Desperately Trying to Get through: Establishing Contact in Work with Adolescent Drop-Outs

Autor/inn/en	Adamo, Simonetta M. G.; Aiello, Amalia
Titel	Desperately Trying to Get through: Establishing Contact in Work with Adolescent Drop-Outs
Quelle	In: International Journal on School Disaffection, 4 (2006) 1, S.27-38 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8497
Schlagwörter	Program Effectiveness; Case Studies; Dropout Attitudes; Dropout Characteristics; Dropout Prevention; Developmental Studies Programs; Interviews; Teacher Student Relationship; Caring; Adolescent Development; Phenomenology; Social Psychology; Social Cognition; Coping; Foreign Countries; Program Descriptions; Guidance Programs; Integrated Services; Italy + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Phenomenological psychology; Phänomenologie; Psychologie; Sozialpsychologie; Soziale Kognition; Bewältigung; Ausland; Italien
Abstract	The work the authors are going to describe in this paper is an account of the attempt to re-establish an educational relationship with adolescent drop-outs, for whom school often represented a cage from which they either escaped or were expelled. An experimental school scheme named the Chance Project has been operating in Naples for the past three years. The idea behind it is to create a school which recognises the irrepressible way in which these boys and girls establish relationships with each other, and with school as an institution in particular. The school is therefore adapted to cope with and contain the impact. This paper focuses on those moments when school seemed to turn into a zoo, when the students obstinately tried to be seen and provoke an impact upon someone else. And sometimes, at different rates and in different ways varying from case to case, something happened which made the teacher feel that he or she had managed to establish contact with the teenager. Here, the authors will look briefly at the characteristics of the Chance Project in order to highlight the resources invested in it by various institutions. Discussed are three case studies taken from everyday practice within the Chance school. The stories of these young people will be introduced by Amalia, who has been their teacher and reference tutor. Simonetta will make a brief comment after each of the cases described. The authors hope that despite their diversity, these stories reveal how important it has been for these teenagers to feel that there was someone to bear their clashes without succumbing or giving up the possibility of searching for a meaning. (Contains 8 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10