Teachers and children’s loneliness: A review of the literature and educational implications

• Evangelia Galanaki ^[1] ; Helen D. Vassilopoulou ^[1]
  1. [1] National and Kapodistrian University of Athens

     National and Kapodistrian University of Athens

     Dimos Athens, Grecia

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 4, 2007, págs. 455-475
• Idioma: inglés
• DOI: 10.1007/BF03173466
• Texto completo no disponible (Saber más ...)
• Resumen

  • The present study is a critical review of the research literature concerning the links between the teacher and children’s loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed.

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