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16. Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education: The Role of Family Separation, Daily Material Stress and Perceived Discrimination in Resettlement

Author

Spaas, Caroline, Verelst, An, Devlieger, Ines, Aalto, Sanni, Andersen, Arnfinn J., Durbeej, Natalie, Hilden, Per Kristian, Kankaanpää, Reeta, Primdahl, Nina Langer, Opaas, Marianne, Osman, Fatumo, Peltonen, Kirsi, Sarkadi, Anna, Skovdal, Morten, Jervelund, Signe Smith, Soye, Emma, Watters, Charles, Derluyn, Ilse, Colpin, Hilde, and De Haene, Lucia

Published
2022
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17. The social and organisational factors shaping acceptability of a self-management education and exercise intervention for people with hip or knee osteoarthritis in Greenland.

Author

Nielsen, Marie Tolver, Nielsen, Maja Hykkelbjerg, Sørensen, Sonja, and Skovdal, Morten

Abstract

This study aimed to explore the experiences and perspectives of people with osteoarthritis attending the "Osteoarthritis School" (OA School) in Nuuk, Greenland to generate insights and lessons that can inform the development of self-management education and exercise interventions for people with other lifestyle conditions in a Greenland context. We conducted a qualitative interpretive description (ID) study based on ten semi-structured interviews with people with hip or knee osteoarthritis. Interviews were audio-recorded, transcribed, and coded. Using ID, we identified three themes: 1) perceptions and experiences of how the OA School intervention was organised (time and place); 2) perspectives and experiences of the education and exercise components (social factors, motivation, and education); and 3) significant change stories (physical and mental improvements and increased knowledge of OA). Social and organisational factors, such as working out with peers and the time and place of the intervention, influenced the participants' acceptance of the OA School intervention. Knowledge from this study will help us gain insight into what to address when developing future self-management education and exercise interventions in the Greenlandic healthcare system. [ABSTRACT FROM AUTHOR]

Published
2024
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18. The Dilemmas and Opportunities of Co‐Creating Health Interventions to Fit Local Contexts: An Ethnographic Study on the Adaptation of Clinical Guidelines in Tanzania.

Author

Osaki, Haika, Skovdal, Morten, Sørensen, Jane Brandt, Maaløe, Nanna, Housseine, Natasha, Dmello, Brenda Sequeira, and Mbekenga, Columba

Subjects
*MEDICAL protocols, *MATERNAL health services, *ETHNOLOGY research, *CONSUMER attitudes, *INTERVIEWING, *ETHNOLOGY, *JUDGMENT sampling, *DESCRIPTIVE statistics, *INTRAPARTUM care, *THEMATIC analysis, *PROFESSIONS, *ACTION research, *CONCEPTUAL structures, *ADULT education workshops, *STAKEHOLDER analysis, *PATIENTS' attitudes
Abstract

Introduction: Healthcare providers' role in co‐creating health interventions and implementation strategies has evolved significantly, and yet, there is little documentation of this from low‐resource settings. This study aims to share the dilemmas of engaging healthcare providers in co‐creating locally adapted clinical guidelines for maternity facilities in Dar es Salaam, Tanzania, and strategies used to address them. Methods: An ethnographic study explored the co‐creation of locally adapted clinical guidelines for childbirth care within five maternity facilities in Dar es Salaam. Participant observations were conducted during 11 co‐creation workshops. Six in‐depth interviews explored participant experiences. Data were analyzed using Attride‐Stirling's thematic network analysis framework. Results: The analysis revealed four themes representing dilemmas in the co‐creation process and strategies to improve co‐creation: (i) navigating diverse contexts: adapting a single set of guidelines to various, diverse facilities was challenging; this was addressed through engaging in dialogue and flexibility while adjusting care practices. (ii) Competing knowledge systems and sources: differing knowledge sources between researchers and healthcare providers challenged discussions on recommended practices. However, validating scientific recommendations with practical care experience in this context helped bridge this gap. (iii) Fostering meaningful participation: participation was time‐consuming for some. However, early stakeholder engagement and facility‐led participant selection facilitated the meaningful involvement of healthcare providers. (iv) Power imbalances: power dynamics influenced the co‐creation process; involving stakeholders in planning and co‐facilitating workshops helped mitigate these imbalances and encourage more equal participation. Conclusion: Navigating contextual variation, differences in knowledge systems, meaningful participation and power dynamics were key challenges in the co‐creation process. However, reflexivity, open and honest dialogue with stakeholders and early engagement enhanced the co‐creation process. Co‐creating locally adapted clinical guidelines with frontline healthcare workers and scientific experts is essential for feasibility and safety. Further research is needed to explore context specificity, decision‐making and the efficacy of co‐creation in low‐resource settings. Patient or Public Contribution: Healthcare providers and health managers from five maternity facilities who participated in the co‐creation process were actively involved in this study by providing their consent to be interviewed about their experiences of participation. Clinical Trial Registration: This study is a substudy within the PartoMa project. PartoMa is a registered clinical trial with the trial registration number NCT04685668. PartoMa's date of initial trial registration is 28 December 2020. [ABSTRACT FROM AUTHOR]

Published
2024
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19. "All These Methods Complement Each Other": Antenatal Care Acceptability in Contexts of Antenatal Care Pluralism in Rural Manicaland, Zimbabwe.

Author

Musiwa, Anthony Shuko, Sinha, Vandna, Hanley, Jill, Ruiz-Casares, Mónica, and Skovdal, Morten

Subjects
FAMILIES & psychology, MEDICAL care use, RELIGIOUS institutions, THERAPEUTICS, FOCUS groups, MEDICAL quality control, INTERPROFESSIONAL relations, INTERVIEWING, AFRICAN traditional medicine, MEDICAL care, SOCIAL factors, CULTURE, ATTITUDE (Psychology), PRENATAL care, CAREGIVERS, RURAL population, RURAL conditions, STORYTELLING, MEDICAL referrals
Abstract

Many current studies focus on the acceptability and utilization of biomedical antenatal care (ANC), neglecting indigenous African ways of providing ANC. Drawing on interviews with 30 health professionals, and consultations, focus groups, and storyboarding with 71 community-level key informants and adult caregivers, we critically examined how ANC is delivered and utilized in Mafararikwa in rural Zimbabwe. We found that families in Mafararikwa actively engage with and utilize ANC from traditional, faith-based, and biomedical health-care systems, usually concurrently, based on their quality-of-care perceptions and local sociocultural factors. Efforts to enhance ANC must consider families' ANC preferences and promote collaboration between different ANC systems. [ABSTRACT FROM AUTHOR]

Published
2024
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20. Stigma and Confidentiality Indiscretions: Intersecting Obstacles to the Delivery of Pre-Exposure Prophylaxis to Adolescent Girls and Young Women in East Zimbabwe

Author

Skovdal, Morten, Magoge-Mandizvidza, Phyllis, Maswera, Rufurwokuda, Moyo, Melinda, Nyamukapa, Constance, Thomas, Ranjeeta, Gregson, Simon, Aggleton, Peter, Series Editor, Kalichman, Seth, Series Editor, Kippax, Susan, Series Editor, Parker, Richard G., Series Editor, de Wit, John, Series Editor, Bernays, Sarah, editor, Bourne, Adam, editor, and Parker, Richard, editor

Published
2021
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23. Experience of discrimination during COVID-19 pandemic: the impact of public health measures and psychological distress among refugees and other migrants in Europe

Author

Marchi, Mattia, Magarini, Federica Maria, Chiarenza, Antonio, Galeazzi, Gian Maria, Paloma, Virginia, Garrido, Rocío, Ioannidi, Elisabeth, Vassilikou, Katerina, de Matos, Margarida Gaspar, Gaspar, Tania, Guedes, Fabio Botelho, Primdahl, Nina Langer, Skovdal, Morten, Murphy, Rebecca, Durbeej, Natalie, Osman, Fatumo, Watters, Charles, van den Muijsenbergh, Maria, Sturm, Gesine, Oulahal, Rachid, Padilla, Beatriz, Willems, Sara, Spiritus-Beerden, Eva, Verelst, An, and Derluyn, Ilse

Published
2022
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26. Understanding how classroom drama workshops can facilitate social capital for newly arrived migrant and refugee adolescents: Insights from Denmark

Author

Dähne, Finja, Jervelund, Signe Smith, Primdahl, Nina Langer, Siemsen, Nicoline, Derluyn, Ilse, Verelst, An, Spaas, Caroline, Haene, Lucia de, Skovdal, Morten, Dähne, Finja, Jervelund, Signe Smith, Primdahl, Nina Langer, Siemsen, Nicoline, Derluyn, Ilse, Verelst, An, Spaas, Caroline, Haene, Lucia de, and Skovdal, Morten

Abstract

Art-based interventions, such as classroom drama workshops (CDWs), increasingly form part of a collection of mental health-promoting activities introduced in school settings. While research points to the potential benefits of CDWs for the mental well-being of refugee and migrant adolescents, the mechanisms to such improvement are less understood. In this article we respond to the need for qualitative evidence of how CDW interventions affect refugee and migrant adolescents’ experience. The study draws on eight focus group discussions (FGDs) with 41 adolescents, four semi-structured interviews with teachers and a school coordinator, and written documents from two drama therapists. Our thematic analysis revealed that the CDWs were found to foster trust and improve social relations in the classroom—key facets of bonding social capital. Several processes were described as being linked to these changes. Participants spoke about how the CDWs were facilitated in an emancipatory and safe manner, creating social spaces where the adolescents could have fun together, share, and bear witness to each other’s stories, as well as experiencing a sense of agency. In some cases, however, activities in the CDWs crossed the learners’ psychological boundaries, which led to withdrawal and a loss of trust. We conclude that whilst CDWs have the potential to facilitate bonding social capital amongst refugee and migrant adolescents and their teachers, this potential hinges on how the CDWs are facilitated., Art-based interventions, such as classroom drama workshops (CDWs), increasingly form part of a collection of mental health-promoting activities introduced in school settings. While research points to the potential benefits of CDWs for the mental well-being of refugee and migrant adolescents, the mechanisms to such improvement are less understood. In this article we respond to the need for qualitative evidence of how CDW interventions affect refugee and migrant adolescents’ experience. The study draws on eight focus group discussions (FGDs) with 41 adolescents, four semi-structured interviews with teachers and a school coordinator, and written documents from two drama therapists. Our thematic analysis revealed that the CDWs were found to foster trust and improve social relations in the classroom—key facets of bonding social capital. Several processes were described as being linked to these changes. Participants spoke about how the CDWs were facilitated in an emancipatory and safe manner, creating social spaces where the adolescents could have fun together, share, and bear witness to each other’s stories, as well as experiencing a sense of agency. In some cases, however, activities in the CDWs crossed the learners’ psychological boundaries, which led to withdrawal and a loss of trust. We conclude that whilst CDWs have the potential to facilitate bonding social capital amongst refugee and migrant adolescents and their teachers, this potential hinges on how the CDWs are facilitated.

Published
2024

27. “It is because the treatment of this lady is a cascade”:Accumulation of delays and the occurrence of obstetric emergencies in an urban maternity unit in Tanzania

Author

Osaki, Haika Monica, Sørensen, Jane Brandt, Maaloe, Nanna, Mbekenga, Columba, Skovdal, Morten, Osaki, Haika Monica, Sørensen, Jane Brandt, Maaloe, Nanna, Mbekenga, Columba, and Skovdal, Morten

Abstract

Objective To explore healthcare workers’ and women's experiences of providing and seeking childbirth care in a busy urban maternity facility in Tanzania. Design A qualitative study with observations, in-depth interviews, and informal conversations, using thematic network analysis. Setting This study was conducted in a busy urban maternity unit in Dar es Salaam, Tanzania which is a low-resource setting with a need to improve childbirth care. Participants Six frontline healthcare providers and four hospital managers from the facility, along with six postpartum women who gave birth at the facility. Findings Delays were observed throughout the childbirth care cascade, encompassing various stages. During antenatal care, timely provision of care was hindered by a high patientto-provider ratio, resulting in inadequate monitoring of risk factors. At the onset of labor, women delayed seeking care, sometimes, attempting a trial of labor after a previous Caesarean section. Within the facility, delays in care decision-making and patient management were evident due to insufficient resources. The accumulation of these delays over time influenced the quality of care provided and challenged the management of obstetric emergencies at the study facility. Key conclusions The study findings show that delays are prevalent throughout the entire childbirth care cascade. The accumulation of these delays over time has influenced the quality of care provided at the facility and increased the vulnerability of women experiencing obstetric emergencies. To effectively address the imperative of reducing maternal mortality in low-resource settings, it is essential to develop appropriate interventions that span the entire spectrum of childbirth care. Additionally, further research is needed to delve into the complexities of care decision-making and the quality of care delivered within urban maternal facilities. Implicatio

Published
2024

28. Dilemmas of ‘doing good’:How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark

Author

Borsch, Anne Sofie, Verelst, An, Jervelund, Signe Smith, Derluyn, Ilse, Skovdal, Morten, Borsch, Anne Sofie, Verelst, An, Jervelund, Signe Smith, Derluyn, Ilse, and Skovdal, Morten

Abstract

There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents’ self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents’ confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners’ needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts., There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents’ self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents’ confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners’ needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.

Published
2024

34. Hvordan går det unge flygtninge i de nordiske velfærdssamfund? Coming of Age in Exile – CAGE

Author

Ascher, Henry, primary, Barghadouch, Amina, additional, Berg, Lisa, additional, Bäckman, Olof, additional, Børsch, Anne Sofie, additional, Dunlavy, Andrea, additional, Eide, Ketil, additional, Gauffin, Karl, additional, Heikkilä, Elli, additional, Hernandez Carretero, Maria, additional, Hjern, Anders, additional, Jamil de Montgomery,, Christopher, additional, Jervelund, Signe Smith, additional, Krasnik, Allan, additional, Lorentzen, Thomas, additional, Lynnebakke, Brit, additional, Lyytinen, Eveliina, additional, Michaëlis, Camilla, additional, Mock-Muñoz de Luna, Claire, additional, Nørredam, Marie, additional, Rosenkrantz de Lasson, Anne-Katrine, additional, Skovdal, Morten, additional, Tamayo Europa, Ryan, additional, Tiilikainen, Marja, additional, Toom, Nita, additional, Tørslev, Mette Kirstine, additional, de Wal Pastoor, Lutine, additional, and Vitus, Kathrine, additional

Published
2021
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35. Reflections on arts-based research methods in refugee mental health: The role of creative exercises in nurturing positive coping with trauma and exile.

Author

Smet, Sofie de, Spaas, Caroline, Jervelund, Signe Smith, Skovdal, Morten, and Haene, Lucia De

Subjects
HEALTH of refugees, YOUNG adults, MENTAL health, EXILE (Punishment), RESEARCH methodology, RESEARCH ethics
Abstract

In the field of refugee mental health research, scholars have emphasized the ethical obligation for research practices to benefit participants. They have proposed that research participation itself can promote positive coping in the aftermath of migration. In this article, we aim to advance the understanding of the benefits of arts-based research methods (ABRM) in how they may nurture participants' positive coping during their experiences as research participants. To do so, we depart from the findings from three drama-based mental health interventions conducted with refugee and migrant young people resettled in Europe on the role creative processes might play in fostering coping. We develop a reflection on how ABRM may tap into these processes to strengthen refugees' coping and well-being, ultimately supporting ethical research practices. In the final section, we discuss the value of integrating ABRM in refugee mental health research that embeds similar creative processes in their methodological repertoire. [ABSTRACT FROM AUTHOR]

Published
2024
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37. Global Action to reduce HIV stigma and discrimination

Author

Stangl, Anne L, Grossman, Cynthia I, Sidibé, Michel, Goosby, Eric P, Katz, Ingrid T, Ryu, Annemarie E, Onuegbu, Afiachukwu G, Psaros, Christina, Weiser, Sheri D, Bangsberg, David R, Tsai, Alexander C, Lloyd, Jennifer K, Brady, Laura M, Holland, Claire E, Baral, Stefan, Mburu, Gitau, Ram, Mala, Skovdal, Morten, Bitira, David, Hodgson, Ian, Mwai, Grace W, Stegling, Christine, Seeley, Janet, Jain, Aparna, Nuankaew, Ratana, Mongkholwiboolphol, Nungruthai, Banpabuth, Arunee, Tuvinun, Rachada, Ayuthaya, Pakprim Oranop na, Richter, Kerry, Li, Li, Lin, Chunqing, Guan, Jihui, Wu, Zunyou, Varas-Díaz, Nelson, Neilands, Torsten B, Cintrón-Bou, Francheska, Marzán-Rodríguez, Melissa, Santos-Figueroa, Axel, Santiago-Negrón, Salvador, Marques, Domingo, Rodríguez-Madera, Sheilla, Nyblade, Laura, Benkirane, Manal, Lohiniva, Anna-Leena, McLean, Roger, Turan, Janet M, Kwena, Zachary, Thomas, Wendell, Gruskin, Sofia, Safreed-Harmon, Kelly, Ezer, Tamar, Gathumbi, Anne, Cohen, Jonathan, Kameri-Mbote, Patricia, Ekstrand, Maria L, Ramakrishna, Jayashree, Bharat, Shalini, Heylen, Elsa, Berkley-Patton, Jannette Y, Moore, Erin, Berman, Marcie, Simon, Stephen D, Thompson, Carole Bowe, Schleicher, Thomas, Hawes, Starlyn M, Christensen, John L, Miller, Lynn Carol, Appleby, Paul Robert, Corsbie-Massay, Charisse, Godoy, Carlos Gustavo, Marsella, Stacy C, Read, Stephen J, Risher, Kathryn, Adams, Darrin, Sithole, Bhekie, Ketende, Sosthenes, Kennedy, Caitlin, Mnisi, Zandile, Mabusa, Xolile, Baral, Stefan D, Lim, Travis, Zelaya, Carla, Latkin, Carl, Quan, Vu Minh, Frangakis, Constantine, Ha, Tran Viet, Le Minh, Nguyen, and Go, Vivian

Subjects
Clinical Sciences, Public Health and Health Services, Other Medical and Health Sciences
Published
2013

38. Global Action to reduce HIV stigma and discrimination

Author

Sidibé, Michel, Goosby, Eric P, Grossman, Cynthia I, Stangl, Anne L, Katz, Ingrid T, Ryu, Annemarie E, Onuegbu, Afiachukwu G, Psaros, Christina, Weiser, Sheri D, Bangsberg, David R, Tsai, Alexander C, Lloyd, Jennifer K, Brady, Laura M, Holland, Claire E, Baral, Stefan, Mburu, Gitau, Ram, Mala, Skovdal, Morten, Bitira, David, Hodgson, Ian, Mwai, Grace W, Stegling, Christine, Seeley, Janet, Jain, Aparna, Nuankaew, Ratana, Mongkholwiboolphol, Nungruthai, Banpabuth, Arunee, Tuvinun, Rachada, Ayuthaya, Pakprim Oranop na, Richter, Kerry, Li, Li, Lin, Chunqing, Guan, Jihui, Wu, Zunyou, Varas‐Díaz, Nelson, Neilands, Torsten B, Cintrón‐Bou, Francheska, Marzán‐Rodríguez, Melissa, Santos‐Figueroa, Axel, Santiago‐Negrón, Salvador, Marques, Domingo, Rodríguez‐Madera, Sheilla, Nyblade, Laura, Benkirane, Manal, Lohiniva, Anna‐Leena, McLean, Roger, Turan, Janet M, Kwena, Zachary, Thomas, Wendell, Gruskin, Sofia, Safreed‐Harmon, Kelly, Ezer, Tamar, Gathumbi, Anne, Cohen, Jonathan, Kameri‐Mbote, Patricia, Ekstrand, Maria L, Ramakrishna, Jayashree, Bharat, Shalini, Heylen, Elsa, Berkley‐Patton, Jannette Y, Moore, Erin, Berman, Marcie, Simon, Stephen D, Thompson, Carole Bowe, Schleicher, Thomas, Hawes, Starlyn M, Christensen, John L, Miller, Lynn Carol, Appleby, Paul Robert, Corsbie‐Massay, Charisse, Godoy, Carlos Gustavo, Marsella, Stacy C, Read, Stephen J, Risher, Kathryn, Adams, Darrin, Sithole, Bhekie, Ketende, Sosthenes, Kennedy, Caitlin, Mnisi, Zandile, Mabusa, Xolile, Baral, Stefan D, Lim, Travis, Zelaya, Carla, Latkin, Carl, Quan, Vu Minh, Frangakis, Constantine, Ha, Tran Viet, Le Minh, Nguyen, and Go, Vivian

Subjects
Health Services and Systems, Public Health, Health Sciences, Mental Health, Pediatric, HIV/AIDS, Pediatric AIDS, Prevention, Basic Behavioral and Social Science, Behavioral and Social Science, Health Services, Clinical Research, Substance Misuse, Infectious Diseases, Drug Abuse (NIDA only), Mind and Body, Prevention of disease and conditions, and promotion of well-being, 3.1 Primary prevention interventions to modify behaviours or promote wellbeing, Management of diseases and conditions, 7.1 Individual care needs, Infection, Good Health and Well Being, Reduced Inequalities, Clinical Sciences, Public Health and Health Services, Other Medical and Health Sciences, Clinical sciences, Epidemiology, Public health
Published
2013

39. Young carers in Western Kenya : collective struggles and coping strategies

Author

Skovdal, Morten

Subjects
362.7, BF Psychology, GN Anthropology
Abstract

Whilst young caregiving in Africa is not a new phenomenon, research exploring the circumstances and well-being of young carers in Africa is recent and remains scarce. However, similar to studies about orphaned children, the literature on young carers has a tendency to represent them as vulnerable and passive victims at risk of poor mental health, downplaying structural problems such as poverty and undermining the active participation of children and community members in building resilience. This thesis contributes to an already emerging critical trend that seeks to counterbalance this narrow focus by exploring how children, through an interaction with their social environment, cope with difficult circumstances. In doing so, the thesis addresses conceptual gaps in the coping literature and develops, through an iterative process, a social psychology of coping. This thesis draws on a participatory action research project that involved 48 children and 16 adults from two rural communities in the Bondo district of Kenya. Data were collected through multiple methods (daily diagrams, historical profiles, community mapping, photovoice, draw-and-write exercises, essay writing, individual interviews and group discussions) over a two-year period. The thesis provides an example of how research can be conducted through an intervention and in partnership with an NGO, illustrating how socio-ethical research can be conducted in a poor rural African setting. A thematic content analysis reveals the complex nature of caregiving and brings forward new empirical findings of young carers, including the continuity of their caregiving experiences, socio-cultural influences on caregiving as well as the kind of care they provide. The analysis also reveals some of the social and psychological coping strategies that the children draw upon. These include the children�s ability to mobilise social support, engage in income-generating activities and build positive identities based around a social recognition of their responsibilities. As a result of these empirical accounts, the thesis concludes that the ability of a child to cope is shaped by 1) the on-going negotiation between individual and community which shapes a person�s identity and access to local support networks and resources to tackle adversity, 2) the quality of the community they live in and its ability to share resources and 3) the children�s different abilities to negotiate community support. This social psychological conceptualisation of coping opens up new levels of analysis for research and intervention, which take account of the need to identify and bolster the social psychological resources evident within communities that can facilitate or hinder support. To strengthen the resilience and coping of young carers and their communities, the thesis points towards the viability of community-based capital cash transfer programmes and gives detail to the social psychological resources that can facilitate or hinder the building of orphan competent communities.

Published
2009

40. Psychometric properties of the Children’s Revised Impact of Event Scale (CRIES-8) among refugee adolescents from Afghanistan, Syria, and Somalia

Author

Kankaanpää, Reeta, primary, Peltonen, Kirsi, additional, Vänskä, Mervi, additional, Opaas, Marianne, additional, Spaas, Caroline, additional, derluyn, ilse, additional, Jervelund, Signe Smith, additional, Skovdal, Morten, additional, Durbeej, Natalie, additional, Osman, Fatumo, additional, De Haene, Lucia, additional, de Smet, Sofie, additional, Andersen, Arnfinn J., additional, Hilden, Per Kristian, additional, and Verelst, An, additional

Published
2023
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41. School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study

Author

Spaas, Caroline, primary, Said-Metwaly, Sameh, additional, Skovdal, Morten, additional, Primdahl, Nina Langer, additional, Jervelund, Signe Smith, additional, Hilden, Per Kristian, additional, Andersen, Arnfinn J., additional, Opaas, Marianne, additional, Soye, Emma, additional, Watters, Charles, additional, Verelst, An, additional, Derluyn, Ilse, additional, Colpin, Hilde, additional, and Haene, Lucia De, additional

Published
2023
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47. Dilemmas of 'doing good': How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark.

Author

Borsch, Anne Sofie, Verelst, An, Jervelund, Signe Smith, Derluyn, Ilse, and Skovdal, Morten

Subjects
PASTORAL care, EDUCATIONAL psychology, EDUCATIONAL counseling, IMMIGRANT students
Abstract

There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents' self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents' confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners' needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts. [ABSTRACT FROM AUTHOR]

Published
2024
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48. Psychometric properties of the Children’s Revised Impact of Event Scale (CRIES-8) among refugee adolescents from Afghanistan, Syria, and Somalia.

Author

Kankaanpää, Reeta, Vänskä, Mervi, Opaas, Marianne, Spaas, Caroline, Derluyn, Ilse, Jervelund, Signe Smith, Skovdal, Morten, Durbeej, Natalie, Osman, Fatumo, De Haene, Lucia, de Smet, Sofie, Andersen, Arnfinn J., Hilden, Per Kristian, Verelst, An, and Peltonen, Kirsi

Subjects
IMPACT of Event Scale, PSYCHOMETRICS, AFGHANS, SYRIANS, TEENAGERS, POST-traumatic stress
Abstract

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024
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