Resource Early Adolescent Skills for Emotions (EASE) EASE is an evidence-based group psychological intervention to help 10–15-year-olds affected by internalizing problems (e.g. stress and symptoms of anxiety, depression) in communities exposed to adversity. The intervention consists of 7 group sessions for adolescents and 3 additional group sessions for their caregivers.
Resource Habilidades para el manejo de emociones en la adolescencia temprana (EASE) EASE es una intervención psicológica grupal basada en evidencia que busca ayudar a adolescentes de 10 a 15 años afectados por problemas de internalización (por ejemplo, estrés y síntomas de ansiedad, depresión) en comunidades expuestas a la adversidad. a intervención consta de 7 sesiones grupales para adolescentes y 3 sesiones grupales adicionales para sus cuidadores.
Resource Compétences émotionnelles chez les jeunes adolescents (EASE) Compétences émotionnelles chez les jeunes adolescents (EASE) est une intervention psychologique de groupe fondée sur des données probantes pour aider les jeunes de 10 à 15 ans touchés par des difficultés liées à l’intériorisation des problèmes (par exemple, le stress et les symptômes d’anxiété, la dépression) dans des communautés exposées à l’adversité. L’intervention comprend 7 séances de groupe pour les adolescents et 3 séances de groupe supplémentaires pour les personnes ayant la responsabilité de l’enfant ou adolescent.
Resource Champions de l'éducation 2023-24: la coordination multi-acteurs dans l'éducation en situations de crise Les Champions s’organisent sur l’année scolaire (octobre 2023 à juin 2024), autour de 4 sessions visant à approfondir une thématique centrale : l’éducation en situations de crise. La deuxième session - qui s'est tenue le 12 décembre - a permis de réfléchir aux enjeux du nexus humanitaire-développement-paix et d'échanger sur des pratiques de coordination multi-acteurs dans un contexte d'éducation en situations de crise.
Resource Journal on Education in Emergencies Volume 9, Number 1 The research articles, field notes, and book reviews featured in JEiE Volume 9, Number 1 focus on refugee education and aspirations, social and emotional learning and literacy, teachers’ agency and self-concept, peacebuilding, and education responses to COVID-19, among other important themes.
Resource Editorial Note: Journal on Education in Emergencies Volume 9, Number 1 JEiE’s Nathan Thompson, Samantha Colón, and Dana Burde introduce the key themes and novel contributions made to EiE evidence in the research articles, field notes, and book reviews presented in JEiE Volume 9, Number 1.
Resource Impact of Catch-up Clubs in Conflict-Affected Myanmar: A Community-Led Remedial Learning Model Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.
Resource Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.
Resource Addressing Adolescence: Advocating for Age- and Gender-Responsive Social and Emotional Learning during Emergencies In their systematic review of SEL interventions in EiE contexts, Rena Deitz and Heddy Lahmann argue that studies that disaggregate intervention outcomes by age and gender provide the best guidance for tailoring interventions to the beneficiaries’ particular developmental and social realities.
Resource Hoping against the Odds: Understanding Refugee Youths’ Aspirations for Gaining Overseas Scholarships Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.
