Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (3)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Galanaki, E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teachers and Loneliness

The Children‘s Perspective

Evangelia Galanaki

University of Athens, Greece

The aim of this study was to investigate children‘s perceptions (i.e. expectations) of the interventions that teachers should implement to deal with their loneliness. The role of signi.cant others in children‘s attempts to cope with loneliness and the children‘s perceptions of that role have been neglected by researchers. A random sample of 180 second, fourth and sixth graders from Athens, the capital of Greece, were individually interviewed. Qualitative analysis using the ‘concept-indicator model ‘ (Strauss, 1987) showed that school-age children have an adequate understanding of the loneliness alleviation strategies that teachers can and should use. The strategies may be distinguished into the two already known broad categories of coping, that is problem-focused or active coping strategies (i.e. manifestation of interest and care, intervention in the peer group, encouragement to approach peers and make friends, consultation for personal improvement, informing parents), and emotion-focused or avoidance coping strategies (i.e. emotion regulation, encouragement to engage in activities and inability to cope). Results are discussed in terms of their implications for the role of the teacher in alleviating loneliness, for school-based interventions with this purpose, as well as for their contribution in the existing knowledge about coping with loneliness strategies.

School Psychology International, Vol. 25, No. 1, 92-105 (2004)
DOI: 10.1177/0143034304041504
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
E. P. Galanaki, S. A. Polychronopoulou, and T. K. Babalis
Loneliness and Social Dissatisfaction Among Behaviourally At-Risk Children
School Psychology International, May 1, 2008; 29(2): 214 - 229.
[Abstract] [PDF]

Home page
 International Journal of Behavioral DevelopmentHome page
E. Galanaki
Are children able to distinguish among the concepts of aloneness, loneliness, and solitude?
International Journal of Behavioral Development, September 1, 2004; 28(5): 435 - 443.
[Abstract] [PDF]