A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

Sullivan, Amanda; Simonson, Gregory R.

doi:10.3102/0034654315609419

Cited by 230 publications

(189 citation statements)

References 56 publications

(107 reference statements)

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“…Refugee students frequently suffer from past and/or ongoing trauma, current marginalization and discrimination, social alienation and lack of support, and difficulties accessing education [14][15][16][17][18]. Refugee students face the bureaucracy and schooling expectations of education institutions, and so must learn to quickly navigate a system whose policies and standards are widely unfamiliar and vastly unknown [19,20].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Refugee Students in Spain: The Role of Universities as Sustainable Actors in Institutional Integration

Marcu

2018

Sustainability

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This article examines the role of institutions-particularly universities-in the recent refugee crisis. It contributes to the debate on the integration of refugees through the higher education system in Spain. Based on semi-structured interviews with refugees and experts in the institutions linked to the reception and integration of refugees, the paper presents evidence-albeit within an under-developed field of analysis-which has strong practical and sustainable policy implications. I argue that expanding access to university, by recognizing refugees' qualifications and their overcoming of language barriers, increases the potential of refugees to contribute to the socio-economic progress of the receiving country and thus avoid marginalization. The evidence-based analysis of the effectiveness of the existing initiatives and programs for the integration of student refugees identifies challenges that still need to be addressed. The conclusions highlight the role of universities as sustainable actors in the integration of refugees, which through their programs make the reality of refugees more visible to other actors throughout Europe in the hope of encouraging institutions and other organizations to follow their lead in effective and sustainable initiatives.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Refugee Students in Spain: The Role of Universities as Sustainable Actors in Institutional Integration

Marcu

2018

Sustainability

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“…Because children spend the majority of time in a school setting, teachers may be ideal agents to identify at-risk students and refer them to an appropriate level of care, whether this is a school-based mental health service or a nearby community health center (Fazel, Garcia, & Stein, 2016;Sullivan & Simonson, 2016). Because children spend the majority of time in a school setting, teachers may be ideal agents to identify at-risk students and refer them to an appropriate level of care, whether this is a school-based mental health service or a nearby community health center (Fazel, Garcia, & Stein, 2016;Sullivan & Simonson, 2016).…”

Section: Community-based Resourcesmentioning

confidence: 99%

“…Cultural differences may render families hesitant to engage in mental healthcare, and children with limited autonomy or resources to do so on their own may subsequently suffer. Because children spend the majority of time in a school setting, teachers may be ideal agents to identify at-risk students and refer them to an appropriate level of care, whether this is a school-based mental health service or a nearby community health center (Fazel, Garcia, & Stein, 2016;Sullivan & Simonson, 2016). Nonetheless, PMHNPs should work closely with local schools to assure that this population has access to mental healthcare.…”

Section: Given Limited Pharmacological Interventions Psychotherapeuticmentioning

confidence: 99%

Management of mental health conditions in refugee youth: An overview for the psychiatric‐mental health nurse practitioner

Kameg

2019

Child Adoles Psych Nursing

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Topic In 2017, there were a total of 70 million forcibly displaced individuals or refugees, worldwide. Unfortunately, over 50% of refugees are under the age of 18 years. Refugee youth are at‐risk for a variety of mental health conditions. Purpose The purpose of this report is to provide psychiatric‐mental health nurse practitioners (PMHNPs) with an understanding of unique cultural implications in refugee youth, risk factors towards the development of psychiatric illness, and means to identify those at‐risk for sequelae or those meeting diagnostic criteria. Also presented are foundational treatment and management implications to ensure the provision of culturally sensitive and efficacious care to this unique population. Sources used Utilizing PubMed, CINAHL, and PsycINFO, a literature review was conducted to identify relevant publications pertaining to mental health issues in refugee youth spanning from 2013 to present. Reference lists of identified articles were also searched. Conclusions A variety of risk and protective factors are discussed, spanning from premigration, during flight, and postsettling periods. PMHNPs must be proficient in screening and diagnosis of mental health conditions in refugee youth and implementation of pharmacological and psychotherapeutic interventions. PMHNPs must also be well versed in community‐based resources that can be utilized to promote optimal outcomes.

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“…Son yıllarda mülteci çocuklar için birçok umut verici sınıf programları geliştirilmiştir (Ingleby ve Watters, 2002;Rousseau, Beauregard, Daignault, Petrakos, Thombs, Steele ve ark., 2014;Sullivan ve Simonson, 2016). Okul temelli olarak geliştirilen bir önleme programında, ev sahibi ülkedeki mülteci çocukların, akranları ve yetişkinlerle sosyalleşme süreçleri hem ilköğretim hem de liselerde incelenmiştir (Ingleby ve Watters, 2002).…”

Section: Mülteci çOcukların Genel İşlevselliğini Geliştirmeye Yönelikunclassified

Review on Intervention Programs for Refugee Children’s Education and Adaptation

Gumusten¹

2017

Nesne

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ÖZMülteci, ülkesinde ırk, din, milliyeti, belli bir sosyal gruba mensubiyeti veya siyasi düşünceleri gibi nedenlerden ötürü baskıya uğrayan, ülke yönetimine olan güvenini kaybeden, yönetimin kendisine tarafsız davranmayacağından korkarak başka bir ülkeye sığınma başvurusunda bulunan ve geri dönmek istemeyen kişidir. Mülteci aileler çoğunlukla çocuklarının eğitimini ve geleceğini düşündükleri için ülkelerinden kaçtıklarını bildirmektedirler. Bu insanlarla ortak paydada buluşmak ve birlikte umut dolu yarınları kurmaya çaba sarf etmek, ülkemizin geleceğini korumak için çok önem arz etmektedir. Mülteci çocuklar göç öncesi, göç sırası ve göç sonrası dönemleri boyunca birbirinden farklı deneyimler yaşamaktadırlar. Göç dönemleri boyunca deneyimlenen travmatik olaylar ve yeni bir yere yerleşim süreci boyunca yaşanan stres, mülteci çocuklarda problem davranışların ve psikopatolojilerin ortaya çıkma olasılığını arttırmaktadır. Bu çalışmada ilk olarak farklı kültürlerde mülteci çocuklarla gerçekleştirilen müdahale programları incelenmiş, sonrasında da ülkemizde göç deneyimleri farklılaşan mülteci çocuklara yönelik olarak geliştirilebilecek müdahale programlarına yönelik önerilerde bulunulmuştur. www.nesnedergisi.com 248 Review on Intervention Programs for Refugee Children's Education and Adaptation ABSTRACTA refugee is a person who is oppressed for such reasons as race, religion, nationality, a certain social group membership or political views in his country, who loses his trust in governance of the country, and for fear that his own state will not act impartial, seeks asylum from another country and doesn't want to come back. Refugee families mainly report that they escaped from their countries for their children's education and future. Meeting these people in a common ground and trying to build hopeful tomorrows together is very important to protect the future of our country. Refugee children encounter different experiences during pre-migration, migration and post-migration periods. In refugee children; traumatic events during the migration periods and the stress they are under during new settlement period, increase the likelihood of psychopathology and problem behaviors. In this study, firstly intervention programs with refugee children in different cultures were examined and then made suggestions for intervention programs that can be developed for refugee chilren whose immigration experiences differ in our country.

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A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

Cited by 230 publications

References 56 publications

Refugee Students in Spain: The Role of Universities as Sustainable Actors in Institutional Integration

Refugee Students in Spain: The Role of Universities as Sustainable Actors in Institutional Integration

Management of mental health conditions in refugee youth: An overview for the psychiatric‐mental health nurse practitioner

Review on Intervention Programs for Refugee Children’s Education and Adaptation

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