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A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth
Review of Educational Research
Short Title: Review of Educational Research
Format: Journal Article
Publication Year: 2016
Pages: 503 - 530
Sources ID: 90566
Notes: Accession Number: EJ1100242; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; Language: English; Reference Count: 69; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Information Analyses; Entry Date: 2016
Visibility: Public (group default)
Abstract: (Show)
Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.