Psychische Belastung bei unbegleiteten und begleiteten                     Flüchtlingen im Kindes- und Jugendalter in Deutschland

Höltermann, Annelen; Scharf, Florian; Romer, Georg; Möller-Kallista, Birgit

doi:10.1024/1422-4917/a000855

Cited by 1 publication

(2 citation statements)

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“…When children enter school age, school becomes an additional contextual factor for their psychosocial development, as a place where they spend a large part of their time and can establish social contacts with peers, teachers, and other adults outside their family context. Social interactions such as verbal exchange and support in problem situations not only represent an important protective factor to the development of PTSD, but they are also central to the social–emotional development of children and adolescents ( Daiute, 2017 ; Demir et al, 2020 ; Höltermann et al, 2022 ). Cohen et al (2014) find evidence that sharing trauma-related experiences with supportive adults can help adolescents improve their emotional regulation.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers should, therefore, have a basic knowledge of trauma, its effects on performance, and the social–emotional situation of students in order to recognize and respond appropriately to trauma-related symptoms, support them, and prevent renewed trauma in the school context ( Chafouleas et al, 2016 ; Dorado et al, 2016 ; Overstreet and Chafouleas, 2016 ; L’Estrange and Howard, 2022 ). Social inclusion and support, as well as emotional regulation, are proven protective factors against the development of PTSD ( Demir et al, 2020 ; Höltermann et al, 2022 ). According to a survey of 304 classes from German schools, students with refugee experience, in particular, have fewer friends than their classmates and are rejected more frequently, although this effect was less pronounced in classes with a highly heterogeneous student body ( Boda et al, 2023 ).…”

Section: Introductionmentioning

confidence: 99%

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Trauma-sensitive school concepts for students with a refugee background: a review of international studies

Lembke,

Linderkamp,

Casale

2024

Front. Psychol.

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Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social support. In this respect, schools are the appropriate places where preventive concepts can be applied to students with a refugee background. This systematic review summarizes studies that examine or evaluate existing international concepts of trauma-sensitive schools for supporting traumatized students with a refugee background. Based on N = 41 selected articles, 17 relevant concepts of trauma-sensitive schools were identified. In 35.3% of the concepts, traumatized students with a refugee background are explicitly included in the target group of the concept, while 47.1% of the concepts refer to groups of students with trauma as a result of various adverse childhood experiences, which also occur more frequently within the population of refugee children and adolescents 17.6% of the concepts contain specific adaptations for pupils with a refugee background. The majority of these concepts were developed in the United States. Additional concepts can be reported for Australia, the United Kingdom, Turkey, and Cambodia. Based on available empirical data, no significant effectiveness regarding the researched concepts’ effects on academic and other school-related data can be determined. Although some studies indicate positive effects concerning school-related target variables, most of the studies have only limited significance due to inadequate research designs and methodological deficiencies. Therefore, there is a great need for further development, careful implementation, and evaluation of trauma-sensitive concepts in schools, especially for the growing group of refugee students.

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