By Richard Hamilton, Dennis Moore
How can colleges most sensible organize themselves to effectively teach refugee children?By targeting the schooling of refugee youngsters, this e-book takes an extraordinary examine an issue of accelerating value in present academic spheres. Highlighting the numerous problems dealing with refugee young ones, the editors draw upon a wealth of overseas adventure and assets to give a extensive, informative and delicate text.Educational Interventions for Refugee young ones identifies school-based interventions, when suggesting equipment and measures with which to evaluate the efficacy of such programmes. It additionally develops an invaluable version that offers a typical for assessing refugee adventure, delivering diagnostic symptoms for:* comparing aid prone for refugee youngsters* destiny avenues of study* useful implications of making supportive academic environments for refugee childrenThe have to establish and get ready for the schooling of refugee young children is a world factor, and this is often mirrored within the extensive outlook and charm of this booklet. The editors have built an total version of refugee event, integrating mental, cultural and academic views, which researchers, practitioners and coverage makers in schooling will locate helpful.
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Clinical practitioners frequently come across instances where the strategy of silence (that is, not speaking or not recalling) is used as a means of protecting the individual and the individual’s family from shameful or powerless traumatic events. The husband tries to protect his wife, the wife her husband, the parents their children and the children their parents (Almqvist and Broberg 1997). However, this survival strategy gradually creates an emotional vacuum within the family structure and consequently mutual understanding deteriorates, because the different trauma experiences of each family member are not shared and validated.
In studies of young bereaved children, researchers have identified that young children are more likely to distract themselves, cling to familiar activities for comfort and use fantasy to cope, as well as to deny the loss for periods (Corr and Corr 1996). Older children and adolescents, on the other hand, have two main methods of coping which are in accordance with their developmental age: firstly, by using problem-solving strategies, such as reframing the problem; and secondly, by being able to regulate emotions, especially distress (Silverman 2000).
In addition, this chapter will incorporate the ecological levels of Bronfenbrenner’s developmental model. Primarily, the chapter will examine issues relating to the microsystem because it is this system which has direct influence on children and their second language development. That is to say, second language learning can be seen as occurring primarily when an individual comes into direct contact with the target language, either at home, in school or in other contexts. However, the influences of the mesosystem, exosystem and macrosystem will also be noted where 36 Shawn Loewen appropriate, particularly when they influence, directly and indirectly, refugee children’s opportunities for second language learning.