Trauma-Informed Education-Support Program for Refugee Survivors
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| Title: | Trauma-Informed Education-Support Program for Refugee Survivors |
|---|---|
| Language: | English |
| Authors: | Bajwa, Jaswant Kaur, Kidd, Sean, Abaim, Mulugeta, Knouzi, Ibtissem, Couto, Sidonia, McKenzie, Kwame |
| Source: | Canadian Journal for the Study of Adult Education. Apr 2020 32(1):75-96. |
| Availability: | Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trauma, Refugees, Student Centered Learning, Program Design, Barriers, Access to Education, Higher Education, Social Integration, Trust (Psychology), Self Esteem, Resilience (Psychology), Life Satisfaction, Program Descriptions, Safety, Foreign Countries, Counseling Services, Partnerships in Education, Educational Attainment, Educational Background, Young Adults, Student Attitudes, Self Concept, Outcomes of Education |
| Geographic Terms: | Canada |
| ISSN: | 1925-993X |
| Abstract: | This paper describes how various community partners collaborated to design and implement a student-centred, trauma-informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14-week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well-being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self-esteem, resilience, and life satisfaction and overall satisfaction with the program. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://cjsae.library.dal.ca/index.php/cjsae/article/view/5452/4573 |
| Accession Number: | EJ1250699 |
| Database: | ERIC |
| Abstract: | This paper describes how various community partners collaborated to design and implement a student-centred, trauma-informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14-week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well-being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self-esteem, resilience, and life satisfaction and overall satisfaction with the program. |
|---|---|
| ISSN: | 1925-993X |
