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01.04.2012 | Original Article
Prevention of exclusion: the promotion of resilience in early childhood institutions in disadvantaged areas
Erschienen in: Journal of Public Health | Ausgabe 2/2012
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Aim
The project “Avoiding exclusion by reinforcing prevention: promotion of mental health in early childhood institutions in deprived areas” aimed to empower early childhood institutions, to promote the resilience and mental health of children who are growing up in adverse conditions or disadvantaged communities.
Subjects and methods
To reach these goals, a holistic and multidimensional setting approach that included professionals, children, parents and social networks was conducted in five early childhood institutions (kindergartens), situated in areas with a high level of diversity (e.g. high percentage of immigrant families, high poverty levels). The project was evaluated in a control group design (Treatment group: 5 kindergartens, 349 children; Control group: 5 kindergartens, 367 children) with quantitative (standardised tests) and qualitative (interviews and group discussions) methods.
Results
The children’s results show, compared with the control group and over time, positive effects on self-esteem, behavioural stability and cognitive development of children who participated in the project (treatment group). The parents appreciated the combination of group offers (parental courses) and the possibility of a one-to-one advisory service (counselling)—those parents who did not attend the parental courses could be addressed in counselling sessions. A change in perspective regarding the children’s resources and strengths resulted in both early-childhood teachers and parents developing a more positive perception of the children and of their own skills.
Conclusion
The project shows the positive results of a multidimensional setting approach in prevention. Beside the measurable results, it shows some important general experiences that promote the development of children: early-childhood institutions have the opportunity of reaching parents successfully, to contact and motivate them to co-operate. The project shows as well which key roles professional staff can play in early-childhood institutions, schools and therapy, if they approach children in a manner that enables them to reflect on their experiences and integrate these experiences into their self-image.