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1.
This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling. Understanding the needs of young refugees and asylum‐seekers in the United Kingdom and considering counsellors’ experiences and perspectives on approaches has highlighted implications for practice, which include the necessity for more counsellors to be culturally reflexive and open‐minded in working with this group. In addition, this study may influence the way in which higher education professionals can develop research on refugee children and incorporate relevant pastoral care across the curriculum to accommodate refugee children from a wide diversity of backgrounds and experiences.  相似文献   

2.
Refugee children are often admitted into schools having experienced traumatic events. The impact of trauma on children has been well documented and these children frequently have complex needs. The Devon Behaviour Support Team (BST) has offered Art Workshops to schools to support children with social, emotional and behavioural difficulties and refugees in their transition into schools in England. Self‐esteem and social interaction were measured by observations and qualitative assessment techniques over a period of six months for six refugee children from four Art Workshops. The results of the study show overall positive development in the children's confidence and reflect their increasing skills in social interaction within the classroom. The study also highlights the refugee children's attitudes to the art process and their responses to materials and requests.  相似文献   

3.
BackgroundSince the outbreak of the conflict in Syria, many people, including children and adolescents, have fled their homes into neighboring countries. Little research exists on the psychosocial adjustment of refugee children and adolescents resettled in Lebanon and Jordan.ObjectiveThis study investigated the prevalence and predictors of PTSD and emotion dysregulation in Syrian refugee children and adolescents who resettled in Lebanon and Jordan. It was hypothesized that a combination of pre-trauma variables (age and gender), trauma-specific variables (traumatic events and time spent in host country, and host country), and post-trauma variables (coping strategies, family relationships, and school environment) would be associated with PTSD and emotion dysregulation.Participants and SettingParticipants were 1000 Syrian refugee children and adolescents aged 7–18 years attending formal and non-formal schools representing various governorates in Lebanon and Jordan.MethodsThe trauma exposure scale, DSM-IV criteria for the assessment of PTSD, the Difficulties in Emotion Regulation Scale Short Form, Kidcope, Family relationship scales, and school environment scale were administered in an interview format with children and adolescents at school by two trained psychologists. Multivariate binary logistic regression was used to predict PTSD whereas hierarchical multiple regression was used to predict emotion dysregulation.ResultsResults indicated that 45.6% of the refugees have developed PTSD with excessive risk for comorbidity with emotion dysregulation. Emotion dysregulation was reported by older refugee children and adolescents. The prevalence of PTSD was higher in refugee children and adolescents who had resettled in Lebanon than for those who had resettled in Jordan. Refugee children and adolescents who were exposed to higher levels of war atrocities evidenced the greatest prevalence of PTSD and emotion dysregulation. PTSD symptomatology and emotion dysregulation in children and adolescents varied according to coping styles, family relationships, and school environment. Both decreased significantly with the passage of time spent in host country.ConclusionsThe results may be used to formulate cognitive–behavioral coping interventions that can lead to optimal developmental outcomes in the posttrauma environment.  相似文献   

4.

Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important context for the development and acculturation of young refugees. As in other European countries, the schooling of refugee adolescents in Germany is organized in different models: separate instruction in newcomer classes, direct immersion in regular classes, and mixed approaches. To answer our research questions, we used self-reported data from 700 refugee adolescents (12-, 14-, and 17-year-olds) in a representative survey of refugees in Germany. As indicators of their psychological adaptation, we analyzed their sense of school belonging, their emotional and behavioral problems, and their life satisfaction. Comparing them to non-refugee peers, the refugee adolescents showed similar levels of psychological adaptation, and an even higher level in the case of school belonging. Multiple regression analyses provide limited support for the assumed advantage of the mixed school organizational model: While students who initially attended a mixed approach reported higher levels of school belonging than those in other models, no differences emerged on the other indicators. We discuss the implications of our findings for the schooling of newly arrived refugees.

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5.
Abstract

While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as part of the first large cohort that was welcomed in the UK in December 2015. We adapt Tikly’s quality education frameworks and develop a model that highlights not only the importance of the three intersecting environments, but also the specific inputs/processes that are critical to achieving quality education for refugees. In so doing, we stress the critical role of English as a tool for refugee children’s inclusion and integration in schools. Consequently, the contribution of the paper is an understanding of the inputs/processes that are key to the development of quality education for migrant/refugee children.  相似文献   

6.
It is well established that having a parent with any illness or disability can have an adverse effect on individuals’ experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. This article, drawing on findings from a unique narrative, auto/biographical study involving 24 British 6 to 31‐year‐olds, focuses on the consequences of parental young onset dementia for educational careers. These dementias are untimely progressive terminal illnesses with unpredictable trajectories and timelines, throughout the course of which physical, cognitive and emotional functions and abilities are inexorably lost. Participants’ experiences show that living with a parent with young onset dementia, whilst negotiating the education system, can be extremely hard. Difficulties are exacerbated by the condition's distinctive characteristics, the current lack of any cure and anticipatory, pre‐death grief. Lack of public awareness and understanding, both of young onset dementias and of dedicated resources and support services, also result in many feeling isolated and ignored. We make suggestions for positive provision and actions that educational institutions can make to begin to meet the particular needs of these young people.  相似文献   

7.
《Support for Learning》2004,19(3):125-131
In this article, Maria Poyser looks at the relevance of religious education (RE) to looked‐after young people who have been labelled emotionally and behaviourally disturbed (EBD). She begins by painting an overall picture of the education of looked‐after young people and examines the concept of what being ‘looked after’ means. The article highlights the problem of a disproportionate number of looked‐after young people ending up in special schools catering for EBD children and challenges schools to look at ways of preventing this. It poses the question: are these children emotionally and behaviourally disturbed or in fact the victims of post‐traumatic stress disorder (PSTD)? The writer goes on to examine the fact that trauma does not have to be a life sentence. It has the potential to be one of the most significant forces for psychological, social and spiritual awakening and evolution.  相似文献   

8.
A Swedish study of 50 newly resettled refugee children from Chile describes the children's experiences of persecution in their home country and coping patterns in the receiving country. Thirty-six children had experiences directly related to persecution, and seven of these had been victims of physical assault for political reasons. Sleep disturbances and dependency were behaviors significantly associated with experiences of persecution. Resettled refugee families need to be approached by concerned professionals as symptoms of trauma in refugee children are often recognized only in the family sphere.  相似文献   

9.
Abstract

The world currently has the highest documented level of displaced people in recorded history. This includes a large number of individuals who are spending their youth as asylum seekers or refugees, which often impedes their access to and engagement with educational pursuits. Given that education has been shown to be a fundamental factor to facilitative resettlement and acculturation for newly-arrived refugee families and individuals, continued research attempting to understand the barriers to accessing education is warranted. This study qualitatively examines the educational experiences (with a focus on access to education) of 10 refugee and asylum-seeking students in Australian tertiary education using thematic analysis on semi-structured interview data. Six themes were identified from the interviews as barriers to or facilitators in accessing education. These are: relationships, emotional well-being, logistics, knowledge, instability, and financial hardship. The findings from this study add to a limited empirical knowledge base on this topic, and improve our understanding of the experiences of accessing education for students with refugee backgrounds. This is discussed in relation to its implications for institutes and policy makers.  相似文献   

10.
Heldal  Marit 《Interchange》2021,52(3):433-445

According to data from the Norwegian Refugee Council, more than 70 million people are refugees today. Approximately half of these are children, and every five seconds a new child becomes a refugee. An increasing large number of children live parts of their childhood in a refugee camp with limited opportunities for play. This article highlights the importance of play for children living as refugees. The study was conducted during the winter of 2017 in a refugee camp on the Greek island of Lesbos. The importance of a trusting relationship between children and adults is emphasised in the data regarding children’s play. Furthermore, the data stresses how adults can facilitate children to make experiences through play and create meaning in an everyday life controlled by factors outside the child and the child's family. An important issue is to highlight the opportunities children have to create meaning and experiences in a difficult life situation.

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11.
Positive school experiences are an important predictor of long‐term health and well‐being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more positive path. Unfortunately, children who experience trauma are more prone to academic underachievement and negative school experiences. This link is especially evident and troubling for children—also called justice‐involved children (JIC)—in the juvenile justice system. JIC are exposed to more traumatic experiences and have a higher prevalence of academic failure than other children. Despite evidence showing that (1) trauma is harmful to achievement in the general population, (2) JIC have a higher prevalence of trauma, and (3) JIC have a higher prevalence of academic underachievement and failure, only a few studies have examined traumatic experiences and achievement in JIC. The Childhood Trauma Model (CTM) submits that childhood trauma is central to understanding adolescent outcomes. CTM hypothesizes that (H‐1) JIC who experience trauma will have more academic risk factors than those who do not, and (H‐2) JIC who experience multiple types of trauma will have higher academic risks than those who experience a single type of trauma. The current study tests (1) whether 10 different types of traumatic experiences are individually associated with increased risks for fewer positive adult relationships and lower expectations of graduating from high school among JIC, and (2) whether experiencing multiple types of trauma has a larger impact than experiencing a single type of trauma.  相似文献   

12.
This article begins by reflecting on the present refugee crisis and its relevance to children in the UK. It identifies the need for teaching about the refugee experience to young children and argues that literature can provide a conduit for this. Since the millennium there has been a rapid increase in the number of books published for children which take this as their theme, aimed at ever-younger readers. Taking as a case study The Colour of Home by Mary Hoffman, a picturebook commonly used in lower primary classrooms, the article considers how this text promotes understanding and validates the circumstances of refugees. It closely examines the motivations and aims of the writer, how the book was mediated by teachers in the primary classroom, and how refugee and non-refugee children read and responded to it. Findings are presented from an interview with Mary Hoffman herself, juxtaposed with data from three classrooms suggesting that pupils gained valuable insight into a complicated and controversial issue. However the research concludes that viewing children through a refugee/non-refugee binary was reductive in not recognising the multi-layered nuances of meaning which were constructed by young readers who brought to bear a wide variety of individual life and family experiences. Furthermore, teachers in the study played a powerful role in mediating the texts when sharing them in the classroom, and devised a selection of stimulating resources to provoke reader response in terms of empathy, “social action”, and some critical literacy.  相似文献   

13.
While young South Koreans’ (SKs’) views on North Korean (NK) refugees, North Korea and Korean reunification have become increasingly negative or callous, less is understood about viable interventions to address their aggravating attitudes. Through the lens of Allport’s intergroup contact theory, the current study explored how SK college students’ friendships with NK refugees influence their perspectives on (a) attitudes towards NK refugees; (b) interest in North Korea; and (c) views about Korean reunification. We used a concurrent triangulation mixed-methods design that integrates quantitative data via a survey and qualitative data via in-depth interviews. Survey data drawn from 276 SK college students revealed that those with NK refugee friends showed more favourable attitudes towards the NK refugee population, greater interest in North Korea-related issues and NK society, and more positive perspectives on Korean reunification. A cross-analysis of in-depth interviews with 11 SK college students who developed friendships with NK refugees yielded five primary domains: (a) initial occasion on which they met the NK refugee friend(s); (b) feelings and thoughts about friendships with NK refugee(s); (c) friendship-induced changes in perceptions of the NK refugee population; (d) friendship-induced changes in perceptions of North Korea; and (e) friendship-induced changes in perceptions of Korean reunification. Based on the intergroup friendship’s promising effects that our findings suggest, we discussed the benefits of employing educational practices that could promote intergroup contacts and understandings of North Korea and the refugee population.  相似文献   

14.
There is substantial research about international postgraduate students but little research about their experiences as parents or their children’s experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural understandings of learning and post-structuralist understandings of identity, revealed emotional complexities, stress and transformation as parents and children made many transitions. Parents wanted their own culture respected and their host culture decoded. Families experienced tensions around the use of home and host languages as they juggled children’s present and future linguistic needs. Supporting international students in their family identity has positive effects for them, their children and their doctoral studies, and hence for universities. Further research about the experiences of international students who are parents and of their children could assist in the formulation of policies to effect such support.  相似文献   

15.
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16.
In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and young people who must learn a new language while grappling with unfamiliar educational and social systems. Refugee-background students often have minimal or significantly disrupted formal education prior to arrival in their new country. Young people, and sometimes their families, may lack literacy in first languages and many are coping with the impacts of trauma associated with forced displacement. Evidence for effective interventions in schools that promote an inclusive learning environment is scarce. This paper presents the results of an evaluation of the School Support Programme operating in schools in Victoria, Australia. The programme is provided to networks of schools in a region and facilitates partnerships between schools and agencies and provides a holistic model for a whole-school approach focused on the learning, social and emotional needs of refugee-background students. The evaluation concluded that the programme provides an appropriate and feasible model that supports the capacity of schools to provide an inclusive education for this group.  相似文献   

17.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work.  相似文献   

18.
In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and struggles of 40 settlement workers, health and mental health professionals, Members of Parliament, educators, librarians, scholars and grassroots organisations, who work with refugees. The findings show that stakeholders often feel isolated, ‘working in silos’ and wasting time and money due to uncoordinated services and a lack of interagency communication. They feel it is also unreasonable to expect Government-Assisted Refugees (GARs) to learn English and complete job training in preparation for independent living within 1 year of support. Both refugee adults and children suffer from high levels of trauma, often compounded by interrupted or no schooling. Since education is essential to refugee success, I argue that teachers play a role in filling the gap, often uniquely positioned to form ongoing, safe and trusting relationships with refugee students and their families. For many teachers, it is an ethos of care, compassion and social justice acquired in teacher education programmes that increases refugee resilience, sense of belonging and wellbeing. This article identifies what new collaborations between teachers and other stakeholders might accomplish, including communication back to government policymakers. Recommendations encompass initiating online registries of services and low-cost housing in neighbourhoods where community schools and services are interlinked, possibly achieving holistic care for all refugees.  相似文献   

19.
The educational experiences and attainment of looked‐after children and young people (LACYP) remains an issue of widespread international concern. Within the UK, children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. This paper draws upon qualitative research with 67 care‐experienced children and young people in Wales. The sample was aged 6–27 years, and comprised 27 females and 40 males. Participants had experienced a range of care placements. Findings focus on how educational policies and practices alienate LACYP from dominant discourses of educational achievement through assignment of the ‘supported’ subject position, where children and young people are permitted and even encouraged not to succeed academically due to their complex and disrupted home circumstances. However, such diminished expectations are rejected by LACYP, who want to be pushed and challenged in the realisation of their potential. The paper argues that more differentiated understandings of LACYP's aspirations and capabilities need to be embedded into everyday practices, to ensure that effective educational support systems are developed.  相似文献   

20.
Migration is a gendered phenomenon, embedded within patriarchal structures and social relations that extend beyond State borders. We draw on a transnational feminist framework to explore the gendered dimensions of young refugee and immigrant women’s migration and learning experiences. Ten women were involved in a participatory photography research project over a period of two years in which they took and shared photographs, and engaged in storytelling and self-reflection through writing and dialogue. Through the photo-stories, the women demonstrate the plurality of refugees’ and immigrants’ stories and how these contribute to the larger social analysis of what it is to be an immigrant or refugee woman in Atlantic Canada. We focus this paper on three key themes: (1) formal and informal learning experiences; (2) the essential role relationships play in the women’s migration experiences; and (3) the importance of reflecting on and embracing life’s journeys.  相似文献   

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