Journal on education in emergencies最新文献

{"title":"Editorial Note: JEiE Volume 7, Issue 1","authors":"Sweta Shah, J. Lombardi","doi":"10.33682/m5tn-wvc9","DOIUrl":"https://doi.org/10.33682/m5tn-wvc9","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87407984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing the Group Facilitation Assessment of Competencies Tool for Group-Based Mental Health and Psychosocial Support Interventions in Humanitarian and Low-Resource Settings","authors":"G. Pedersen, M. Sangraula, Pragya Shrestha, P. Lakshmin, A. Schafer, R. Ghimire, N. Luitel, M. Jordans, B. Kohrt","doi":"10.33682/u4t0-acde","DOIUrl":"https://doi.org/10.33682/u4t0-acde","url":null,"abstract":"In humanitarian settings, mental health and psychosocial support services (MHPSS) are often delivered in group-based formats. Group interventions enable providers to reach more individuals when resources and technical expertise are limited. Group-based programs also foster social support, empathy, and collective problem-solving among the participants. To remedy the current lack of tools available to assess the group facilitation competencies of individuals delivering group-based MHPSS, we made it our objective to develop such a tool. Our approach, which focused on adults, complimented a similar initiative underway for children and adolescents. We reviewed MHPSS manuals to identify key group facilitation competencies, which include developing and reviewing group ground rules, facilitating participation among all group members, fostering empathy between members, encouraging collaborative problem-solving, addressing barriers to attendance, time management, and ensuring group confidentiality. We then developed the Group Facilitation Assessment of Competencies (GroupACT) Tool. The GroupACT is a structured observational tool for assessing these competencies during standardized role-plays with actor clients, or in vivo during the delivery of group sessions with actual clients. We conclude this article with guidance for using the GroupACT to assess facilitators' competencies in providing group-based MHPSS in the health, education, protection, and other sectors in humanitarian settings.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88778139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing a Humanitarian Needs Assessment Framework for Early Childhood Development:\u0000Informing Intervention Design for Displaced Rohingya Communities in Bangladesh","authors":"Kim Foulds, Naureen Khan, Sneha Subramanian, A. Haque","doi":"10.33682/1uqv-kn0f","DOIUrl":"https://doi.org/10.33682/1uqv-kn0f","url":null,"abstract":"Recent literature focused on education in conflict-affected settings firmly establishes the link between early childhood interventions, poverty reduction, and the effects of adverse childhood experiences, particularly for those exposed to violent conflict. A key factor of effective interventions targeting young children and their families, and thus the long-term sustainability of behavior change, is how those interventions are received by local populations. Despite the importance of understanding local perspectives, needs assessments are often deprioritized when the focus is on meeting the immediate need for safety, food, water, and shelter. In the absence of a needs assessment, programming is developed without understanding the key priorities and motivations of the communities served. Given that the average length of protracted refugee situations is now more than 20 years, early childhood development programming designed without local perspectives brings with it the possibility of long-term repercussions, little community buy-in, and, consequently, limited to no impact. Therefore, the long-term costs of not doing needs assessments in humanitarian contexts are likely to far exceed the initial investments in conducting such research. In acknowledgment of these opportunities and constraints, this article presents a framework for conducting a needs assessment in a humanitarian setting, along with illustrative findings that underscore the value of seeking greater understanding of a community before designing early childhood development programming. Using a needs assessment to inform the design of an early childhood development intervention for displaced Rohingya communities living in Bangladesh, this article uses the design of that assessment to provide a framework for operationalizing needs assessments in humanitarian settings.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84550825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Family Relationships Predict the Effectiveness of a Psychosocial Group Intervention among War-Affected Children","authors":"R. Punamäki, Kirsi Peltonen, Marwan Diab, S. Qouta","doi":"10.33682/004f-n6d4","DOIUrl":"https://doi.org/10.33682/004f-n6d4","url":null,"abstract":"Family relationships habitually shape the way traumatic events affect children's mental health in a context of war and violence, but research is scarce on the role these relationships play in the success of psychosocial interventions. This study is a secondary analysis of previously identified family system types that are based on attachment, parenting, and siblingship, and of the influence they have on the effectiveness of teaching recovery techniques (TRT). TRT is a psychosocial group intervention aimed at reducing children's mental health problems and increasing their psychosocial resources. We tested three hypotheses. First was the compensation hypothesis, which holds that children from families with negative relationships benefit a great deal from the TRT intervention. The second was the accumulative hypothesis, which maintains that children from families with negative relationships do not benefit from the intervention. The third, the buffering hypothesis, states that children from families with positive relationships benefit a great deal from the intervention. The family sample consists of 325 Palestinian mothers and fathers and one of their children (age 10–13). Children participated either in the TRT intervention or waiting-list control groups. Their self-reported post-traumatic stress symptoms, emotional and conduct problems, positive resources, and prosocial behavior were assessed at baseline, three months post-intervention, and at a six-month follow-up. We found that family type was significantly associated with TRT effectiveness, which supports the compensation and buffering hypotheses. Children with insecure and negative family relationships and those from families with discrepant perceptions of relationship quality showed a decline in emotional problems across the three assessments, and an increase in positive resources. Children from families with highly secure, positive relationships and those with moderately secure, neutral relationships showed increased positive resources and prosocial behavior in the control group as well. We argue that a family system approach can deepen understanding of the mechanisms of successful psychosocial interventions and, therefore, that family relations should be taken into account when tailoring such interventions for traumatized children.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77408690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BRAC Humanitarian Play Lab Model: Promoting Healing, Learning, and Development\u0000for Rohingya Children","authors":"Erum Mariam, Jahanara Ahmad, Sarwat Sarah Sarwar","doi":"10.33682/u72g-v5me","DOIUrl":"https://doi.org/10.33682/u72g-v5me","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90314055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Can Big Bird Fight Terrorism? Children's Television and Globalized Multicultural Education by Naomi A. Moland","authors":"Kate Lapham","doi":"10.33682/h9eu-t14z","DOIUrl":"https://doi.org/10.33682/h9eu-t14z","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76197059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Early Childhood Development in Humanitarian Crises: South Sudanese\u0000Refugees in Uganda by Sweta Shah","authors":"Kate Schwartz","doi":"10.33682/cjcz-7wf3","DOIUrl":"https://doi.org/10.33682/cjcz-7wf3","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86556896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Childhood Development in the Aftermath of the 2016 Wildfires in Alberta, Canada","authors":"J. Drolet, Caroline McDonald-Harker, N. Lalani, Sarah McGreer, Matthew R. G. Brown, P. Silverstone","doi":"10.33682/u3ar-wwzm","DOIUrl":"https://doi.org/10.33682/u3ar-wwzm","url":null,"abstract":"The 2016 wildfires in Alberta, Canada, created numerous challenges for families with children under five years of age, due to the limited postdisaster access to early childhood development (ECD) programs, resources, and supports. In the immediate aftermath of the wildfires, families struggled to balance recovery activities with childcare responsibilities, which adversely affected their overall recovery. In this article, we discuss three main challenges experienced by families with young children after the wildfires: inadequate access to childcare services, a lack of availability and funding for ECD programs and resources, and limited long-term recovery support for families. Because of their early developmental stage, young children are especially vulnerable to the adverse effects of a disaster and dependent on their adult caregivers, thus it is essential to understand the unique challenges families face after a disaster. Children’s prolonged exposure to the stress of a disaster environment is compounded when parents have limited access to crucial programs, resources, and supports during the most crucial periods of rebuilding and recovery. The findings we report in this article provide insights into the critical role disaster and emergency preparedness and planning play in ECD service delivery and infrastructure, and into the need for recovery efforts to “build back better.” We advise all levels of government to consider ECD and the provision of child care to be essential services during natural disasters, crises, and pandemics. We further advise them to make the financial investment needed to ensure sustainable recovery operations, including infrastructure, provision of ECD services, and hiring of educators who can deliver high-quality, affordable early learning and child care in postdisaster environments. Received March 2, 2020; revised June 19, 2020, and September 4, 2020; accepted March 17, 2021; electronically published June 2021. Journal on Education in Emergencies, Vol. 7, No. 1 Copyright © 2021 by the Inter-agency Network for Education in Emergencies (INEE). ISSN 2518-6833","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81921345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Two Early Childhood Interventions on the Developmental Outcomes of Children in Post-\u0000Earthquake Nepal","authors":"J. Seiden, Valeria Kunz, Sara Dang, Matrika Sharma, Sagar Gyawali","doi":"10.33682/te08-ce5p","DOIUrl":"https://doi.org/10.33682/te08-ce5p","url":null,"abstract":"Natural disasters create immense challenges for young children by exposing them to a high degree of adversity. Interventions designed to build resilience in the aftermath of a natural disaster may help buffer the negative consequences of these adverse experiences. In this article, we report the results of our quasi-experimental evaluations of two interventions designed by Save the Children to improve children’s developmental outcomes and parental engagement during a critical period. These interventions provided resources across eco-developmental levels to young survivors of the 2015 earthquake in Nepal’s Sindhupalchok district by targeting children’s families, teachers, and communities. The first was a caregiver-focused intervention aimed at improving parents’ and caregivers’ ability to provide early stimulation and responsive, positive caregiving for children ages 0-3; the other was a facilitator-focused intervention at an early childhood development (ECD) center that aimed to improve the quality of learning environments, family engagement, and psychosocial supports for children ages 3-6. We found that the interventions had a mixed impact. The age 0-3 components had no detectable effect on developmental outcomes, whereas the age 3-6 components had a positive impact on children’s early learning and development, particularly their pre-academic skills. Neither intervention improved parental engagement. We highlight the challenges of implementing family-focused interventions in emergency contexts and the importance of the delivery agents in ECD programs. Despite the null effects for the 0-3 group, these evaluations demonstrate that bolstering the quality of early learning environments and the skills of ECD facilitators can have a meaningful impact on child-level outcomes, even in postdisaster and emergency settings. Received May 2, 2019; revised February 14, 2021, and April 17, 2021; accepted May 5, 2021; electronically published June 2021. Journal on Education in Emergencies, Vol. 7, No. 1 Copyright © 2021 by the Inter-agency Network for Education in Emergencies (INEE). ISSN 2518-6833","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88771960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"War and Schooling in South Sudan, 2013-2016","authors":"A. Mayai","doi":"10.33682/0m69-xf0p","DOIUrl":"https://doi.org/10.33682/0m69-xf0p","url":null,"abstract":"South Sudan was embroiled in a civil war from mid-December 2013 to mid-September 2018. Nearly 400,000 people died, and several million were displaced. The economy nearly collapsed as the nation's output was severely reduced, causing inflation to soar. While prior research on the immediate humanitarian crisis in South Sudan has focused on forced displacement and food insecurity, there is little information available about the long-term impact the war had on human capital accumulation in this context. This analysis exploits spatial variation in exposure to violence to estimate the causal impact of the recent civil war on primary school enrollment as a proxy for measuring human capital accumulation. Results based on the difference-in-differences methodology indicate a statistically significant relationship between school enrollment and the war. The study shows that schools located in the South Sudanese war zones lost 85 children per year on average, or 18.5 percent of total enrollment. The diminishing trends in girls' enrollment are unrelated to the war, which is not surprising; social barriers, including gendered domestic roles, early marriage, and out-of-wedlock pregnancies, have long impeded female educational opportunities in South Sudan. These effects are robust to a number of specifications, including holding constant school-level fixed effects and adjusting for the standard errors. The article presents important policy implications for education and the labor market, both locally and internationally.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87872801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}