对于有难民背景的学生而言,创伤敏感的学校概念:国际研究的回顾
Eva J Lembke1, Friedrich Linderkamp1, Gino Casale1
1School of Education, Institute of Educational Research, University of Wuppertal, Wuppertal, Germany.
Frontiers in psychology
|May 17, 2024
概括
对创伤敏感的学校可以支持难民学生,但当前的概念需要更多的开发和严格的评估才能有效. 进一步的研究对于这些弱势群体至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 具有难民背景的儿童和青少年面临着创伤的高风险.
- 学校为难民学生提供了独特的社会学习和支持机会.
- 预防性概念对于在教育环境中解决难民青年创伤至关重要.
研究的目的:
- 系统地审查和总结国际创伤敏感学校概念,以支持受创伤的难民学生.
- 确定现有的概念并分析它们的目标群体和难民学生的具体适应.
- 评估这些概念有效性的经验证据.
主要方法:
- 对41篇选定的文章进行系统审查.
- 17个创伤敏感学校概念的识别和分析.
- 评估目标群体的包容性和针对难民学生的具体适应.
- 对概念有效性的经验数据的评估.
主要成果:
- 确定了17个对创伤敏感的学校概念,其中包括难民学生的明确含义各不相同.
- 大多数概念起源于美国,其中一些来自澳大利亚,英国,土耳其和柬埔寨.
- 对于学术或与学校相关的数据,没有确定显著的有效性,通常是由于方法上的限制.
结论:
- 需要进一步开发,仔细实施和严格评估创伤敏感学校概念.
- 现有的概念往往缺乏针对难民学生的具体调整,突出显示了当前方法的差距.
- 未来的研究应该专注于改进研究设计,以确定创伤敏感干预措施在难民群体学校的真正影响.
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