A Successful Intervention: When, Where and How

2017 ◽  
Vol 47 (2) ◽  
pp. 310-325 ◽  
Author(s):  
Eliezer Yariv ◽  
Efrat Kass

In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals’ willingness to intervene; (b) intensive use of measures and resources; (c) the teacher’s willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support.


2011 ◽  
Vol 43 (3) ◽  
pp. 906-910 ◽  
Author(s):  
K.A. Brookhuis ◽  
D. de Waard ◽  
F.J.J.M. Steyvers ◽  
H. Bijsterveld

Author(s):  
Cathryn L. Booth ◽  
Kathryn E. Barnard ◽  
Sandra K. Mitchell ◽  
Susan J. Spieker

2016 ◽  
Vol 8 (1) ◽  
pp. 139-153
Author(s):  
Stefano Scarcella Prandstraller

Abstract “Representation” is a relevant concept in many scientific disciplines, from linguistics to social psychology, but in sociotherapy, a branch of sociology dedicated to the intervention on individuals in situations of addiction or hardship of social origin, it becomes absolutely central. There are different approaches to sociotherapy, from the original one of Rudolf Steiner (1924), to those of Marshal Edelson (1970) and John Stuart Whiteley (1986), but it is the more recent one of Leonardo Benvenuti (2002) to fully integrate the concepts of “culture,” “discourse” and “representation.” This author, underlining the limited range of psychoanalysis, focuses his idea of therapy both on “culture,” interpreted as identification of the peculiar form of psychological organization of the patient as precondition to any intervention, and on “discourse” as method of interaction based on a dialogue supported by the phenomenological tool of “empathy.” The whole dialogue between the therapist and the patient is aimed to reach a complete knowledge of the system of “representations” of the latter. Benvenuti defines a “representation” as the combination of a cognitive element, the “image,” and an affective element, the “affective investment.” He looks for the roots of hardship or addiction in one or more “representations” of the patient, and this is the reason why they always must be unveiled and investigated. Only the successful intervention of the therapist on these representations and their correction in a desirable way may ensure the patient the acquisition of the needed level of autonomy and therefore the success of therapy.


2019 ◽  
pp. 239-268
Author(s):  
Shiri Hergass

Art therapy is universally practiced and has proven to be a successful intervention for trauma. This chapter focuses on how art therapy can be used to heal transgenerational trauma in Aboriginal Australians with a particular focus on children. The effects of trauma in general and transgenerational trauma more specifically on one's brain, physiology, and physical, emotional, and behavioural health are discussed. Promising practices of why art therapy works are outlined, challenges and cultural considerations for working with Aboriginal populations are identified, and solutions and future research are recommended.


2020 ◽  
Vol 36 ◽  
Author(s):  
Atef Mejri ◽  
Khaoula Arfaoui ◽  
Badreddine Aloui ◽  
Jasser Yaakoubi

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