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Positieve educatie als heleschoolbenadering binnen het speciaal onderwijs

Grömping, Carolin (2018) Positieve educatie als heleschoolbenadering binnen het speciaal onderwijs.

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Abstract:In recent years, more and more school interventions aimed at increasing the wellbeing of students have been developed. These interventions are mostly based on positive psychology, an approach in the field of Psychology that focuses on strengths and talents instead of problems and shortcomings. Although many positive psychological interventions (PPI’s) have been designed for an educational setting, little research exists regarding the implementation of these interventions in special education. By focusing on students’ positive aspects as opposed to their negatives, PPI’s have the potential to help with students’ self-esteem. For this reason, this research focuses on the implementation of a PPI at a special school. Due to its proven effectiveness, the decision was made to study the implementation of a whole-school approach. A school that recently implemented the “Positive Educational Program” (PEP), a study developed by researchers of the University of Twente in the Netherlands was chosen for this study. PEP aims at improving the well-being of students and the creation of a positive school climate. Within this study, five interview sessions have been held at the primary school in question to gain insights into the school’s implementation process. Based on the results, it appears to be possible to implement positive education in special education under certain conditions. A degree of freedom in the implementation of the activities should be given and specific needs of the children should be taken into account. The whole-school approach seems to be especially suitable for special education to achieve an increased focus on strengths and an improvement in well-being. For a succesful long-term implementation, it appears to be crucial that PEP routinely comes up as an agenda point and that the workload of the teachers needs to be accounted for while planning the actvities. Future research could focus on the subjective experiences of the students during the implementation.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/75837
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