided that a Roma Education Volunteer would be included in each class team. On March 16, 2021, a cooperation meeting was held with Bosch company regarding SOYAÇ projects. Information was provided to the relevant representatives about the SOYAÇ Model and projects, and ideas were shared about cooperation. On March 17, 2021, as part of the We're at School Üsküdar Project, a seminar titled "Internet Today: Advantages and Disadvantages" was given to families by Lecturer Nesteren Gazioğlu upon the request of the project school families. Sixteen families attended the seminar. On March 24, 2021, as part of the We're at School: Üsküdar Project, the results of the family investigations of high-risk group children conducted by District Family, Labor, and Social Services Deputy Director Elif Cansu Demirci and social worker Merve Bulkurcu were discussed at a meeting attended by 5-A and 5-B class teachers and interdisciplinary class teams for the work to be done for "child and family" specifically for each child. On March 25, 2021, a workshop titled "Journey of Self-Discovery Through Painting" was held for volunteer university students taking part in the We're at School: Üsküdar Project, led by Sepehr Roshanshomal. On March 25, 2021, a coordination meeting was held for providing literacy education to families in the region in collaboration with the Marmara Education Foundation as part of the We're at School: Üsküdar Project. It was decided that 31 students from the faculty of education would participate in the project and serve as facilitators in conducting literacy education. On March 31, 2021, as part of the We're at School: Üsküdar Project, the results of the family investigations of high-risk group children conducted by District Family, Labor, and Social Services Deputy Director Elif Cansu Demirci and social worker Merve Bulkurcu were discussed at a meeting attended by 5-C and 6-A class teachers and interdisciplinary class teams for the work to be done for "child and family" specifically for each child. On April 1, 2021, an information sharing meeting was held with the Üsküdar District Governorship and Üsküdar District Police Department Children's Bureau regarding school-based community work for the prevention of child marriages as part of the We're at School: Üsküdar Project. The meeting was attended by Inquiry Judge Gökçe Bahar Öztürk, Director of the Department of Judicial Support and Victim Services Eren Dedekli, Üsküdar District Social Services Deputy Director Psychologist Elif Cansu Demirci, Mustafa Aslan from Üsküdar District Police Department Children's Bureau, and Üsküdar District Governorship Projects Coordinator Hüseyin Karaman.
On April 1, 2021, a process evaluation and coordination meeting was held with university students and advisor professors who would take part in the spring semester as part of the We're at School: Üsküdar Project. Information was provided about the work being done, and ideas and experiences were shared. On April 2, 2021, a planning and information meeting was held regarding the coordination of spring semester family studies and the inclusion of literacy education in family studies as part of the We're at School: Üsküdar Project. On April 2, 2021, a panel titled "School-Based Community Work in Distance Education: The SOYAÇ Example" was held within the scope of the Adalar District National Education Directorate Cooperation in Education Project. Assoc. Prof. Dr. Özden BADEMCİ, Assoc. Prof. Dr. Figen KARADAYI, Asst. Prof. Dr. Narin BAĞDATLI VURAL, Asst. Prof. Dr. Seher YURT, and Lecturer Diğdem ENEREM made presentations at the panel. On April 2, 2021, a workshop titled "Journey of Self-Discovery Through Painting 2" was held for volunteer university students taking part in the We're at School: Üsküdar Project, led by Sepehr Roshanshomal. On April 16, 2021, a meeting was held with faculty members involved in family studies regarding the planning of the coordination of spring semester family studies and the structuring of family studies as part of the We're at School Üsküdar project. On April 16, 2021, the first seminar of the Body-Oriented Trauma-Informed Education Practices Seminar Series, titled "Foundations of Psychism: The Emotional Absence of the Mother," was given by Spec. Clinical Psychologist Ebrar Aydoğan as part of the We're at School Üsküdar Project. On April 18, 2021, as part of the We're at School Üsküdar Project, the 5A-5B family studies team came together with families, and Research Assistant Esma Oğuz, who is part of the family studies team, made a presentation titled "Nutrition During Covid." On April 18, 2021, as part of the We're at School: Üsküdar Project, the 7A-7B family studies team came together with families, and Psychologist Nisa Demir and Psychologist Fatoş Kaytan, who are part of the family studies team, made a presentation titled "Family Communication During Adolescence." On April 19, 2021, an activity titled "Nutrition During Ramadan" was held as part of the We're at School: Üsküdar Project family support groups. Assoc. Prof. Dr. Fatma Esra Güneş made a presentation at the education. On April 22, 2021, as part of the We're at School: Üsküdar Project, the second seminar of the Body-Oriented Trauma-Informed Education Practices Seminar Series was held with Assoc. Prof. Dr. Özden Bademci's presentation titled "Body-Oriented Trauma-Informed Education Practices: The SOYAÇ Example." On April 22, 2021, as part of the We're at School: Üsküdar Project, the results of the family investigations of high-risk group children conducted by District Family, Labor, and Social Services Deputy Director Elif Cansu Demirci and social worker Merve Bulkurcu were discussed at a meeting attended by 6-A, 6B, 6C, and 8A class teachers and interdisciplinary class teams for the work to be done for "child and family" specifically for each child. On April 22, 2021, a talk titled "Viola Spolin Theater Method" with Ege Maltepe was held with the participation of the project team as part of the We're at School: Üsküdar Project. On April 29, 2021, as part of the We're at School Üsküdar: Project, the third seminar of the Body-Oriented Trauma-Informed Education Practices Seminar Series was held with Assoc. Prof. Dr. Esma Figen Karadayı's presentation titled "SOYAÇ Model and Practices with a Sociocultural Approach." On April 29, 2021, a "Process Evaluation Workshop" was held with the participation of faculty members and the coordination team involved in the project as part of the We're at School: Üsküdar Project. On May 3, 2021, as part of the We're at School: Üsküdar Project, the 6B-6C Family Studies team came together with families, and Specialist Dietitian Meltem Baykan made a presentation titled "Nutrition During Covid 19." On May 3, 2021, a coordination and process evaluation meeting was held specifically for the 8A family and interdisciplinary class teams as part of the We're at School: Üsküdar Project. On May 4, 2021, a workshop titled "Journey of Self-Discovery Through Painting 3" was held for volunteer university students taking part in the We're at School: Üsküdar Project, led by Sepehr Roshanshomal. On May 6, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Lecturer Didem Enerem gave a presentation titled "Will You Play with Me?" On May 6, 2021, as part of the We're at School: Üsküdar Project, the results of the family investigations of high-risk group children conducted by District Family, Labor, and Social Services Deputy Director Elif Cansu Demirci and social worker Merve Bulkurcu were discussed at a meeting attended by 7-A and 7-B class teachers and interdisciplinary class teams for the work to be done for "child and family" specifically for each child. On May 8, 2021, as part of the We're at School: Üsküdar Project, the 8A-8B Family Studies team came together with families and Spec. Clinical Psychologist Ebrar Aydoğan and held a meeting titled "Sharing Meeting on Youth/Adolescence." On May 9, 2021, as part of the We're at School Üsküdar Project, the 7A-7B Family Studies team came together with families and held a meeting titled "Mother's Day and Bayram Celebration Meeting."On May 18, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Specialist Developmental Psychologist Sinem Özen Canpolat gave a presentation titled "How Do We Heal in Relationships?"On May 20, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Dr. Karol Darsa gave a presentation titled "Five Common Mistakes in Trauma Treatment with Me. On May 22, 2021, as part of the We're at School: Üsküdar Project, the 7A-7B Family Studies team came together with families, and Prof. Dr. Ayşe Kılıç, Buse Özpineci, and Hanife Nur made a presentation titled "How Do We Benefit from Health Services?"
On May 27, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Specialist Psychologist Neşe Karabekir gave a presentation titled "Childhood Traumas in the Context of Prenatal/Perinatal Experiences." On June 1, 2021, a 2021 spring semester process evaluation meeting was held with the 5A-5B Family Studies Team as part of the We're at School: Üsküdar Project.
On June 1, 2021, a workshop titled "Journey of Self-Discovery Through Painting 4" was held for volunteer university students taking part in the We're at School: Üsküdar Project, led by Sepehr Roshanshomal. On June 3, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Asst. Prof. Dr. Narin Bağdatlı Vural gave a presentation titled "School Social Work: The SOYAÇ Example."
On June 8, 2021, as part of the "We're at School Üsküdar" Body-Oriented Trauma-Informed Education Practices Seminar Series, Prof. Dr. Ayşen Coşkun gave a presentation titled "The Effect of Violence on Children and Youth." On June 10, 2021, a process evaluation meeting was held with school teachers and advisor university professors to evaluate the "We're at School Üsküdar Project." On June 29, 2021, a "2020-2021 Term Project Closing Circle" meeting was held with the project team as part of the We're at School: Üsküdar project. On July 2, 2021, an introductory meeting was held with Dr. Nilay Alacalı, one of the facilitators of the Compassionate Inquiry Training, and participants.
ACTIVITIES ORGANIZED WITHIN THE PROJECT
A) Child Support Activities in Coordination with Class Teachers
A.1. Therapeutic Group Support Through Interdisciplinary Class Teams Based on Peer Relationships
Providing therapeutic peer support through the establishment of attachment relationships is the basic working principle of this group (1,2). However, due to conditions, changes were made in the peer group's work as the activities in the We're at School Üsküdar project were online this year, and face-to-face work could not be done. The SOYAÇ work carried out at a middle school in Üsküdar as part of the project was planned as class-based teams consisting of students from various fields and class teachers. Peer Support activities were also considered on the basis of class teams. For these purposes, 14 students with high motivation to work with children from among Maltepe University Psychology Department students and 2 experienced volunteer students from last year's work were identified.
Within the scope of the project, Psychology Department students supported by regular education and supervision were thought to provide play-based group activities and individual psychosocial support to children in need of support within the class teams and in accordance with the requests determined in the class team work consisting of interdisciplinary students, using the "peer-based therapeutic approach through the establishment of attachment relationships" model. Since psychology students receive training and supervision on peer-based support principles, they can play a protective and guiding role in such individual and group work. Since class teams are the basic working units in the project, activities or psychosocial support suggested by psychology students will be planned together with their teammates. Since class teams are decision-making units, Psychology students can organize activities, primarily play and then individual support work, to support students' attachment to school and the group in collaboration with Maltepe University students, especially from the Child Development Department and other relevant students, and can be matched with students in need as a result of group decisions made in collaboration to provide peer support (2). However, since class teams are independent units within themselves, psychology students' peer support activities are determined based on group decisions.
Psychology students were prepared before the implementation began by receiving information and doing readings on the working environment, characteristics, individual and group relationships, and various peer support principles. During the implementation, students will be supported on their experiences by receiving supervision before and after each meeting with children (3). The primary goals of psychology students are to establish relationships in accordance with principles that develop group spirit in the teams they are in and to contribute to making this group a safe environment. However, individual support can also be provided after group relationships are developed.
Within the scope of this support program, Psychology Department students aim to support children's emotional and social development by establishing secure attachment relationships with clear boundaries with the children and creating a safe group environment, to increase their motivation by engaging in fun and educational activities, and to be role models (4).
In play and educational activities that take into account children's wishes within the group, it is aimed that they develop attachment to the group, think about their own goals, develop psychological resilience, and increase their academic achievement (5).
As a result of activities and relationships, it is expected that there will be changes in children's emotions, thoughts, and behaviors, and a reorganization of their cognitive structures in this different environment created with continuity (6,7,8,9).
All activities are planned to initiate individual or group support work in line with the requests of teachers and teams determined in interdisciplinary class team work created with a systems approach (3).
[References section omitted for brevity]
A.2. Roma Education Volunteers as Role Models
Activity Coordinator: Nazan Haydari Pakkan
Albert Bandura's (1977) social learning theory emphasizes that observation and role models play a critical role in young people's learning processes. Role models who display positive experiences have important effects on young people's evaluation of the success factor, reinforcement of their self-confidence, and revealing their own capacities. In this study, Roma education volunteers who are continuing their university education, have been successful in their fields, and work on different projects joined the We're at School Üsküdar project as role models for Roma youth and children.
Roma education volunteers participated in family and class teams that had formed within the general structure of the We're at School Üsküdar project, considering their own preferences and priorities. The study was carried out with the participation of 8 Roma education volunteers between February and June 2021. Following the working principles determined by the teams, Roma education volunteers supported communication with children in the teams and helped children become aware of their own strengths and have a belief that they could achieve what they wanted with their competencies and Roma identities as role models. Supervision was conducted with volunteers every two weeks to share how they evaluated themselves and their observations and suggestions during the process.
Roma education volunteers who participated in the study: [List of volunteers with their affiliations]
Roma education volunteers became more aware of the roles they could play as role models. Although meetings could not always be held with full participation due to volunteers' intensive programs and limitations of the online environment, the presence of Roma education volunteers in the project was effective in evaluating the groups worked with from different perspectives and developing new interaction models.
References: Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
A.3. School Social Work
Coordinator: Asst. Prof. Dr. Narin Bağdatlı Vural, Maltepe University, Department of Social Work
In the school social work conducted within the scope of school-based community work carried out under SOYAÇ, which values interdisciplinary and team work and aims to develop cooperation between family, school, and community surrounding the student, the ecological systems approach is taken as a basis. Each system surrounding the child (school, family, peer environment, neighborhood, socio-cultural and economic situation) affects each particular problem of the child, and therefore work needs to be carried out to discover the incompatibilities in the interaction between the child and their environment and to transform relationships (1). School social workers have duties such as sharing information with teachers, school administration, and other school staff about factors affecting both the child's academic success and adaptation problems within the school, and cooperating in solving problems; following up and evaluating various educational programs for students, families, and school staff within the framework of team work; supporting at-risk students and their families; advocating for the protection of the right to education; strengthening relationships between family and school; identifying students' educational needs; helping families understand their children's psycho-social developmental characteristics and educational requirements; analyzing students' living conditions and the conditions of the neighborhoods they live in; referring students and their families to relevant institutions to benefit from the services and resources they need, and following up; realizing coordination between institutions; cooperating with the community to identify and develop resources to provide better services to at-risk students and their families; evaluating relationships between school, family, and community (3, 2). School social workers need to develop cultural competence as well as cultural awareness that recognizes cultural differences in school and sees these differences as a richness for a multicultural democratic society, to deal with their own prejudices and stereotypes; to be aware of social stigmas and labels, and to conduct liberating work against all kinds of discrimination and oppression experienced by individuals and groups from different cultures (2, 4, 5). In applied school social work, interventions aimed at eliminating the negative effects of causes that would prevent/make it difficult for children to access their right to education have been made; work has been carried out to protect and develop children's and families' right to benefit from education, health, and social services in accordance with international and national legislation, with a perspective that recognizes individual and cultural differences within the school, sees these differences as a cultural richness, and adopts the understanding of social justice regarding access to resources.
In the school social work conducted within the We're at School: Üsküdar project, which values family-school-community interaction; in accordance with the ecological systems approach, all systems surrounding the student and with which the student interacts were taken into consideration, and factors affecting the academic achievement and adaptation problems in school of disadvantaged children who are subjected to all kinds of neglect and abuse and face the risk of school dropout were identified together with the team in the school and the class teacher, guidance and psychological counseling teacher, and school vice principal. With a solution-focused and empowering approach, information exchange was provided within the class teams, cooperation was realized, and students were followed up. The social work department student responsible for each class followed up on the child with the class team, and referred children who could not be reached or who had problems to experts or institutions within the project.
Social work department students in the family studies team conducted work aimed at strengthening the relationships between family and school so that the family would understand the child's educational needs and support the right to education, together with the class team. Social investigation for families was organized to include home visits by social workers working in relevant institutions to identify the demographic characteristics, cultural structure, lifestyle, and relationships of families within the family and with other systems in their environment. Social investigation reports are presented by institution officials to the team of the relevant class and the class teacher, guidance and psychological counseling teacher, and case discussions and consultations are provided on household situation determination.
Referrals were made for students and families to benefit from various services and resources, and the provision and impact of these services were followed up. Coordination and cooperation were provided between institutions such as the District Governorship, Üsküdar District Social Service Center, District National Education Directorate, Provincial Health Directorate, Üsküdar Social Assistance and Solidarity Foundation (SYDV), Üsküdar Roma Platform, Community Mental Health Center, District Police Children's Bureau, Istanbul Marmara Education Foundation, considering the best interests of the child when necessary. As stated by the Üsküdar Social Service Center authorities, as part of the We're at School: Üsküdar project, investigations were conducted in 102 households, 276 children were reached, and they were benefited from services as allowed by the relevant legislation. The online literacy activity for adults coordinated by the Istanbul Marmara Education Foundation is one of the community service activities for children and families who do not know how to read and write.
References: [List of references omitted for brevity]
A.4. Therapeutic Peer Support: Individual and Group Work
Activity Coordinator: Assoc. Prof. Dr. Esma Figen Karadayı
Helping disadvantaged children develop, supporting them by carrying out projects to prevent them from being excluded from the school system and social life are among the most basic goals of Maltepe University SOYAÇ Center. The SOYAÇ Model developed for this purpose relies on therapeutic peer support based on a systems understanding and trauma knowledge, and attachment-based individual and group work to achieve its goals (1, 2, 3). It is considered important for children to be matched with university students and receive therapeutic peer support by establishing safe and supportive relationships within a system where cooperation between university community institutions is strengthened through interdisciplinary work and inter-institutional relationships. It is also known that children restructure their cognitive development through the establishment of individual and group attachment relationships in socio-cultural environments recreated based on principles appropriate for child development with educational and entertaining activities (4).
According to socio-cultural theory and Vygotsky, children learn spontaneously by transferring from interpersonal to intrapersonal processes within relationships they establish with peers and activities they do in the environments using various materials, rather than through direct teaching techniques (5). Children's cognitive development is formed according to the support they receive from relationships established in their proximal development zones, all kinds of materials they use, and types of activities. Tools and equipment involved in social relationships, rules and principles created together, role modeling, and in summary, the social learning method play a determining role in the reorganization of cognitive development. (6,7).
The Therapeutic Peer Support Group is determined by selecting from psychology students who are highly motivated and volunteer. These students participate in the project in the context of courses for two semesters and can continue as volunteers afterward. They receive training on various topics such as sociocultural theory, developmental trauma, attachment relationships, emotion regulation, group spirit, resilience, and support children's individual development by establishing attachment relationships with them in play groups and individually, and by receiving supervision.
In the We're at School Üsküdar project, a total of 23 students participated in the spring semester, including 16 psychology, 6 volunteer students, and one volunteer psychology student. Peer counselors were distributed in pairs to ten class teams and played an active role in creating group spirit in the teams and play groups. They also tried to reach one or two students by being matched with them in the group or individually. They tried to establish bonds by constantly calling the children directly or through their families. Attachment relationships were established with some children depending on the interest of their families, and some were brought into play groups.
Children expressed that they had a very enjoyable time in the play groups and wanted to continue. It was observed that children became more active in the groups, participated more, expressed themselves, followed the rules, and developed their skills through modeling. They showed similar developments in individual peer support relationships. Children expressed their emotional bonds with a desire to think about themselves and their goals, increase the duration of the meetings, and continue during the summer vacation. However, children were also psychologically supported and strengthened by preparing them for separation.
[References section omitted for brevity]
A.5. Impact Now: The Power of Play in the Classroom
Activity Coordinators: Lecturer Diğdem ENEREM Lecturer Gülşah AYDIN YEŞİLYURT Lecturer Özlem İLKER
Children need support in their unique worlds, sometimes through a tool like play. Play supports children both developmentally and educationally [1]; it guides children in acquiring positive behaviors, socializing, gaining empathy skills, and getting to know themselves and the world [2]. Additionally, through play, children can become aware of their own interests and needs; they can become individuals who are sensitive and highly aware in individual, social, and scientific aspects [3].
For education to be able to create behavioral changes in individuals, it is necessary for these individuals to continuously participate in the education system [4]. When the literature is examined, it is seen that Roma children's participation in educational activities and school attendance rates are not at the expected level [5, 6]. Within the scope of this project, whose main purpose is to support increasing school attendance by establishing a therapeutic relationship with students through an interdisciplinary holistic model, online sessions were held with 5th, 6th, 7th, and 8th grade students at determined days and time intervals by Child Development Department students, together with other team members in the class teams, and different play-based activities aimed at creating group dynamics with children were carried out. These activities were used as a tool to support students' social and emotional development, to enable them to recognize individual differences and socially integrate, and to create group dynamics. Additionally, through these activities, it was aimed for students to perceive themselves as a whole with school and society, to build their own values, and to gain self-confidence and learning motivation by increasing their excitement and curiosity within supportive learning relationships.
In this project, three faculty members from the Child Development Program and seven second-year and two second-year students took part. Under the guidance of the faculty members, in weekly meetings, some play-based activity suggestions that could be implemented online were prepared by both department faculty members and department students. These activities were rehearsed during the meeting, and how the activities could be implemented with students at different grade levels was discussed. By focusing on the activities carried out with the students and the outcomes of these activities, existing activities were adapted or new activities were planned in line with the requests of the students involved in the project and the needs of the students attending all classes. Later, Child Development Program students shared these activities with the class teams. The implementation of the activities mentioned in the meetings was not required; these activities were presented to the class teams as suggestions. The activities were reported by the department students in the class teams they were involved in.
As a result of all these studies, it was observed that team members and students had the opportunity to get to know each other more closely, students' sense of belonging to the group was supported, as well as their ability to act together with the group, cooperate, think abstractly, and pay attention, they were able to express their wishes and needs, and families could also be included in some activities.
REFERENCES: [List of references omitted for brevity]
A.6. Realizing Potential: A Curiosity, A Thought
Activity Coordinators: Assoc. Prof. Dr. Hasret NUHOĞLU, Aybüke İNCE, Ayşe Altınay DEDE
Individuals who show significant differences compared to their peers by displaying high-level performance in one or more areas are defined as specially talented individuals (1). In this context, our primary effort should be to recognize students with high potential, to support them according to their potential, and to understand the benefits of high potential. The subject of this study is to keep alive the interest and motivation of our student who has a high level of interest and curiosity in the field of informatics, to plan and conduct a systematically and regularly prepared education, and to provide suitable environment and opportunities to the student throughout the process.
The aim of the study is to support the cognitive level and abilities of the student that are different from their peers in the context of their interests and abilities; to try to maximize their potential as much as possible. In the context of this main goal, sub-goals such as keeping their interest in learning alive, learning concepts and ideas at a more complex level, struggling in challenging environments, providing in-depth learning on the topic they are interested in, providing opportunities for the development of creativity, and making them an autonomous learner were targeted.
Neihart (2) states that the degree of special talent affects having an appropriate educational environment and being psychologically healthy. From this point of view, positive changes that will occur in the lives of students who are recognized and supported considering all areas of development are very valuable for their development. In this context, at the end of the planned studies, it is expected that the student will develop a positive self-perception about themselves and become an autonomous learner.
In the implementation process of the study, thinking skills, intelligence games, social-emotional development studies, creativity studies and creative problem-solving techniques, STEM + A and Web 2.0 studies were conducted in accordance with the student's potential and area of interest. The study included one student, one activity coordinator, two activity facilitators, two class psychologists, one class teacher, and a mother. At the end of the studies, the student achieved the targeted goals. They completed the study process as an individual who is active in thinking skills and creativity, expresses their feelings and thoughts, can produce projects, and solve problems.
References: [List of references omitted for brevity]
A.7. Doing Philosophy with Children
Activity Coordinator and Implementers: Hülya POYRAZ, Dilek ATİK, Nimet Gayretli SOLAK, Filiz SERDAR, Nilüfer KOSİF
The field of study known as philosophy for children (p4c) pedagogy in the world is a methodology that focuses on thinking skills, developed by Columbia University Philosophy Professor Matthew Lipman in the late 1960s. The aim of the pedagogy is to develop four thinking skills: critical, creative, caring, and collaborative thinking.
Critical thinking is a type of thinking where connections are included in the evaluation within the framework of certain criteria, and thinking errors are eliminated. Creative thinking is a thinking skill supported by imagination. Caring thinking is a thinking skill that determines the measure of an individual's approach to both their own thinking and the thinking of community members. Being a community member, thinking together, and making an effort to produce ideas together is the collaborative thinking skill.
This pedagogy is also used as a teaching method in branch courses. Achievements such as problem-solving, curiosity, and supporting reading habits affect children's academic success.
In philosophy studies for children, we started from a story, a poem, a work of art, a cartoon, or experiences children brought from their daily lives, defined as stimuli. Using the Socratic Dialogue Method, we aimed for children to discover the connection between the outside world and the experiences they bring from their own lives, and to make evaluations with this discovery.
During the SOYAÇ "We're at School: Üsküdar" project, approximately 40 workshops were organized with students from two 7th-grade classes of the project school, one hour once a week. Class teachers participated in the workshops as observers.
In the content of philosophy workshops for children, we worked with stimuli that provide the opportunity to discuss philosophical questions belonging to the sub-branches of philosophy, especially topics within the scope of the three basic disciplines of systematic philosophy: Moral, Ontology, and Epistemology. For example, concepts such as the meaning of life, death, immortality were investigated with Nattalie Rabbit's book The Immortal Family; concepts such as thinking, questioning with Margarita del Mazo Guridi's book The Herd; concepts such as growing up, selfishness, sacrifice with Shell Silverstein's book The Giving Tree, through 40 different stimuli, aiming to develop children's thinking skills.
The results of the study were measured both by self-assessment questions made with the children and by the class teacher's observations during the workshops, in mathematics classes, and by the class psychologist's observations of the reflections on children's behavior in other activities within the project.
The following are sources that can be used in the literature: [List of references omitted for brevity]
A.8. School Health Nursing Studies
Activity Coordinator: Asst. Prof. Dr. Seher YURT
Since 2018, in a middle school in Istanbul's Üsküdar district where there are students with different disadvantages and a high rate of school dropouts, school health nursing studies have been carried out in cooperation with the Center for Implementation and Research for Street-Living and Working Children (SOYAÇ) and with an interdisciplinary systems approach. These studies, carried out in a school with 11 classes and 225 students, are also conducted within the scope of project work where inter-institutional/inter-university cooperation is provided. Maltepe University School of Nursing 3rd and 4th-year students conduct their school health education in these studies under the coordination of faculty members and plan, implement, and evaluate protective and developmental health education for the school community (students, parents, teachers). They also carry out joint studies with students from different departments of universities such as psychology, social services, nutrition and dietetics departments within the framework of interdisciplinary cooperation and experience the principles of working with different disciplines.
At the beginning of each semester, orientation studies are conducted for 15-25 nursing students with the disciplines they will work with in project studies. Different disciplines get to know each other, and common working principles are established. The characteristics of the field are conveyed to the students, and class teams, which include school administration and teachers, are formed in line with the needs for the work to be carried out. Class teams consist of 5-8 people. Each group includes 1 teacher, 1-2 nursing, 1 psychology, 1 social work student, 1 nutrition and dietetics student. Each group's faculty member provides supervision to their students. Teams address problems on a class basis, work together for solutions, and share the work carried out with each other. Through these studies, teachers are supported as well as students. In this way, the working principles and perspectives of different disciplines can be operated together for a common purpose.
In the fall and spring semesters of 2019-2020, 13 nursing students carried out studies on harmful habits, children's rights, right to education, educational motivation; my story-your story study, peer bullying, preparation of health messages on class boards in cooperation with students. During the Covid-19 Pandemic period, studies continued on the online platform. They conducted health education on the subject of Covid 19 and protection methods, and the healthy use of technology and the negative effects of technology addiction on health. In online studies, class teams provided counseling services for students and families with acute and chronic health problems who needed support and referred them to relevant institutions for the solution of their problems.
These studies conducted with the SOYAÇ model and school health nursing studies in schools such as this, where disadvantaged students are concentrated, can form a good model for schools where disadvantaged groups are concentrated.
A.9. School Nutrition Studies:
Activity Coordinator: Asst. Prof. Dr. Şule AKTAÇ Activity Facilitators: Dietitian Biset GÜLER, Intern Dietitian Şenol Mert DUMAN
Nutrition is important for providing children's growth and development and preventing the formation of chronic diseases. The We're at School Üsküdar Project nutrition activities aimed to determine children's nutritional status and nutritional knowledge level and to carry out activities to improve their nutrition. In the 2019-2020 academic year, three faculty members, 2 research assistants, 1 master's student, and 8 undergraduate students were involved in the nutrition activities conducted face-to-face by Marmara University Department of Nutrition and Dietetics. Anthropometric measurements of the children were made, and a questionnaire was applied to evaluate their sociodemographic characteristics, physical activities, eating habits, nutritional knowledge levels, and food consumption. Nutrition education and activities were organized for children at the school for each topic related to food safety, adequate and balanced nutrition, and food groups. In the 2020-2021 academic year, three faculty members, 2 research assistants, and 14 undergraduate students were involved. During the Covid-19 period, a questionnaire on nutritional status was applied online, education was given on nutrition during the pandemic, label reading, and the importance of breakfast, a drawing competition was organized to draw attention to the importance of breakfast, and individual nutrition consultations were provided. In addition to individual nutrition consultancy for families, nutrition seminars were also given. According to the 2019-2020 data, it was found that 92.6% of the children had normal height for age, while 59.6% of the children had normal body mass index for age, and 37.2% were slightly overweight/obese. It was determined that buying products sold in the open was high (83.0%) and increased as the grade level increased (p<0.001), and skipping breakfast (66.0%) was common. It was determined that the frequency of bringing food to school was low (34.0%), and girls brought more food than boys (p=0.024). While 61.7% of Roma children received allowances of 10 TL and above, 50.6% of non-Roma children received allowances of 1-5 TL, and the difference was statistically significant (p=0.001). It was determined that 52.1% of the children were in the less active group. It was determined that their knowledge level about nutrients was low (18.1-53.2%). It was determined that potassium and calcium intakes, nutrient intakes of boys compared to girls, and weekday nutrient intakes compared to weekends were low. It was determined that during the pandemic period, the frequency of eating (57.7%), consumption of fruits (57.7%), meat (51.3%), and homemade pastries (50.0%), and 65.4% of their body weight increased. It was determined that the availability of healthy food at home (64.1%) and family encouragement in this direction (84.6%) increased during the pandemic period.
Students' nutritional knowledge levels and awareness of healthy nutrition increased. It is important to ensure the continuity of activities for behavioral change to occur.
A.10. Viola Spolin and Improvisation Theater Games Workshop
Activity Coordinator: Actor, writer, director, trainer Ege Maltepe
The workshop organized by actor, writer, director, trainer Ege Maltepe was held on May 6-20-June 3-17, 2021, via the online platform/Zoom. Two children from each class section were selected and invited to the workshop. The selection of children was made by the class teacher and interdisciplinary class teams, aimed at identifying the child "who needs psychosocial support through play the most." A total of 15 children and 2 class teachers participated in the workshop.
The games planned in the workshop content were developed within the framework of the "Spolin Improvisation Theater" method put forward by Viola Spolin. This method briefly aims for people to make organic choices through improvisation by focusing on the present moment. There is no right or wrong in the games. Players are enabled to free themselves without worrying about right or wrong (1,2,4).
It can be extremely important for children's mental and emotional development that they can freely express what comes from within while playing; creating space for and respecting their organic choices (2, 3). In these workshops, Spolin improvisation exercises focusing on skills such as communication, concentration, and physical relaxation were used. Our main source was the book Improvisation for Theater by Viola Spolin, translated into Turkish by Ege Maltepe (1). In addition, Evren Erbatur, Nalan Asya Deliormanlı, Şerife Letifoğlu, Defne Maltepe from the Spolin-ist team, and class teacher Gamze Özçelik, who met this method in SOYAÇ workshops, accompanied the workshop.
In the first weeks of the workshop period, it was observed that children had difficulty expressing their individuality, sometimes did not want to open their cameras, and were hesitant and shy about making improvised choices in the game. In the following weeks, the group got used to each other, and the difficulties experienced at the beginning could be overcome more quickly.
References: [List of references omitted for brevity]
A.11. Life with Sports: Basketball Workshop
Between May 26 and June 6, 2021, a "Life with Sports Workshop" was held by Sarp Göbeloğlu, a Psychology undergraduate student interning at SOYAÇ and a professional basketball player. The workshop was held on the online platform/Zoom and consisted of a total of 4 hours, organized separately for each grade level, including basic warm-up, muscle relaxation, and basketball activities turned into games.
Research has revealed that physical activity and sports make valuable contributions to children's gaining self-confidence, knowing their bodies, socializing, discovering the world, and growing and developing healthily (1).
Effects of physical activity on psychosocial development (2):
- Mediates emotions such as joy, teaches how to cope with success and failure.
- Supports the development of personality (self-confidence, self-esteem, assertiveness, etc.).
- Helps develop free work and independent movement.
- Supports the development of social skills (justice, solidarity, tolerance, thought, conflict and reconciliation, helpfulness, etc.).
- Helps reduce stress.
- Increases attention and concentration. This can increase mental performance and learning ability (2).
It can be said that children who had to stay at home with pandemic conditions and distance education, sitting still in front of screens for long periods, negatively affected their physical, mental, emotional, and social development. The workshop was aimed at supporting the development of children.
A total of 19 children participated in the workshop. It was observed that during the study period, children quickly adapted to the expected physical movements and games, and gave positive feedback about the games.
References: [List of references omitted for brevity]
B) Family Support Studies in Coordination with Class Teachers
In the spring semester of 2020-2021 of the We're at School: Üsküdar project, 5 "Interdisciplinary family studies teams" were formed to work with families in coordination with class teachers, to work in coordination with interdisciplinary class teams. The teams came together with mothers and fathers on dates they determined, primarily aimed at establishing bonds, and held sharing meetings and supportive education/seminars on topics thought to be needed.
Cooperation was conducted with the Üsküdar District Social Services, and "Family investigation" was requested for families thought to be in need. The details of this study are given under the heading "School Social Work."
B.1. Adult Literacy Campaign: SOYAÇ Example
Coordinator: Asst. Prof. Dr. Vildan KATMER BAYRAKLI, Maltepe University Activity Facilitators: Class teacher Nimet SOLAK, Maltepe University Philosophical Counseling Master's Program Student Maltepe University Faculty of Education Guidance and Psychological Counseling Program (Turkish-English) Students (31 students)
Equal opportunity in education also applies to adults who have never been able to go to school or who have not completed their compulsory education. Not knowing how to read and write does not prevent a person from thinking and developing themselves. However, all developing countries agree that illiteracy is a significant obstacle to a nation's modernization [1]. The concept of literacy, which began with human history, constitutes the most basic learning area. Literacy is considered both a constitutional and a fundamental human right in today's world. In this respect, it constitutes one of the priority agenda items of the world in general and Turkey in particular [2]. A prerequisite for participating in other social or vocational education programs is knowing how to read and write. Literacy is a key that opens the door to other educational opportunities [3]. In this context, this study aimed to provide literacy skills to parents who are not literate. The study was carried out within the scope of the "We're at School Üsküdar" Project, coordinated by İMEV, in cooperation with SOYAÇ and Üsküdar District Governorship.
The facilitation of the activities carried out in the study was done by a class teacher and 31 undergraduate students studying at Maltepe University Guidance and Psychological Counseling Program (Turkish-English) who wanted to participate in the activities voluntarily. The participants of the study were determined from the parents of the students at a school addressed within the scope of the "We're at School Üsküdar" Project. The study was carried out in the second semester of the 2020-2021 academic year. In the study, first, parents were reached, and parents who did not know how to read and write were identified. Literacy studies were started with three volunteer parents from the identified illiterate parents. The studies in question were carried out online due to the Covid-19 pandemic process. The students who took part in the realization of the studies formed groups among themselves and ensured that the studies were carried out without interruption. In this context, some of the students prepared materials for literacy studies, while others conducted online lessons with parents participating in literacy studies. The lessons were held at times and frequencies suitable for the parents. The materials prepared by the students for literacy studies were shared with the parents in advance, ensuring that the parents came prepared for the lessons. In addition, a basic level literacy book and writing notebook were delivered to the parents by mail. The studies with the parents began with teaching the alphabet letters, and direction was given in line with the recommendations of the class teacher who facilitated the activity. The activity coordinator and facilitators held an online meeting every week. In these meetings, both the previous week was evaluated and the studies to be done the following week were decided.
The current results of the study showed that one of the three parents included in the study was ready to receive a second-level achievement certificate (primary school completion certificate), while the other two parents would be ready to receive a first-level literacy certificate in the near future. Additionally, these parents want to continue studies to obtain a second-level achievement certificate. Therefore, online lessons still continue in line with the wishes of the parents and facilitator students.
REFERENCES: [List of references omitted for brevity]
B.2. Family Health Studies: Istanbul University Faculty of Medicine
Activity Coordinators: Prof. Dr. Ayşe KILIÇ, Prof. Dr. Bülent COŞKUN, Simay MEMİŞ
To help disadvantaged children access education and ensure their continuity in education, 15 undergraduate students participated in the project between April-June 2021 under the leadership of Prof. Dr. Ayşe KILIÇ.
Within the scope of the project, students ensured children's and families' access to health services at points where they needed medical treatments and undertook the mission of informing people about health services. It was aimed to provide medical treatments in the early term, thereby ensuring the continuity of families and children's participation in the project, and facilitating families' access to health services in the long term with relevant information.
During this process, students took part in group work with the responsibilities they took on and carried out multidisciplinary studies. They exchanged information with many disciplines during the work. They increased their competencies in social and psychological approaches with supervision lessons organized by Prof. Dr. Bülent COŞKUN and Prof. Dr. Ayşe KILIÇ. They had the opportunity to share their medical knowledge early on, compiling and developing their knowledge. They benefited from the knowledge accumulation of different branches through various activities organized every week.
During the project process, contact was made with a student who was absent from school, and meetings were held to enable them to receive their diploma. Further examinations were made for the parent of a student who reported that their mother had breast cancer, and it was determined that the mother had chronic infection and cystic disease. Buse ÖZPİNECİ and Hanife NUR gave presentations on "Preventive Health Services in Adolescents" and "How to Benefit from Health Services" to the parents of 2 classes within the scope of the project. Necessary examinations and treatments were arranged for two students. Contact was made with the grandmother and mother of two students, and they were informed about COVID-19. These two students had dental fractures and arm fractures. The students were followed up. Internet connection and computer support were provided to two students whom we learned were not attending classes.
B.3. Health Education Activities for All Children and Families:
In the school where the project is being carried out, educational activities aimed at increasing health-related knowledge and awareness on topics that are thought to be risky for health will be carried out throughout an academic year. Within the scope of health education activities, 4 different nursing sub-branches from Maltepe University, such as School Health Nursing, Child Health Nursing, Reproductive Health Nursing, and Public Health Nursing, will continue their activities at the school with academic personnel and students in cooperation, and within the scope of this activity, cooperation is also being made with the Anesthesia Department to provide first aid education to the entire school.
In addition to addressing topics such as hygiene, protection from diseases, peer bullying, harmful habits (smoking, substances, etc.), risky behaviors, in this school where Roma children predominate, with a high prevalence of early school dropouts and adolescent marriages, it is aimed to raise awareness by providing information to children about the social and physical disadvantages of early marriages. Besides these, education on the risks of early marriage, reproductive health, and family planning methods is also planned for families.
While the education is carried out in coordination with the school and family, it is also carried out with interdisciplinary cooperation. Health education planned with Maltepe University Department of Nursing, Department of Anesthesia, Department of Psychology students and academic staff; Marmara University Faculty of Health Sciences, Department of Nutrition and Dietetics students and academic staff, Istanbul University Faculty of Medicine students and academic staff is carried out in integrity and in line with common goals.
B.4. Activities of the Association for the Development of Community Mental Health
The contribution of the Association for the Development of Community Mental Health to the "We're at School: Üsküdar" project was thought to be mainly in the form of "consultancy." Representatives of the association are not involved "alone" under a separate heading within the activities being carried out at the school. They contribute to other appropriate team work.
Providing consultancy in the planning, implementation, and evaluation stages of activities being carried out by different disciplines and sectors and complementing each other,
Contributing to the education of those carrying out the work and to supervision activities when other teams deem it necessary,
Within the framework of services being carried out by different groups, contributing to activities carried out with teachers, children, families (especially group work) by using film, series, documentary excerpts, and conducting "awareness-raising studies" if deemed appropriate.
The Association for the Development of Community Mental Health also has the work of Kocaeli University Community Mental Health Unit in its past. Additionally, although individual or group treatments are not included in the working principles of the Association for the Development of Community Mental Health, since the association's employees are experts in the field of child mental health, support can also be provided regarding treatment-oriented referrals when needed through connections with the existing network of mental health workers.
In the course of the work in the 2019-2020 period, representatives of the Association for the Development of Community Mental Health took part in the planning and evaluation stages. In addition, mediation was provided for the necessary medical support regarding a child and family in need, connection was established with the relevant health institution, and contribution was made to the follow-up of the process.
C) Teacher Support Activities
As part of the "Teacher Sharing and Psychosocial Support Group Activities," studies were carried out every Friday at Hilmi Çelikoğlu Middle School under the direction of a faculty member from the Psychology department, Clinical Psychology master's students, and a clay therapist, with the participation of school teachers, to support them. Through these studies carried out with teachers, it was aimed to enable teachers to share with each other, receive support, develop flexible resilience, and make sense of their experiences with psychosocial support groups formed by psychologists at the school, where they come together every week, to cope with the emotional intensity and stress resulting from challenging situations they face.
C.1. The Taste of Being a Teacher and Learning in the Context of Literature and Cinema
Activity Coordinator: Prof. Dr. Gürkan Doğan
The main purpose of this study is to develop the awareness of teachers, who have important responsibilities in making the learning climate in schools more motivating, efficient, and enjoyable for teachers and learners, about the relationships between "learning - teaching - happiness" phenomena. Education models that glorify knowledge detached from its context and ignore the fact that "emotions exist before language" unfortunately render invisible the educational problems caused by learning processes not associated with life. As a natural consequence of such an approach, the relationship between student and teacher, which should be established on the basis of 'authenticity', can be disrupted, and it becomes difficult to achieve permanent learning (1). In this context, the study aims to highlight the decisive role of storytelling and emotionally articulated interactive learning processes in teachers' lives on the basis of awareness (5).
The aforementioned study was conducted with the participation of seven teachers, in the form of 90-minute meetings, once every two weeks, on Thursdays, between October 15, 2020, and June 11, 2021.
As is known, the relationship between the concepts of 'education' and 'happiness' has been receiving increasing attention in recent years (3). The addition of 'happiness' classes to the general curriculum in primary school years in countries such as England, Iceland, Bali, and India points to an important reality. In this context, if the learning environment in the classroom is formed in a way that facilitates and makes learning enjoyable, it will be easier to ensure that new learning based on curiosity and interest will be more permanent (5).
Based on the above finding, literary texts (poetry, short stories), cinema, photography, and song lyrics were used in studies with teachers in the project to develop awareness of happiness and success in both personal and professional life. For this purpose, concepts such as 'human', 'life', 'purpose', 'happiness', 'success', 'curiosity', 'interest', and 'learning' were addressed in sequence, approached through critical thinking techniques, and teachers were encouraged to discuss and express opinions about these concepts among themselves.
Based on the assumption that teachers who know the value of the presence of students in the classroom who feel valued from an early age, where success is not only defined as academic success, who are not afraid of making mistakes, who can think independently, who are familiar with the concepts of knowledge, skill, and passion, who know their emotions and can express them, and who can enrich the classroom for these purposes, will also increase their own professional satisfaction (4); in particular, practical studies were carried out to jointly discover ways to achieve 'context' and 'relationship' focused learning/teaching environments by emphasizing that the plots and different character types in short stories and films, and 'learning', 'understanding', 'feeling' are not just a triangle of relationships limited to school.
The possible outcomes of the study are listed below:
a. Education and happiness b. Lifelong learning c. Knowledge - emotion relationship d. Intuition e. Insight f. Common sense g. Uncertainty in life and learning h. Literary taste i. Difference between understanding - feeling j. Curiosity k. Motivation l. The taste of learning/teaching
Applications were made to develop teacher awareness in line with the outcomes listed above.
References:
- Geçtan, E. (2002a) Being Human. Istanbul: Metis Publications.
- Geçtan, E. (2002b) Life. Istanbul: Metis Publications.
- Koydemir, S. and G. Bulgan (2017) Happiness 2.0. Ankara: Elma Publishing.
- Kuran, Ev. (2019) Understanding a Generation. Istanbul: Mundi Publications.
- Noodings, N. (2006) Education and Happiness. Istanbul: Kitap Publishing.
- Youell, B. (2006) Learning Relationships: Psychoanalytic Thought in Education. Istanbul: Bağlam Publications.
C.2. Body-Oriented Psychosocial Support
Activity Coordinators: Specialist Clinical Psychologist M.Can Hasateş, Teacher Selma Selçuk Baş, Teacher Gamze Özçelik Demiral Activity Facilitators: Beyza Gizem Aka, Aylin Tütüncüler (Reporters)
It is thought that teachers are at the forefront of those who are in close contact with students' learning experiences 1. For this reason, it is assumed that through work with teachers, who are in a position to shape the learning experience, it may also be possible to indirectly contact students' learning experiences. Beyond expressing learning experience as academic achievement, learning is a set of experiences that also includes social and emotional components. Recognizing, understanding, and meeting students' social and emotional needs with appropriate interventions correspond to the concepts of "containment, containing, containing function" 2. In the context of the relationship between social and emotional components and learning, as a result of a literature review, it is thought that teachers' containing functions may have a complementary and integrative characteristic 3. In order to achieve this general aim, the detailed aims are firstly to contain teachers and indirectly (containment of students by teachers) to contain students as well, thereby increasing their academic achievement, enabling them to establish more positive social relationships, express their emotions, and develop empathy.
Due to the pandemic process and conditions, they came together online every Thursday from 13:30 to 14:30, considering and deciding together on the teachers' course schedules and availability.
In the body-oriented psychosocial support group studies organized for teachers, it was aimed for teachers to create space for their own emotions, thoughts, and problems. It was aimed to ensure the identification of teachers' needs through the discussion and sharing of unexpressed or inexpressible issues, and the production/meeting of appropriate responses to these needs in a safe environment (an environment where teachers feel safe with their colleagues and where an expert accompanies them). During these shares, attention was paid to ethical sensitivities; within the framework of the ethical principle of confidentiality, efforts were made to ensure that the shares did not leave the group, and teachers were sufficiently and appropriately encouraged, space was created, and feedback was given for them to reflect their feelings about the process. According to the layered containment principle in the SOYAÇ Model, it is assumed that with companions such as experts and activity coordinators being able to contain teachers, teachers will also be able to contain their students.
Finally, the body-oriented approach is based on Body Psychotherapy. According to Body Psychotherapy, mind and body are accepted as an inseparable whole 4. Methods in Body Psychotherapy (which provide regulation and stabilization) were applied with the aim of adapting teachers to daily life. Thus, it was aimed to support our teachers to tolerate stressors in their daily life or work environments and to contain our teachers. Some of these practices are as follows: Body Awareness (somatic scanning), EFT (Emotional Freedom Technique), Mindfulness, Meditation, Resource Building, Grounding.
It is known that these practices used in Body Psychotherapy have positive effects on tolerating stress and staying in the moment 5. In the studies on teachers' experiences of establishing relationships with students and colleagues, a Trauma-Informed Body-Oriented Relational Psychodynamic Approach was adopted, and the activity coordinators generally tried to create a framework where the focus was on the relationship and relational elements.
It is thought that having areas for teachers to express their emotions and talk about their relationship experiences between students and colleagues may have led to thinking about the importance of establishing positive relationships. Additionally, it was observed that teachers who experienced containment tried to contain their students throughout the studies, and it was seen that teachers' empathic relationship-building experiences increased. Moreover, it was observed that teachers gained awareness on topics such as "empathy, containment, self-compassion, healthy boundary setting, body awareness, emotional self-care skills" addressed during the studies, and that they recognized their own social-emotional needs by also focusing on themselves and took initiatives to meet these needs. As a result of the studies, it was seen that teachers who felt contained recognized their students' social and emotional needs, produced appropriate responses to these needs, and this situation made positive contributions to the teacher-student relationship and students' social-emotional skills and academic skills.
References:
- Cavanaugh, B. (2016). Trauma-Informed classrooms and schools. Beyond Behavior, 25(2), 41-46.
- Youell, B. (2006). The learning relationship: Psychoanalytic thinking in education. London: Karnac Books, The Tavistock Clinic Series. Zabcı, N., Erol, E., Şimşek, Ö. F. (2018). Development of parent-child containing function scale. Turkish Psychological Counseling and Guidance Journal, 8(51), 190-212.
- Geddes, H. (2006). Attachment in the classroom: The links between children's early experience, emotional well-being, and performance in school. London, England: Worth. Geddes, H. (2017). Attachment Behaviour and Learning. David Colley & Paul Cooper (Ed.), Attachment and emotional development in the classroom (p. 37-49). London: Jessica Kingsley. O'Connor, T. G., Matias, C., Futh, A., Tantam, G., Scott, S. (2013). Social learning theory parenting intervention promotes attachment-based caregiving in young children: Randomized clinical trial. Journal of Clinical Child & Adolescent Psychology, 42 (3), 358-370. doi: 10.1080/15374416.2012.723262 Gus, L. & Wood, F. (2017). Emotion Coaching. David Colley & Paul Cooper (Ed.), Attachment and emotional development in the classroom (p. 83-101). London: Jessica Kingsley. Gottman, J. M., Katz, L. F. & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243-268. Youell, B. (2006). The learning relationship: Psychoanalytic thinking in education. London: Karnac Books, The Tavistock Clinic Series. Youell, B. (2009). Families and Schools. The learning relationship. London: Karnac Books. Youell, B. (2017). A Psychoanalytic Understanding of Change and Transition in Education. David Colley & Paul Cooper (Ed.), Attachment and emotional development in the classroom (p. 165-176). London: Jessica Kingsley.
- Bresler, L. (2004). Knowing bodies, moving minds: Towards embodied teaching and learning. Kluwer Academic Publishers.
- Linden, P. (2007). Embodied peacemaking: Body awareness, self-regulation and conflict resolution. CCMS Publications. Bauer, S. (2018). The embodied teen: A somatic curriculum for teaching body-mind awareness, kinaesthetic intelligence, and social and emotional skills. North Atlantic Books.
D) Community-Based University Education
Students who have been involved in SOYAÇ's current projects since 2010 and graduate students have come together with disadvantaged children and youth during their studies. The mentioned disadvantage refers to children and youth who are at high risk of school dropout and living on the streets.
Students who have studied in different projects and different disciplines have had the opportunity to gain experience with community-based education thanks to the SOYAÇ model. During the project studies, university students regularly came together with high-risk children and youth. Together, they developed activities and workshops. In addition, university students aimed to contribute to children's development by establishing trust-based communication with children and creating role models. In this way, perhaps young individuals who have been excluded by society have been seen, heard, and listened to for the first time. Furthermore, university students who took part in such a dedicated study also had their personal and professional development supported through supervision provided by faculty members.
As expressed by university students in the "We're at School: Üsküdar Project Feedback Survey," being in an interdisciplinary and community-based study contributed to their professional development as well as developing them personally. The point emphasized by university students who have experienced community-based education was transformation. It was observed by the students involved in the project that transformation occurred both in university students and in the environment and society. It was mentioned that transformation began by establishing safe and accepting communication, with students who had the opportunity to apply theories learned at university in real life through the projects. Thus, students from different disciplines developed the skill of establishing communication by bonding and applied this to their professions. Additionally, they gained interdisciplinary work experience and had opportunities to learn the effects of various perspectives when approaching a subject. Moreover, gaining higher education experience within the community brought concepts such as community responsibility and ethical values to the agenda of university students. In this way, it can be ensured that individuals who know society, have developed social consciousness, and work for the formation of democratic and just societies are raised in universities.
D) School Social Work, Family Work, and Inter-Institutional Coordination Activities:
Within the scope of "School Social Work, Family Work, and Inter-Institutional Coordination Activities" carried out with Maltepe University Social Work department faculty members and intern students, it was aimed to identify factors affecting the academic achievement and adaptation problems in school of disadvantaged children who are at risk of school dropout and are exposed to all kinds of neglect and abuse, considering all systems surrounding the student and with which the student interacts in accordance with the ecological systems approach, to ensure coordination between institutions, to be solution-focused, and to empower children. In addition, for children who are not going to school and are on the streets, studies were continued within the scope of this activity in cooperation with the school and Üsküdar Social Service Center.
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