Suchergebnisse

AbstractThis paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts‐based methods to capture refugee children's lived experiences of school.

Abstract
The study focuses on refugee children who live in a temporary transit camp on the Island of Lesbos in Greece, and attend a unique school, which, in the camp's temporary conditions, endeavours to provide the children with safety, security, and an adaptive learning experience. It examines hope among the refugee children by means of the Children's Hope Scale (Snyder, 1997), which was administered to 132 children aged 6-16 who attend the school. The general hope scores among the refugee children were similar to those found in other children's populations. Hope scores in the Adolescent group (aged 12-16) were lower than in the other groups, and highest in the Intermediate group (aged 9-12). Additionally, differences were found between groups of children from different countries of origin. The findings indicate that the Adolescent children are more aware of the difficulties and dangers entailed in fleeing, and of the price they have paid for leaving their homes and being cut off from their extended family and community. The findings highlight the school's contribution as a space, albeit temporary, where the children can function normatively as students in a safe environment that enables new growth in cognitive, emotional, and social realms.

This book explores the rationale, methodologies, and results of arts-based approaches in social work research today. It is the first dedicated analysis of its kind, providing practical examples of when to choose arts-based research, how the arts are used by social work researchers and integrated with additional methods, and ways to evaluate its efficacy. The multiple examples of arts-based research in social work in this book reveal how arts methods are inherently connected to the resilience and creativity of research participants, social workers, and social work researchers. With international contributions from experts in their fields, this is a welcome overview of the arts in social work for anyone connected to the field