Abstract:This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ … Show more
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