Title: Trauma dětských válečných uprchlíků z Ukrajiny v kontextu vzdělávání
Variant title:
- The trauma of child war refugees from Ukraine in the context of education
Source document: Studia paedagogica. 2023, vol. 28, iss. 1, pp. [35]-59
Extent
[35]-59
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2023-1-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.78626
Type: Article
Language
License: Not specified license
Rights access
open access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Cílem této kvalitativní studie je představit a analyzovat příběhy dětských uprchlíků z Ukrajiny. Srovnáváme je se situací dětských uprchlíků z předchozích válečných konfliktů v Evropě, abychom dosáhly lepšího porozumění jejich zkušenostem, postojům a potřebám. Za pomoci narativní analýzy bylo zkoumáno 43 vyprávění dětí a mladých osob ve věku 7 až 20 let, přičemž převažovaly příběhy dětí do 11 let. Tato studie poukazuje na možnou provázanost nucené migrace a traumatu, jehož popis se zrcadlí v některých dětských textech, a zároveň chce podtrhnout důležitost školy, v níž se může pracovat s konfliktními emocemi i s prožívaným traumatem. Dětským uprchlíkům je třeba poskytnout nezbytnou a kulturně citlivou intervenci a usnadnit jim přechod do nové společnosti a životní role.
This qualitative study aims to describe and analyze the stories of child refugees from Ukraine. We compare their situations with those of child refugees from previous conflicts in Europe to better understand the experiences, attitudes, and needs of child refugees. A total of 43 narratives of children and young people between the ages of 7 and 20 were analyzed. Most of the stories were written by children younger than 11. This study shows a possible connection between forced migration and trauma, descriptions of which are reflected in some children's texts. At the same time, the study emphasizes the importance of a school where conflicting emotions and experiences can be discussed. Child refugees need to be provided with necessary and culturally sensitive interventions to facilitate their transition into a new society and life role.
References
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[2] De Haas, H., & Fokkema, T. (2011). The effects of integration and transnational ties on international return migration intentions. Demographic Research, 25(24), 755−782. https://doi.org/10.4054/DemRes.2011.25.24
[3] Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
[4] de Wal Pastoor, L. (2016). Rethinking refugee education: Principles, policies and practice from a European perspective. Annual Review of Comparative and International Education 2016, 30, 107−116. https://doi.org/10.1108/S1479-367920160000030009
[5] Dryden-Peterson, S. (2015). The educational experiences of refugee children in countries of first asylum. British Columbia Teachers' Federation.
[6] Eide, K., Lidén, H., Haugland, B., Fladstad, T., & Hauge, H. A. (2020). Trajectories of ambivalence and trust: Experiences of unaccompanied refugee minors resettling in Norway. European Journal of Social Work, 23(4), 554−565. https://doi.org/10.1080/13691457.2018.1504752
[7] Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University of Chicago Press.
[8] Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
[9] Gadamer, H. G. (1989). Truth and method. Continuum.
[10] Goldin, S., Levin, L., Persson, L. Å., & Hägglöf, B. (2003). Child war trauma: A comparison of clinician, parent and child assessments. Nordic Journal of Psychiatry, 57(3), 173–183. https://doi.org/10.1080/08039480310001319
[11] Hájek, M., Havlík, M., & Nekvapil, J. (2012). Narativní analýza v sociologickém výzkumu: přístupy a jednotící rámec. Sociologický časopis/Czech Sociological Review, 48(2), 199–223. https://doi.org/10.13060/00380288.2012.48.2.01
[12] Hájek, M. (2014). Čtenář a stroj. Vybrané metody sociálněvědní analýzy textu. SLON.
[13] Hurlock, E. B. (1974). Personality development. McGraw-Hill.
[14] Chiswick, B. R., & DebBurman, N. (2004). Educational attainment: Analysis by immigrant generation. Economics of Education Review, 23(4), 361–379. https://doi.org/10.1016/j.econedurev.2003.09.002
[15] Knezevic, B., & Olson, S. (2014). Counseling people displaced by war: Experiences of refugees from the former Yugoslavia. The Professional Counselor, 4(4), 316–331. https://doi.org/10.15241/bkk.4.4.316
[16] Lynnebakke, B., & Pastoor, L. D. W. (2020). "It's very hard, but I'll manage." Educational aspirations and educational resilience among recently resettled young refugees in Norwegian upper secondary schools. International Journal of Qualitative Studies on Health and Well-being, 15(2). https://doi.org/10.1080/17482631.2020.1785694
[17] Macek, P. (2003). Adolescence. Portál.
[18] Mælan, E. N., Tjomsland, H. E., Baklien, B., Samdal, O., & Thurston, M. (2018). Supporting pupils' mental health through everyday practices: A qualitative study of teachers and head teachers. Pastoral Care in Education, 36(1), 16–28. https://doi.org/10.1080/02643944.2017.1422005
[19] McCooey, D. (2017). The limits of life writing. Life Writing, 14(3), 277–280. https://doi.org/10.1080/14484528.2017.1338910
[20] Metzner, F., Adedeji, A., Wichmann, M. L. Y., Zaheer, Z., Schneider, L., Schlachzig, L., Richters, J., Heumann, S., & Mays, D. (2022). Experiences of discrimination and everyday racism among children and adolescents with an immigrant background – Results of a systematic literature review on the impact of discrimination on the developmental outcomes of minors worldwide. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.805941
[21] Murray, J. S. (2019). War and conflict: Addressing the psychosocial needs of child refugees. Journal of Early Childhood Teacher Education, 40(1), 3–18. https://doi.org/10.1080/10901027.2019.1569184
[22] Papageorgiou, V., Frangou-Garunovic, A., Iordanidou, R., Yule, W., Smith, P., & Vostanis, P. (2000). War trauma and psychopathology in Bosnian refugee children. European Child & Adolescent Psychiatry, 9(2), 84–90. https://doi.org/10.1007/s007870050002
[23] Povrzanović, M. (1997). Children, war and nation: Croatia 1991–4. Childhood: A Global Journal of Child Research, 4(1), 81–102. https://doi.org/10.1177/0907568297004001005
[24] Preissová Krejčí, A. (2013). Narativní analýza. In L. Gulová & R. Šíp (Eds.), Výzkumné metody v pedagogické praxi (s. 117–138). Grada.
[25] Svendsen, S., Berg, B., Paulsen, V., Garvik, M., & Valenta, M. (2018). Kunnskapsoppsummering om enslige mindreårige asylsøkere og flyktninger. NTNU Samfunnsforskning. https://www.imdi.no/contentassets/0be1d221ba5c46a0979b28b4829cc595/ntnu-samfunnsforskning--kunnskapsoppsummering-om-enslige-mindrearige-asylsokere-og-flyktninger.pdf
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[27] Štěpánek, P., Schmidtová, J., & Čermák, I. (2019). Vývojová traumatická porucha: nový pohled na traumatickou zkušenost v dětství a adolescenci. Československá psychologie, 63(1), 84–103.
[28] Švaříček, R., Šeďová, K., Janík, T., Kaščák, O., Miková, M., Nedbálková, K., Novotný, P., Sedláček, M., & Zounek, J. (2007). Kvalitativní výzkum v pedagogických vědách. Portál.
[29] Trickett, E. J., & Birman, D. (2005). Acculturation, school context, and school outcomes: Adaptation of refugee adolescents from the former Soviet Union. Psychology in the Schools, 42(1), 27–38. https://doi.org/10.1002/pits.20024
[30] UNHCR. (2022, 27. prosince). Ukraine refugee situation. Operational data portal. https://data.unhcr.org/en/situations/ukraine.
[31] Vágnerová, M. (2012). Vývojová psychologie: dětství a dospívání. Karolinum.
[32] Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.