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

Autor/inn/en	Sullivan, Amanda L.; Simonson, Gregory R.
Titel	A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth
Quelle	In: Review of Educational Research, 86 (2016) 2, S.503-530 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315609419
Schlagwörter	Refugees; Trauma; Social Influences; Emotional Response; Intervention; Social Development; War; Emotional Development; Literature Reviews; Cognitive Restructuring; Behavior Modification; Therapy; Creative Development; Learning Modalities; Program Effectiveness; Children; Adolescents; Mental Health; Immigrants; Coping; Symptoms (Individual Disorders); Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Flüchtling; Sozialer Einfluss; Emotionales Verhalten; Soziale Entwicklung; Krieg; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Therapie; Lernumgebung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Immigrant; Immigrantin; Immigranten; Bewältigung; Psychiatrische Symptomatik
Abstract	Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01