The role of school-based creative expression interventions in the aftermath of migration: A qualitative exploration of parents' and teachers' perspectives

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Sofie de Smet , Caroline Spaas , Ilse Derluyn , Ruth Kevers , Hilde Colpin , Lucia De Haene
{"title":"The role of school-based creative expression interventions in the aftermath of migration: A qualitative exploration of parents' and teachers' perspectives","authors":"Sofie de Smet ,&nbsp;Caroline Spaas ,&nbsp;Ilse Derluyn ,&nbsp;Ruth Kevers ,&nbsp;Hilde Colpin ,&nbsp;Lucia De Haene","doi":"10.1016/j.jsp.2023.101260","DOIUrl":null,"url":null,"abstract":"<div><p>This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body of studies of school-based interventions studies. As a part of a larger multi-method study on the implementation of a creative expression program for immigrant children ages 8–12 years in three schools in Belgium, we conducted focus group discussions to learn parents' and teachers' perspectives on the role of school-based creative interventions in children's coping with histories of migration and life in exile<span>. Parents and teachers identified the need for the intervention to foster emotional expression impacting children's self-esteem and social connectedness with peers and to foster emotional connections between parents, teachers, and children. Parents also stressed the importance of the intervention within society as a forum to engage with social conditions, promote cultural belonging, and social integration. Results identified the importance of school-based interventions in terms of individual benefits as well as connectedness and coherence in entire communities, thereby strengthening the development of transcultural research evidence for school-based interventions in multi-ethnic societies.</span></p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of School Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0022440523000882","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0

Abstract

This study explored supportive relational processes for immigrant children's well-being between peers, teachers, and parents in the development of school-based creative interventions in European multi-ethnic societies. Within the present study, we integrated the perspectives of teachers and parents to broaden the dominant focus on the assessment of individual symptomatology within the existing body of studies of school-based interventions studies. As a part of a larger multi-method study on the implementation of a creative expression program for immigrant children ages 8–12 years in three schools in Belgium, we conducted focus group discussions to learn parents' and teachers' perspectives on the role of school-based creative interventions in children's coping with histories of migration and life in exile. Parents and teachers identified the need for the intervention to foster emotional expression impacting children's self-esteem and social connectedness with peers and to foster emotional connections between parents, teachers, and children. Parents also stressed the importance of the intervention within society as a forum to engage with social conditions, promote cultural belonging, and social integration. Results identified the importance of school-based interventions in terms of individual benefits as well as connectedness and coherence in entire communities, thereby strengthening the development of transcultural research evidence for school-based interventions in multi-ethnic societies.

基于学校的创造性表达干预在移民后的作用:对家长和教师观点的定性探索
本研究探讨了在欧洲多民族社会中,以学校为基础的创造性干预发展中,移民儿童在同伴、老师和家长之间的支持性关系过程。在本研究中,我们整合了教师和家长的观点,以扩大现有的以学校为基础的干预研究中对个体症状评估的主要关注。作为对比利时三所学校8-12岁移民儿童创造性表达计划实施的大型多方法研究的一部分,我们进行了焦点小组讨论,以了解家长和教师对基于学校的创造性干预在儿童应对移民历史和流亡生活中的作用的看法。家长和老师认为有必要进行干预,以促进影响儿童自尊和与同龄人社会联系的情感表达,并促进家长、老师和孩子之间的情感联系。家长们还强调了社会内部干预的重要性,这是一个参与社会状况、促进文化归属感和社会融合的论坛。结果确定了基于学校的干预在个人利益以及整个社区的连通性和一致性方面的重要性,从而加强了多民族社会中基于学校的干预的跨文化研究证据的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信