The growing focus on social and emotional learning (SEL) for children of primary grade age in conflict-affected and fragile contexts necessitates an understanding of the effects these programs have. However, the dearth of valid and reliable measures of SEL skills in low-resource and crisis contexts has constrained the generation of this evidence. The few tools that have robust psychometric properties were developed for use in high-resource contexts; they often have usage costs, limit adaptations, and focus on adults as respondents. To address this gap, we developed the International Social and Emotional Learning Assessment (ISELA), an adaptable, cost-free, open-source, performance-based measure of self-concept, stress management, perseverance, empathy, and conflict resolution in children between ages 6 and 12. In this study, we focused on establishing the validity and reliability of the ISELA when used with Syrian refugee children in Iraq. We tested the latent structure, criterion validity, internal consistency reliability, and interrater reliability of the ISELA with 620 Syrian children. We were able to establish a theoretically grounded factor structure for all of the skills except perseverance. The ISELA can be used reliably by groups of assessors (Krippendorf's alpha>.86) with strong internal consistency (KR-20>.70). Our findings for criterion validity were promising but preliminary; grade and exposure to interpersonal threats demonstrated a positive association with SEL skills.
{"title":"Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq","authors":"N. D'Sa, A. Krupar","doi":"10.33682/xdpq-bwp2","DOIUrl":"https://doi.org/10.33682/xdpq-bwp2","url":null,"abstract":"The growing focus on social and emotional learning (SEL) for children of primary grade age in conflict-affected and fragile contexts necessitates an understanding of the effects these programs have. However, the dearth of valid and reliable measures of SEL skills in low-resource and crisis contexts has constrained the generation of this evidence. The few tools that have robust psychometric properties were developed for use in high-resource contexts; they often have usage costs, limit adaptations, and focus on adults as respondents. To address this gap, we developed the International Social and Emotional Learning Assessment (ISELA), an adaptable, cost-free, open-source, performance-based measure of self-concept, stress management, perseverance, empathy, and conflict resolution in children between ages 6 and 12. In this study, we focused on establishing the validity and reliability of the ISELA when used with Syrian refugee children in Iraq. We tested the latent structure, criterion validity, internal consistency reliability, and interrater reliability of the ISELA with 620 Syrian children. We were able to establish a theoretically grounded factor structure for all of the skills except perseverance. The ISELA can be used reliably by groups of assessors (Krippendorf's alpha>.86) with strong internal consistency (KR-20>.70). Our findings for criterion validity were promising but preliminary; grade and exposure to interpersonal threats demonstrated a positive association with SEL skills.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75140660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Daelmans, Mahalakshmi Nair, F. Hanna, O. Lincetto, T. Dua, X. Hunt
{"title":"Supporting Maternal Mental Health and Nurturing Care in Humanitarian Settings","authors":"B. Daelmans, Mahalakshmi Nair, F. Hanna, O. Lincetto, T. Dua, X. Hunt","doi":"10.33682/9s48-6d0x","DOIUrl":"https://doi.org/10.33682/9s48-6d0x","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80695264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lina María González Ballesteros, José M. Flores, A. O. Ortiz Hoyos, Amalia Londoño Tobón, S. Hein, Felipe Bolívar Rincon, Oscar Gómez, L. Ponguta
Colombia has endured one of the world's longest internal displacement crises in recent history. Programs that address the practices and psychosocial wellbeing of the community of caregivers of young children in protracted crises are urgently needed. We developed and implemented a program aimed at strengthening the resilience and wellbeing of caregivers (parents, grandparents, and educators) of children enrolled in home-based and institutional centers for early childhood development in Colombia. The program, Conmigo, Contigo, Con Todos, or 3Cs, used purposive sampling across 14 municipalities disproportionately impacted by the armed conflict in Colombia. It consisted of two modules, a skills-building program (SBP) module and a psychotherapy intervention (PTI). The program content drew from cognitive behavioral therapy and mindfulness, and from inputs from local stakeholders. By applying a pragmatic evaluation strategy, we explored the pre-post intervention changes in parental resilience (the primary outcome of interest) through self-reports on the Connor-Davidson Resilience Scale (CD-RISC). The analysis of the pre-post intervention outcomes showed statistically significant improvements in CD-RISC in both intervention arms (SBP and PTI). Caregivers in the PTI group started with lower CD-RISC scores than caregivers who did not receive the PTI, and they showed the most improvement over time. Caregivers who had lower than average participation in the SBP (M=1-3 sessions out of a total of 6) did not show significant changes in CD-RISC. Additionally, caregivers who had higher than average participation in the SBP showed significantly more improvement in CD-RISC scores than caregivers who did not attend any sessions. We discuss the implications of these findings for future applications of the program and substantiate the measurable impact of interventions for caregivers in conflict settings.
{"title":"Evaluating the 3Cs Program for Caregivers of Young Children Affected by the Armed Conflict in Colombia","authors":"Lina María González Ballesteros, José M. Flores, A. O. Ortiz Hoyos, Amalia Londoño Tobón, S. Hein, Felipe Bolívar Rincon, Oscar Gómez, L. Ponguta","doi":"10.33682/14b2-4nmm","DOIUrl":"https://doi.org/10.33682/14b2-4nmm","url":null,"abstract":"Colombia has endured one of the world's longest internal displacement crises in recent history. Programs that address the practices and psychosocial wellbeing of the community of caregivers of young children in protracted crises are urgently needed. We developed and implemented a program aimed at strengthening the resilience and wellbeing of caregivers (parents, grandparents, and educators) of children enrolled in home-based and institutional centers for early childhood development in Colombia. The program, Conmigo, Contigo, Con Todos, or 3Cs, used purposive sampling across 14 municipalities disproportionately impacted by the armed conflict in Colombia. It consisted of two modules, a skills-building program (SBP) module and a psychotherapy intervention (PTI). The program content drew from cognitive behavioral therapy and mindfulness, and from inputs from local stakeholders. By applying a pragmatic evaluation strategy, we explored the pre-post intervention changes in parental resilience (the primary outcome of interest) through self-reports on the Connor-Davidson Resilience Scale (CD-RISC). The analysis of the pre-post intervention outcomes showed statistically significant improvements in CD-RISC in both intervention arms (SBP and PTI). Caregivers in the PTI group started with lower CD-RISC scores than caregivers who did not receive the PTI, and they showed the most improvement over time. Caregivers who had lower than average participation in the SBP (M=1-3 sessions out of a total of 6) did not show significant changes in CD-RISC. Additionally, caregivers who had higher than average participation in the SBP showed significantly more improvement in CD-RISC scores than caregivers who did not attend any sessions. We discuss the implications of these findings for future applications of the program and substantiate the measurable impact of interventions for caregivers in conflict settings.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73194495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Building Resilience and Mitigating the Impact of Toxic Stress in Young Children: A Model for\u0000Transforming Parenting and Male Caregiving in El Salvador","authors":"Fabiola A. Lara","doi":"10.33682/29xd-8cq5","DOIUrl":"https://doi.org/10.33682/29xd-8cq5","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84320358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Kohn, Kim Foulds, C. Cole, Mackenzie Matthews, Laila Hussein
This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant SEL content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop's aim was to identify and refine the television program's focus area and to create locally relevant, trauma-informed content that draws from social and emotional learning strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop social-emotional frameworks for children from the ground up by working with local caregivers and practitioners.
{"title":"Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim","authors":"S. Kohn, Kim Foulds, C. Cole, Mackenzie Matthews, Laila Hussein","doi":"10.33682/hxrv-2g8g","DOIUrl":"https://doi.org/10.33682/hxrv-2g8g","url":null,"abstract":"This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant SEL content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop's aim was to identify and refine the television program's focus area and to create locally relevant, trauma-informed content that draws from social and emotional learning strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop social-emotional frameworks for children from the ground up by working with local caregivers and practitioners.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86244270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Commentary: How the Education in Emergencies Field Can Help the United States Respond to COVID-19","authors":"R. Winthrop, H. Hadani","doi":"10.33682/nwm1-72np","DOIUrl":"https://doi.org/10.33682/nwm1-72np","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83495021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Wilton, Aimee Vachon, K. M. Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Kayla Hoyer, C. Powell
In this field note, we make a case for adapting Reach Up and Learn, an evidence-based home-visiting intervention, to the needs of refugees, internally displaced persons, and other vulnerable populations in the conflict-affected settings of Jordan, Lebanon, and northeastern Syria. We outline the implementation of the intervention in all three countries and share our observations, including successes and challenges, from the first two years (2016 and 2017) of this multiyear project. We also provide insights into the country-by-country evolution of the project. We compare and contrast the adaptation approaches in each country and highlight innovations based specifically on in-country feedback. We also touch on the measurement and costing approaches for the intervention, noting the ways the project is contributing to the limited body of evidence in this area. We offer specific recommendations for additional research to generate evidence on early childhood development in humanitarian programming, and we conclude with an overview of the next stage of the Reach Up and Learn project, which is part of a wider initiative to improve the developmental outcomes of children in the region who are affected by crisis and conflict.
{"title":"Home Visiting in the Middle East: Reflections on the Implementation of Reach Up and Learn","authors":"K. Wilton, Aimee Vachon, K. M. Murphy, Ayat Al Aqra, Abdullah Ensour, Iman Ibrahim, Kayla Hoyer, C. Powell","doi":"10.33682/pzjw-p1nc","DOIUrl":"https://doi.org/10.33682/pzjw-p1nc","url":null,"abstract":"In this field note, we make a case for adapting Reach Up and Learn, an evidence-based home-visiting intervention, to the needs of refugees, internally displaced persons, and other vulnerable populations in the conflict-affected settings of Jordan, Lebanon, and northeastern Syria. We outline the implementation of the intervention in all three countries and share our observations, including successes and challenges, from the first two years (2016 and 2017) of this multiyear project. We also provide insights into the country-by-country evolution of the project. We compare and contrast the adaptation approaches in each country and highlight innovations based specifically on in-country feedback. We also touch on the measurement and costing approaches for the intervention, noting the ways the project is contributing to the limited body of evidence in this area. We offer specific recommendations for additional research to generate evidence on early childhood development in humanitarian programming, and we conclude with an overview of the next stage of the Reach Up and Learn project, which is part of a wider initiative to improve the developmental outcomes of children in the region who are affected by crisis and conflict.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85961881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Note: JEiE Volume 7, Issue 1","authors":"Sweta Shah, J. Lombardi","doi":"10.33682/m5tn-wvc9","DOIUrl":"https://doi.org/10.33682/m5tn-wvc9","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87407984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Newborns in Fragile and Humanitarian Settings: A Multi-Agency Partnership Roadmap","authors":"S. Bellizzi, L. McDougall, S. Manji, O. Lincetto","doi":"10.33682/eqk0-0zek","DOIUrl":"https://doi.org/10.33682/eqk0-0zek","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82328146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Note: JEiE Volume 7, Number 2","authors":"R. Dybdahl, James Williams","doi":"10.33682/55ye-s1pk","DOIUrl":"https://doi.org/10.33682/55ye-s1pk","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76202692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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