Fostering Prosocial Behaviour: The Role of School Counsellors in Enhancing a Positive School Climate
Loading...
Authors
Prince, Hilary
Issue Date
2024
Type
Capstone
Language
en
Keywords
attachment , Adverse Childhood Experiences (ACEs) , self-regulation , executive functioning
Alternative Title
Abstract
This capstone explored concerns regarding student disengagement and behavioural challenges, often amplified by cultural marginalization, socioeconomic disparities, and family adversity. The study delved into the work of developmental psychologists Mary Ainsworth and John Bowlby, and examined how early relationships influence a child's attachment style within an educational framework. Moreover, the research explored students' development through the perspective of Bronfenbrenner's Ecological Systems Theory, which illuminated the impact of various environments on their growth. Understanding underlying causes of negative behaviours, educators and counsellors can work towards creating a more positive school environment. Research indicated that Adverse Childhood Experiences (ACEs) may result in various emotional challenges. Conversely, positive social support was crucial in building protective factors for at-risk students, fostering healthier relationships, and nurturing a prosocial school climate. To mitigate the impact of harsh parenting, reinforcing positive behaviours through choice, indirect commands, and positive reinforcement proved indispensable, necessitating collaboration between school counsellors, educators, administrators, and caregivers. The capstone demonstrated that to properly support students who struggle with ACEs, abuse, or trauma, a school counsellor has to foster trust with the student and collaborate with administrators, school staff, and parents; provide professional development on trauma, self-regulation, and executive function for school staff; create a welcoming, inclusive school environment; and establish partnerships with parenting programs to provide referrals as needed.
Description
Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess