The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway

Pastoor, Lutine de Wal

doi:10.1016/j.ijedudev.2014.10.009

Cited by 114 publications

(86 citation statements)

References 21 publications

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“…In the study conducted by Gencer (2017), it was emphasized that more holistic studies should be performed in order for the students to survive and adapt to this process in a healthy way. Similar findings were found in the studies conducted by Uzun and Bütün 2016and Pastoor (2015).…”

Section: Introductionsupporting

confidence: 91%

Metaphoric perceptions of the administrators on ARTAS held within the scope of PISCTES project

GÃ1⁄4rgan¹

2020

Educ. Res. Rev.

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Millions of Syrians live under temporary protection in Turkey. However, there are some problems in their integration into the education system. For the integration of Syrian students into Turkish education system, the Ministry of National Education in Turkey (MoET) initiated a Project called "Promoting Integration of Syrian Children into Turkish Education System" (PICSTES) and "Awareness Raising Training for Administrative Staff" (ARTAS), which are supported by the European Union. The aim of this study is to determine the perceptions of the administrators who have participated in ARTAS that was held within the scope of PISCTES through metaphors. Content analysis method was used in the research. The participant group of this study consists of 297 administrators (281 males and 16 females). They work in 21 different provinces. The average working year of the participants is 10.23 and the average age is 43.99. As a result of the research, 62 metaphors were obtained after the analysis of the valid metaphors developed by the administrators regarding the "PISCTES Project: ARTAS Training". These metaphors were classified under 7 different conceptual categories. The results indicate that refugee students should not study in separate classes or schools but instead the supportive teaching courses for the students and their families should be fostered and the in-service training for administrators and teachers should be given more importance.

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Section: Introductionsupporting

confidence: 91%

Metaphoric perceptions of the administrators on ARTAS held within the scope of PISCTES project

GÃ1⁄4rgan¹

2020

Educ. Res. Rev.

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“…They felt like strangers" ((PFG#2). Uprooting from their home country inhibits children's psychosocial transition and socialization in the resettlement country (Groark et al, 2011;Pastoor, 2015). The students spoke to the need for more support in the classroom and in connecting with other students.…”

mentioning

confidence: 99%

“I Belong to Nowhere”: Syrian Refugee Children’s Perspectives on School Integration

Guo

Maitra

Guo

2019

JCIE

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Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those uprooted are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine as well as emotional and social well-being in the lives of refugee children. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. We have conducted five focus groups with twelve Syrian refugee parents and eighteen Syrian refugee children between the age group of 10-14. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.

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“…Las entrevistas, que fueron un total de 86, se clasificaron del siguiente modo; a miembros de entidades sociales como ONG, Fundaciones y Parroquias (n=9); a menores de edad pertenecientes a actividades de formación y deportivas enmarcadas dentro del Proyecto PUCAFREU (Promoting unprotected unaccompained Children ´s Access to fundamental rights in the European Union) de CNRS-Migrinter (n=11); informantes clave o líderes locales (n=8); familiares de los sujetos de la intervención (n=22); a menores entre 10 y 18 años (n=31); entrevistas grupales por medio de actividades en el asentamiento durante 2010-2012 (n=5). El acceso a menores de edad en territorios vulnerables puede llegar a ser dificultoso (Kohli, 2006;Pastoor, 2015), por lo tanto, las entrevistas a menores de edad se realizaron por medio de actividades de distensión y acciones grupales coeducativas y cooperativas, y no de forma directa como en el caso de adultos .…”

Section: Metodologíaunclassified

Infancia en los márgenes

Gutiérrez-Sánchez

Fernández²

2020

Acciones investig. soc.

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El objetivo de este artículo es analizar la situación de niños y niñas de procedencia rumana y etnia gitana asentados junto con sus familias en el asentamiento chabolista de El Gallinero (Madrid). Esta investigación cualitativa parte de un trabajo de campo iniciado en 2010 y llevado a cabo hasta 2018. Como punto de partida y para fundamentar la temática de forma teórica, se llevó a cabo un análisis de documentación y legislación en materia de inclusión social y contextos de riesgo. De la misma forma, se tuvo en cuenta cómo dichos contextos mermaban la calidad de vida de sus habitantes y de qué modo catalizaban la movilidad humana entre diversos países de la Unión Europea, afectando al desarrollo físico y psicológico de los niños y niñas que formaban parte de los mismos. La degradación del entorno y las complicaciones existentes dentro de la implementación de proyectos de intervención social, requieren de intervenciones que se adapten aún más a las necesidades comunitarias y la cultura. En este artículo mostramos el trabajo empírico desarrollado tanto con las familias como con las entidades sociales intervinientes en el asentamiento.

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The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway

Cited by 114 publications

References 21 publications

Metaphoric perceptions of the administrators on ARTAS held within the scope of PISCTES project

Metaphoric perceptions of the administrators on ARTAS held within the scope of PISCTES project

“I Belong to Nowhere”: Syrian Refugee Children’s Perspectives on School Integration

Infancia en los márgenes

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