Hidden Bellies: The Power of Silence and Invisibility in Managing Pregnancies in Mozambique

30th November 2016, 1:00 – 2:30pm

Dr Francesca Salvi, Lecturer, School of Education and Childhood Studies

Abstract:

Decree 39/GM/2003, the first national policy to deal with in-school pregnancy in Mozambique, indicates that girls that get pregnant while being registered at school should transfer to night courses. In this seminar Francesca explained why transfer tends to precede dropout, but also discussed the various strategies that girls implemented in order to resist transfer and remain in their day courses. By hiding their bellies, young pregnant women resist current norms and engage in an act of self-assertion. This goes against mainstream theorisations of silence and invisibility, which point to submission and powerlessness.

The School of Education and Childhood Studies hosts regular seminars with a research focus and presentations from internal and external speakers – here is the link to the seminars for 2016/17

Conference, 2016: Education and Childhood Studies: Research, Practice and Impact.

The School of Education and Childhood Studies held its 2016 conference on Monday, 11th July 2016, sharing some of our and others’ research, practice and impact in relation to the following themes:

  • Mental Health and Well-being in Childhood and Education
  • Childhood and International Development
  • Action Research in Teacher Education
  • Creative Pedagogies

Keynote speakers

Professor Rachel Brooks, Head of Department of Sociology, Professor of Sociology, University of Surrey
Internationalisation, Global Capital and English Secondary Schools

Dr Sarah Riley, Director of Research, Reader in Psychology, Aberystwyth University
If looks could kill: The social aspect of body image and how we might use that to build resilience

In this conference – two parallel sessions on ‘Mental Health and Wellbeing in Childhood and Education.

Download Research, Practice and Impact programme 2016 (pdf)

Seminar: 18 November 2015 – Implementing the Pyramid Socio-Emotional Intervention in Schools: Bridging Research to Practice

Speaker: Michelle Jayman and Bronach Hughes, University of West London, Department of Psychology

How it helps

pyramidbookletcoverDeveloped in the 1970s in the UK, Pyramid clubs for children offer a therapeutic group-work early intervention for children aged 7-14.

Normally run as a targeted after-school club in order to minimise stigma and make it accessible to the widest number of children, the clubs run for 10 weeks for 1.5 hours a week, offering a developmental journey for those children who internalise their difficulties and are showing early signs of mental health problems such as social withdrawal, somatic disorders, depression and anxiety.

Theoretical basis

Pyramid clubs have been developed using concepts from two key psychological models: cognitive psychology and positive psychology. The clubs offer children and young people an experiential model of learning about and developing strategies for managing their thoughts and feelings in a supportive environment.

Research by Schiffer on the needs of latency-age children and by Kolvin on the value of short-term therapeutic groups for children at risk, both in the 1970’s, led to the development of the Pyramid model initially.

Pyramid adopts early-intervention principles, working with children at the early signs of problems developing, rather than waiting for full-blown mental health difficulties to develop.

Download Pyramid Presentation (pdf)