{"title":"Book Review: Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts\u0000edited by Samara Madrid Akpovo, Mary Jane Moran, and Robyn Brookshire","authors":"A. J. Dowd","doi":"10.33682/1kxn-8s2a","DOIUrl":"https://doi.org/10.33682/1kxn-8s2a","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":"72785458","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}
G. Pedersen, M. Sangraula, Pragya Shrestha, P. Lakshmin, A. Schafer, R. Ghimire, N. Luitel, M. Jordans, B. Kohrt
In humanitarian settings, mental health and psychosocial support services (MHPSS) are often delivered in group-based formats. Group interventions enable providers to reach more individuals when resources and technical expertise are limited. Group-based programs also foster social support, empathy, and collective problem-solving among the participants. To remedy the current lack of tools available to assess the group facilitation competencies of individuals delivering group-based MHPSS, we made it our objective to develop such a tool. Our approach, which focused on adults, complimented a similar initiative underway for children and adolescents. We reviewed MHPSS manuals to identify key group facilitation competencies, which include developing and reviewing group ground rules, facilitating participation among all group members, fostering empathy between members, encouraging collaborative problem-solving, addressing barriers to attendance, time management, and ensuring group confidentiality. We then developed the Group Facilitation Assessment of Competencies (GroupACT) Tool. The GroupACT is a structured observational tool for assessing these competencies during standardized role-plays with actor clients, or in vivo during the delivery of group sessions with actual clients. We conclude this article with guidance for using the GroupACT to assess facilitators' competencies in providing group-based MHPSS in the health, education, protection, and other sectors in humanitarian settings.
{"title":"Developing the Group Facilitation Assessment of Competencies Tool for Group-Based Mental Health and Psychosocial Support Interventions in Humanitarian and Low-Resource Settings","authors":"G. Pedersen, M. Sangraula, Pragya Shrestha, P. Lakshmin, A. Schafer, R. Ghimire, N. Luitel, M. Jordans, B. Kohrt","doi":"10.33682/u4t0-acde","DOIUrl":"https://doi.org/10.33682/u4t0-acde","url":null,"abstract":"In humanitarian settings, mental health and psychosocial support services (MHPSS) are often delivered in group-based formats. Group interventions enable providers to reach more individuals when resources and technical expertise are limited. Group-based programs also foster social support, empathy, and collective problem-solving among the participants. To remedy the current lack of tools available to assess the group facilitation competencies of individuals delivering group-based MHPSS, we made it our objective to develop such a tool. Our approach, which focused on adults, complimented a similar initiative underway for children and adolescents. We reviewed MHPSS manuals to identify key group facilitation competencies, which include developing and reviewing group ground rules, facilitating participation among all group members, fostering empathy between members, encouraging collaborative problem-solving, addressing barriers to attendance, time management, and ensuring group confidentiality. We then developed the Group Facilitation Assessment of Competencies (GroupACT) Tool. The GroupACT is a structured observational tool for assessing these competencies during standardized role-plays with actor clients, or in vivo during the delivery of group sessions with actual clients. We conclude this article with guidance for using the GroupACT to assess facilitators' competencies in providing group-based MHPSS in the health, education, protection, and other sectors in humanitarian 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":"88778139","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}
Kim Foulds, Naureen Khan, Sneha Subramanian, A. Haque
Recent literature focused on education in conflict-affected settings firmly establishes the link between early childhood interventions, poverty reduction, and the effects of adverse childhood experiences, particularly for those exposed to violent conflict. A key factor of effective interventions targeting young children and their families, and thus the long-term sustainability of behavior change, is how those interventions are received by local populations. Despite the importance of understanding local perspectives, needs assessments are often deprioritized when the focus is on meeting the immediate need for safety, food, water, and shelter. In the absence of a needs assessment, programming is developed without understanding the key priorities and motivations of the communities served. Given that the average length of protracted refugee situations is now more than 20 years, early childhood development programming designed without local perspectives brings with it the possibility of long-term repercussions, little community buy-in, and, consequently, limited to no impact. Therefore, the long-term costs of not doing needs assessments in humanitarian contexts are likely to far exceed the initial investments in conducting such research. In acknowledgment of these opportunities and constraints, this article presents a framework for conducting a needs assessment in a humanitarian setting, along with illustrative findings that underscore the value of seeking greater understanding of a community before designing early childhood development programming. Using a needs assessment to inform the design of an early childhood development intervention for displaced Rohingya communities living in Bangladesh, this article uses the design of that assessment to provide a framework for operationalizing needs assessments in humanitarian settings.
{"title":"Implementing a Humanitarian Needs Assessment Framework for Early Childhood Development:\u0000Informing Intervention Design for Displaced Rohingya Communities in Bangladesh","authors":"Kim Foulds, Naureen Khan, Sneha Subramanian, A. Haque","doi":"10.33682/1uqv-kn0f","DOIUrl":"https://doi.org/10.33682/1uqv-kn0f","url":null,"abstract":"Recent literature focused on education in conflict-affected settings firmly establishes the link between early childhood interventions, poverty reduction, and the effects of adverse childhood experiences, particularly for those exposed to violent conflict. A key factor of effective interventions targeting young children and their families, and thus the long-term sustainability of behavior change, is how those interventions are received by local populations. Despite the importance of understanding local perspectives, needs assessments are often deprioritized when the focus is on meeting the immediate need for safety, food, water, and shelter. In the absence of a needs assessment, programming is developed without understanding the key priorities and motivations of the communities served. Given that the average length of protracted refugee situations is now more than 20 years, early childhood development programming designed without local perspectives brings with it the possibility of long-term repercussions, little community buy-in, and, consequently, limited to no impact. Therefore, the long-term costs of not doing needs assessments in humanitarian contexts are likely to far exceed the initial investments in conducting such research. In acknowledgment of these opportunities and constraints, this article presents a framework for conducting a needs assessment in a humanitarian setting, along with illustrative findings that underscore the value of seeking greater understanding of a community before designing early childhood development programming. Using a needs assessment to inform the design of an early childhood development intervention for displaced Rohingya communities living in Bangladesh, this article uses the design of that assessment to provide a framework for operationalizing needs assessments in humanitarian 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":"84550825","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}
R. Punamäki, Kirsi Peltonen, Marwan Diab, S. Qouta
Family relationships habitually shape the way traumatic events affect children's mental health in a context of war and violence, but research is scarce on the role these relationships play in the success of psychosocial interventions. This study is a secondary analysis of previously identified family system types that are based on attachment, parenting, and siblingship, and of the influence they have on the effectiveness of teaching recovery techniques (TRT). TRT is a psychosocial group intervention aimed at reducing children's mental health problems and increasing their psychosocial resources. We tested three hypotheses. First was the compensation hypothesis, which holds that children from families with negative relationships benefit a great deal from the TRT intervention. The second was the accumulative hypothesis, which maintains that children from families with negative relationships do not benefit from the intervention. The third, the buffering hypothesis, states that children from families with positive relationships benefit a great deal from the intervention. The family sample consists of 325 Palestinian mothers and fathers and one of their children (age 10–13). Children participated either in the TRT intervention or waiting-list control groups. Their self-reported post-traumatic stress symptoms, emotional and conduct problems, positive resources, and prosocial behavior were assessed at baseline, three months post-intervention, and at a six-month follow-up. We found that family type was significantly associated with TRT effectiveness, which supports the compensation and buffering hypotheses. Children with insecure and negative family relationships and those from families with discrepant perceptions of relationship quality showed a decline in emotional problems across the three assessments, and an increase in positive resources. Children from families with highly secure, positive relationships and those with moderately secure, neutral relationships showed increased positive resources and prosocial behavior in the control group as well. We argue that a family system approach can deepen understanding of the mechanisms of successful psychosocial interventions and, therefore, that family relations should be taken into account when tailoring such interventions for traumatized children.
{"title":"How Family Relationships Predict the Effectiveness of a Psychosocial Group Intervention among War-Affected Children","authors":"R. Punamäki, Kirsi Peltonen, Marwan Diab, S. Qouta","doi":"10.33682/004f-n6d4","DOIUrl":"https://doi.org/10.33682/004f-n6d4","url":null,"abstract":"Family relationships habitually shape the way traumatic events affect children's mental health in a context of war and violence, but research is scarce on the role these relationships play in the success of psychosocial interventions. This study is a secondary analysis of previously identified family system types that are based on attachment, parenting, and siblingship, and of the influence they have on the effectiveness of teaching recovery techniques (TRT). TRT is a psychosocial group intervention aimed at reducing children's mental health problems and increasing their psychosocial resources. We tested three hypotheses. First was the compensation hypothesis, which holds that children from families with negative relationships benefit a great deal from the TRT intervention. The second was the accumulative hypothesis, which maintains that children from families with negative relationships do not benefit from the intervention. The third, the buffering hypothesis, states that children from families with positive relationships benefit a great deal from the intervention. The family sample consists of 325 Palestinian mothers and fathers and one of their children (age 10–13). Children participated either in the TRT intervention or waiting-list control groups. Their self-reported post-traumatic stress symptoms, emotional and conduct problems, positive resources, and prosocial behavior were assessed at baseline, three months post-intervention, and at a six-month follow-up. We found that family type was significantly associated with TRT effectiveness, which supports the compensation and buffering hypotheses. Children with insecure and negative family relationships and those from families with discrepant perceptions of relationship quality showed a decline in emotional problems across the three assessments, and an increase in positive resources. Children from families with highly secure, positive relationships and those with moderately secure, neutral relationships showed increased positive resources and prosocial behavior in the control group as well. We argue that a family system approach can deepen understanding of the mechanisms of successful psychosocial interventions and, therefore, that family relations should be taken into account when tailoring such interventions for traumatized children.","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":"77408690","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":"BRAC Humanitarian Play Lab Model: Promoting Healing, Learning, and Development\u0000for Rohingya Children","authors":"Erum Mariam, Jahanara Ahmad, Sarwat Sarah Sarwar","doi":"10.33682/u72g-v5me","DOIUrl":"https://doi.org/10.33682/u72g-v5me","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":"90314055","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":"Book Review: Can Big Bird Fight Terrorism? Children's Television and Globalized Multicultural Education by Naomi A. Moland","authors":"Kate Lapham","doi":"10.33682/h9eu-t14z","DOIUrl":"https://doi.org/10.33682/h9eu-t14z","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":"76197059","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":"Book Review: Early Childhood Development in Humanitarian Crises: South Sudanese\u0000Refugees in Uganda by Sweta Shah","authors":"Kate Schwartz","doi":"10.33682/cjcz-7wf3","DOIUrl":"https://doi.org/10.33682/cjcz-7wf3","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":"86556896","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}
South Sudan was embroiled in a civil war from mid-December 2013 to mid-September 2018. Nearly 400,000 people died, and several million were displaced. The economy nearly collapsed as the nation's output was severely reduced, causing inflation to soar. While prior research on the immediate humanitarian crisis in South Sudan has focused on forced displacement and food insecurity, there is little information available about the long-term impact the war had on human capital accumulation in this context. This analysis exploits spatial variation in exposure to violence to estimate the causal impact of the recent civil war on primary school enrollment as a proxy for measuring human capital accumulation. Results based on the difference-in-differences methodology indicate a statistically significant relationship between school enrollment and the war. The study shows that schools located in the South Sudanese war zones lost 85 children per year on average, or 18.5 percent of total enrollment. The diminishing trends in girls' enrollment are unrelated to the war, which is not surprising; social barriers, including gendered domestic roles, early marriage, and out-of-wedlock pregnancies, have long impeded female educational opportunities in South Sudan. These effects are robust to a number of specifications, including holding constant school-level fixed effects and adjusting for the standard errors. The article presents important policy implications for education and the labor market, both locally and internationally.
{"title":"War and Schooling in South Sudan, 2013-2016","authors":"A. Mayai","doi":"10.33682/0m69-xf0p","DOIUrl":"https://doi.org/10.33682/0m69-xf0p","url":null,"abstract":"South Sudan was embroiled in a civil war from mid-December 2013 to mid-September 2018. Nearly 400,000 people died, and several million were displaced. The economy nearly collapsed as the nation's output was severely reduced, causing inflation to soar. While prior research on the immediate humanitarian crisis in South Sudan has focused on forced displacement and food insecurity, there is little information available about the long-term impact the war had on human capital accumulation in this context. This analysis exploits spatial variation in exposure to violence to estimate the causal impact of the recent civil war on primary school enrollment as a proxy for measuring human capital accumulation. Results based on the difference-in-differences methodology indicate a statistically significant relationship between school enrollment and the war. The study shows that schools located in the South Sudanese war zones lost 85 children per year on average, or 18.5 percent of total enrollment. The diminishing trends in girls' enrollment are unrelated to the war, which is not surprising; social barriers, including gendered domestic roles, early marriage, and out-of-wedlock pregnancies, have long impeded female educational opportunities in South Sudan. These effects are robust to a number of specifications, including holding constant school-level fixed effects and adjusting for the standard errors. The article presents important policy implications for education and the labor market, both locally and internationally.","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":"87872801","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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