A School-Based Group Intervention to Strengthen Personal and Social Competencies in Latency-Age Children

1997 ◽  
Vol 19 (4) ◽  
pp. 219-230
Author(s):  
J. DeMar
Keyword(s):  
Group Intervention ◽  
Social Competencies ◽  
Latency Age Children ◽  
School Based ◽  
Latency Age

A Group Design to Help Children Adjust to Parental Divorce

1984 ◽  
Vol 65 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Sara E. Bonkowski ◽  
Shelly Q. Bequette ◽  
Sara Boomhower
Keyword(s):  
Group Intervention ◽  
Parental Divorce ◽  
Children Of Divorce ◽  
Latency Age Children ◽  
Group Design ◽  
Latency Age

Children of divorce are a vulnerable and largely unreached population. An eight-week semistructured group intervention was designed to mitigate the effects of divorce on latency-age children. The group's objectives, format, and interventive techniques are discussed.

Self-in-Relation Theory and Latency-Age Boys

1988 ◽  
Vol 69 (4) ◽  
pp. 231-237 ◽  
Author(s):  
Sylvia Ridlen Wenston ◽  
Kent D. Jarratt
Keyword(s):  
Clinical Practice ◽  
Feminist Theory ◽  
Relation Theory ◽  
Effective Intervention ◽  
Latency Age Children ◽  
Self In Relation ◽  
Latency Age

The authors' analysis of a group of latency-age children suggests that self-in-relation theory, a feminist theory of development, can be an effective intervention with latency-age boys. The theory is described and implications for clinical practice are discussed.

Promoting forgiveness in Greek preadolescents: a universal, school-based group intervention

2018 ◽  
Vol 48 (5) ◽  
pp. 670-684
Author(s):  
Stephanos P. Vassilopoulos ◽  
Alexandra Koutsoura ◽  
Andreas Brouzos ◽  
Despoina Tamami
Keyword(s):  
Group Intervention ◽  
School Based

Environment

2016 ◽  
pp. 169-174
Author(s):  
Donald W. Winnicott
Keyword(s):  
Family Life ◽  
School Environment ◽  
Intense Pain ◽  
Small Children ◽  
Latency Age Children ◽  
Home Life ◽  
Parental Couple ◽  
The Stability ◽  
Home And School ◽  
Latency Age

In this chapter, Winnicott proposes that, in maturity, the environment is something individuals can contribute to and take responsibility for. Adolescents need the stability of the home and school environment against which to grow and rebel. Latency-age children need to be able to take a stable environment for granted and may suffer if home life breaks down. During pre-latency, children need a safe parental couple and home to work out the aspects of the triangular situation. Winnicott refers to many of the disturbances and disruptions of normal family life and their impact on the growing child, including the disturbing experiences of hospitalisation for small children. Emotional growth with an appropriate and sensitive mothering figure enables the child to adapt and become emotionally integrated. Very early narcissistic states and very early dependence—from which independence may follow—are also described. Regression to an earlier stage of dependence may occur during psychotherapy and may have a healing quality if the intense pain associated with dependence can be tolerated.

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