Uztaro

Ikasle bakoitzak bere ikaskuntza-prozesuan eragina izan duten bizipen eta egoerak bizi izan ditu eta horietako batzuek haurtzaroko adbertsitatean edo ezbeharrean dute jatorria. Egoera horiek definitzen dituen adiera zientifikoa ACE kontzeptua dugu, euskaraz «haurtzaroko esperientzia gogor goiztiarrak» izenez ezagutzen dena. Esperientzia goiztiar horiek familia barruko arazoei, abusuei eta zabarkeriei egiten diete erreferentzia eta eragin zuzena dute ikasleen garapen integralean. Lan honetan, aipatutako ACE kontzeptua eta errealitatea erdigunera ekarri eta kasuazterketa bat garatu da eskola bat lagintzat harturik, eta bertako irakasle, ikasle, aholkulari eta gaian aditua den profesional bat ikertu ditugu. Ikerketa kuantitatiboa eta kualitatiboa konbinatu dira; batetik, irakasleei galdetegi bat pasa zaie; bestetik, ikasleak behatu dira eta, amaitzeko, ikastetxeko aholkularia nahiz aditua elkarrizketatu dira aztertutakoaren inguruan. Ondorio nagusia da irakasleek, oro har, ACE kontzeptua ez dutela ezagutzen eta ez dakitela halakoetan nola esku-hartu, nahiz eta, maiz, haurtzaroan zoritxarra bizi izan duten haurrekin gelan topo egin.

Gako-hitzak: Eskola -- ACE -- Esperientzia gogor goiztiarrak -- Atxikimendua

[Title]

[Abstract]

Students have lived different experiences and situations that have influenced their learning process and some of them have their origin in childhood adversities or misfortunes. The scientific meaning that defines these situations is ACE (adverse childhood experiences) concept. These early experiences refer to problems, abuse and abandonment within the family and have a direct impact on the comprehensive development of students. In this work, this concept and reality has been taken to the educational field and a case study has been developed, taking a school as a sample, and investigating its teachers, students, counselors and experts on the subject. Quantitative and qualitative research methods have been combined; on the one hand, a questionnaire has been carried out for teachers; on the other, part of the students have been observed and, finally, the school counselor and an expert have been interviewed. The main conclusion is that teachers, in general, are unaware of the ACE concept and do not know how to intervene in such cases, even though they are often in the classroom with students who have experienced adversity in childhood.

Key words: Gender -- School -- AC -- Early adverse experiences -- Attachment