Journal on Education in Emergencies : Volume 7, Number 2

JEiE Vol 7 No 2 cover
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Le numéro spécial du JEiE sur le soutien psychosocial et l'apprentissage social et émotionnel en situations d’urgence offre un aperçu des stratégies et des outils mis au point et utilisés pour comprendre l'état du bien-être et du soutien psychosocial dans les contextes humanitaires et l'efficacité des programmes d’ESU qui incorporent les principes du soutien psychosocial et de l’apprentissage social et émotionnel. Ce numéro présente des données probantes sur des progrès réalisés dans la création, la validation et l'utilisation de nouvelles mesures culturellement pertinentes de santé mentale et du bien-être chez les étudiants et les étudiantes qui vivent dans des situations de crise et de conflit, ainsi qu’auprès du personnel enseignant, des personnes encadrantes ou tutrices et les membres de la communauté dont dépendent ces jeunes.

JEiE Volume 7, numéro 2 comprend six articles de recherche, trois notes de terrain, deux critiques de livres et un commentaire. Les auteurs et les autrices qui ont contribué à ce numéro travaillent dans 30 institutions basées dans plus de 12 pays. Ensemble, ils et elles font progresser notre compréhension de la façon dont le bien-être psychologique, le bien-être émotionnel, la cohésion sociale et l'éducation sont liés. Cela renforce également l'idée que les écoles sont des lieux importants pour protéger les enfants contre les traumatismes émotionnels et les préjudices psychologiques provoqués par les conflits et les crises. Les écoles peuvent offrir aux étudiantes un sentiment de stabilité, de dignité, d'accomplissement et d'espoir dans leur vie quotidienne, fournir des soins et des occasions de jouer et servir de base pour la prestation de services et de ressources, y compris des ressources en santé mentale.

La version complète du JEiE Volume 7, numéro 2, ainsi que des articles isolés, peuvent être téléchargés en cliquant sur les titres ci-dessous.

 

CCLe Journal on Education in Emergencies, publié par le Réseau Inter-agences pour l'Éducation en Situations d'Urgence (INEE), est sous licence Creative Commons Attribution-NonCommercial 4.0 International License.

Research Publication

Journal on Education in Emergencies: Volume 7, Number 2

Publié par
Journal on Education in Emergencies (JEiE)

This special issue of JEiE contributes to the evidence for the need to incorporate PSS and SEL programming into EiE responses. It presents examples of the progress being made toward developing, validating, and using new, culturally relevant tools for measuring mental health and wellbeing among students experiencing crisis and conflict, and the teachers, parents, and caregivers who support them.

English
Journal Article

Editorial Note: Journal on Education in Emergencies: Volume 7, Number 2

Publié par
Journal on Education in Emergencies (JEiE)

Ragnhild Dybdahl and James Williams, the lead editors for this special issue of JEiE, elaborate on the aims of the issue, its key messages, and the contributions made by the many authors of JEiE Volume 7, Number 2.

English
Journal Article

Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq

Publié par
Journal on Education in Emergencies (JEiE)

Noting the dearth of robust tools for assessing SEL skills in low-resource and crisis settings, authors Nikhit D’Sa and Allyson Krupar developed a cost-free, open-source measure of self-concept, stress management, perseverance, empathy, and conflict resolution. The measure showed reliability and strong internal consistency in a validation study among 620 Syrian children living in Iraq.

English
Journal Article

Teachers’ Observations of Learners’ Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies

Publié par
Journal on Education in Emergencies (JEiE)

Authors Ha Yeon Kim, Kalina Gjicali, Zezhen Wu, and Carly Tubbs Dolan report on the psychometric soundness of TOOLSEL, an instrument for teachers to use to assess students’ social, emotional, behavioral, and cognitive competencies. They share lessons for its use in the field, based on their experience validating it among 3,361 Syrian refugee youth living in Lebanon.

English
Journal Article

Creating a Tool to Measure Children’s Wellbeing: A PSS Intervention in South Sudan

Publié par
Journal on Education in Emergencies (JEiE)

Authors Moses Olayemi, Melissa Tucker, Mamour Choul, Tom Purekal, Arlene Benitez, Wendy Wheaton, and Jennifer DeBoer collaborated with NGOs and educators to determine the core wellbeing and resilience domains for evaluating a PSS intervention and key local nuances. Their efforts resulted in an instrument that the authors found to be relevant among a sample of students and teachers in South Sudan.

English
Journal Article

How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool

Publié par
Journal on Education in Emergencies (JEiE)

Authors Fernanda Soares, Nina Menezes Cunha, and Paul Frisoli discuss how they created a new tool for measuring teachers’ emotion regulation, perceived stress, emotional exhaustion, and self-efficacy and adapted it to the Salvadoran context. A psychometric factor analysis of data from a sample of 1,659 teachers indicate evidence of the tool’s validity.

English
Journal Article

Evaluating the 3Cs Program for Caregivers of Young Children Affected by the Armed Conflict in Colombia

Publié par
Journal on Education in Emergencies (JEiE)

Authors Lina María González Ballesteros, José M. Flores, Ana María Ortiz Hoyos, Amalia Londoño Tobón, Sascha Hein, Felipe Bolívar Rincon, Oscar Gómez, and Liliana Angélica Ponguta highlight the impact of an innovative skills-building and psychotherapy program. They show that it improved resiliency among parents and caregivers in 14 municipalities most affected by the armed conflict in Colombia.

English
Journal Article

How Family Relationships Predict the Effectiveness of a Psychosocial Group Intervention among War-Affected Children

Publié par
Journal on Education in Emergencies (JEiE)

Taking a family systems approach, authors Raija-Leena Punamäki, Kirsi Peltonen, Marwan Diab, and Samir R Qouta find that child-parent attachment, parenting styles, and sibling relationships may mediate the perceived benefit of a group therapy program among a sample of children from 325 Palestinian families. They base their findings on family-type data and self-reported PTSD and mental health data.

English
Journal Article

Field Note: Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim

Publié par
Journal on Education in Emergencies (JEiE)

Authors Shanna Kohn, Kim Foulds, Charlotte Cole, Mackenzie Matthews, and Laila Hussein argue for the need to take a participatory, trauma-informed approach to creating SEL educational media for children affected by the Syrian refugee crisis. They reflect on the collaborative research and consultations that led to Sesame’s Ahlan Simsim production and associated direct support services.

English
Journal Article

Field Note: Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine

Publié par
Journal on Education in Emergencies (JEiE)

In developing and testing a new instrument, Sergiy Bogdanov and his coauthors offer evidence suggesting that family support, optimism, persistence, health, and social networking are key local concepts for understanding resilience among youth in Eastern Ukraine who experienced the adverse effects of armed conflict.

English
Journal Article

Field Note: Developing the Group Facilitation Assessment of Competencies Tool for Group-Based Mental Health and Psychosocial Support Interventions in Humanitarian and Low-Resource Settings

Publié par
Journal on Education in Emergencies (JEiE)

Arguing the practicality of group-based psychotherapy approaches for humanitarian settings, authors Gloria A. Pedersen, Manaswi Sangraula, Pragya Shrestha, Pooja Lakshmin, Alison Schafer, Renasha Ghimire, Nagendra P. Luitel, Mark J. D. Jordans, and Brandon A. Kohrt describe GroupACT, an observational tool for assessing facilitators’ capacity to provide effective and safe group sessions.

English
Journal Article

Book Review: NISSEM Global Briefs: Educating for the Social, the Emotional and the Sustainable, edited by Andy Smart, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams

Publié par
Journal on Education in Emergencies (JEiE)

In her review of the NISSEM Global Briefs, edited by Andy Smart, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams, Solfrid Raknes points to the practical lessons the book’s contributing authors provide for incorporating SEL principles into classroom practice and education research.

English
Journal Article

Commentary: How the Education in Emergencies Field Can Help the United States Respond to COVID-19

Publié par
Journal on Education in Emergencies (JEiE)

In this commentary, authors Rebecca Winthrop and Helen Shwe Hadani reflect on the social and psychological toll the COVID-19 pandemic has taken on students, including those in high-income countries, as school closures deprive children of opportunities to play and form vital early relationships with classmates and teachers.

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