Adult refugees' perspectives on the impact of trauma and post-migration hardships on learning.

IF 4.2 2区 医学 Q1 PSYCHIATRY European Journal of Psychotraumatology Pub Date : 2024-01-01 Epub Date: 2024-10-01 DOI:10.1080/20008066.2024.2403249
Janita Flem Tomren, Marianne Opaas
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Abstract

Background: Research shows that adult refugees' well-being and future in the reception country heavily depend on successfully learning the host language. However, we know little about how adult learners from refugee backgrounds experience the impact of trauma and adversity on their learning.Objective: The current study aims to investigate the perspectives of adult refugee learners on whether and how trauma and other adversity affect their learning.Methods: We conducted in-depth interviews with 22 adult refugees (10 women) attending the Norwegian Introduction Programme (NIP). The participants came from six Middle Eastern, Central Asian, and African countries. Two questionnaires were included, one about past stressful life events (SLESQ-Revised), and one about mental health symptoms and current psychological distress following potentially traumatic experiences (PCL-5).Results: Participants held varying beliefs about trauma's impact on learning: that it had a constant impact, that it was situational, or that it had no impact. Other aspects they brought up as having an essential effect on learning and school attendance include psychological burdens from past and present school experiences, and post-migration hardships such as loneliness, depression, ongoing violence, and negative social control. Post-migration trauma and hardships exacerbated the burden of previous trauma and were frequently associated with a greater negative influence on learning.Conclusion: This study adds new insights from adult refugee learners themselves into how post-migration hardships as well as trauma can impact their learning, and the importance of recognising their struggles. A safe space is required for refugees to open up about their difficulties in life and with learning. This knowledge can be used to enhance teaching practices, foster better teacher-student relationships, and inform policy-making decisions, ultimately benefiting both individuals and society.

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成年难民对创伤和移民后艰辛对学习的影响的看法。
背景:研究表明,成年难民在接收国的福祉和未来在很大程度上取决于能否成功学习东道国语言。然而,我们对来自难民背景的成年学习者如何体验创伤和逆境对其学习的影响知之甚少:本研究旨在调查成年难民学习者对创伤和其他逆境是否以及如何影响其学习的看法:我们对参加挪威入门课程(NIP)的22名成年难民(10名女性)进行了深入访谈。参与者来自六个中东、中亚和非洲国家。调查问卷包括两份,一份是关于过去的生活压力事件(SLESQ-修订版),另一份是关于潜在创伤经历后的心理健康症状和当前的心理困扰(PCL-5):结果:关于创伤对学习的影响,参与者持有不同的看法:认为创伤会持续影响学习,认为创伤是情境性的,或者认为创伤不会影响学习。他们认为对学习和出勤率有重要影响的其他方面包括过去和现在的学校经历所造成的心理负担,以及移民后的困难,如孤独、抑郁、持续的暴力和消极的社会控制。移民后的创伤和苦难加重了之前的创伤负担,往往对学习产生更大的负面影响:这项研究从成年难民学习者自身的角度,对移民后的困难和创伤如何影响他们的学习,以及认识到他们的挣扎的重要性,提出了新的见解。难民们需要一个安全的空间来敞开心扉,讲述他们在生活和学习中遇到的困难。这些知识可用于加强教学实践,促进更好的师生关系,并为决策提供信息,最终使个人和社会受益。
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来源期刊
CiteScore
7.60
自引率
12.00%
发文量
153
审稿时长
18 weeks
期刊介绍: The European Journal of Psychotraumatology (EJPT) is a peer-reviewed open access interdisciplinary journal owned by the European Society of Traumatic Stress Studies (ESTSS). The European Journal of Psychotraumatology (EJPT) aims to engage scholars, clinicians and researchers in the vital issues of how to understand, prevent and treat the consequences of stress and trauma, including but not limited to, posttraumatic stress disorder (PTSD), depressive disorders, substance abuse, burnout, and neurobiological or physical consequences, using the latest research or clinical experience in these areas. The journal shares ESTSS’ mission to advance and disseminate scientific knowledge about traumatic stress. Papers may address individual events, repeated or chronic (complex) trauma, large scale disasters, or violence. Being open access, the European Journal of Psychotraumatology is also evidence of ESTSS’ stand on free accessibility of research publications to a wider community via the web. The European Journal of Psychotraumatology seeks to attract contributions from academics and practitioners from diverse professional backgrounds, including, but not restricted to, those in mental health, social sciences, and health and welfare services. Contributions from outside Europe are welcome. The journal welcomes original basic and clinical research articles that consolidate and expand the theoretical and professional basis of the field of traumatic stress; Review articles including meta-analyses; short communications presenting new ideas or early-stage promising research; study protocols that describe proposed or ongoing research; case reports examining a single individual or event in a real‑life context; clinical practice papers sharing experience from the clinic; letters to the Editor debating articles already published in the Journal; inaugural Lectures; conference abstracts and book reviews. Both quantitative and qualitative research is welcome.
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