PDF(Pubmed)
Abstract：
Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social support. In this respect, schools are the appropriate places where preventive concepts can be applied to students with a refugee background. This systematic review summarizes studies that examine or evaluate existing international concepts of trauma-sensitive schools for supporting traumatized students with a refugee background. Based on N = 41 selected articles, 17 relevant concepts of trauma-sensitive schools were identified. In 35.3% of the concepts, traumatized students with a refugee background are explicitly included in the target group of the concept, while 47.1% of the concepts refer to groups of students with trauma as a result of various adverse childhood experiences, which also occur more frequently within the population of refugee children and adolescents 17.6% of the concepts contain specific adaptations for pupils with a refugee background. The majority of these concepts were developed in the United States. Additional concepts can be reported for Australia, the United Kingdom, Turkey, and Cambodia. Based on available empirical data, no significant effectiveness regarding the researched concepts\' effects on academic and other school-related data can be determined. Although some studies indicate positive effects concerning school-related target variables, most of the studies have only limited significance due to inadequate research designs and methodological deficiencies. Therefore, there is a great need for further development, careful implementation, and evaluation of trauma-sensitive concepts in schools, especially for the growing group of refugee students.
摘要：
有难民背景的儿童和青少年受到创伤的风险很高。一旦他们到达安全的国家，学校是教师负责敏感和胜任地照顾他们的机构。此外，学校由多个同龄同龄人组成的学习小组组织，这为社会学习和社会支持的经验提供了极好的机会。在这方面,学校是可以将预防概念应用于具有难民背景的学生的适当场所。本系统综述总结了一些研究，这些研究检查或评估了对创伤敏感的学校的现有国际概念，以支持具有难民背景的受创伤学生。基于N=41个选定的文章，确定了17个创伤敏感学校的相关概念。在35.3%的概念中，具有难民背景的受创伤学生明确包括在该概念的目标群体中，而47.1%的概念是指由于各种不良童年经历而遭受创伤的学生群体，在难民儿童和青少年中，这种情况也更频繁地发生。17.6%的概念包含针对难民背景学生的特定改编。这些概念大多数是在美国开发的。可以为澳大利亚报告其他概念，联合王国,土耳其,柬埔寨。根据现有的经验数据，研究的概念对学术和其他学校相关数据的影响没有显著的有效性。尽管一些研究表明，与学校相关的目标变量有积极的影响，由于研究设计不足和方法上的缺陷，大多数研究的意义有限。因此,非常需要进一步发展，认真执行,以及对学校创伤敏感概念的评估，特别是对于越来越多的难民学生。
