School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review
School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review
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DOI：
10.1371/journal.pone.0089359
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发表时间：
2014-02-24
期刊：
影响因子：
3.7
通讯作者：
Fazel, Mina
中科院分区：
文献类型：
--
作者：
Tyrer, Rebecca A.;Fazel, Mina
背景：针对难民和寻求庇护儿童的有效心理干预研究已经加强。对于新抵达的人群来说，需要在儿童和家庭更容易进入的环境中进行干预。本文回顾了旨在减少难民和寻求庇护儿童心理障碍的学校和社区干预措施的文献。方法和结果：在七个数据库中进行了全面检索，并通过搜索参考文献列表、灰色文献和联系该领域的专家获得了进一步的信息。如果研究报告了学校或社区心理健康干预措施对难民或寻求庇护儿童的有效性，则该研究将被纳入其中。两名独立评审员做出最终的研究选择、提取数据并就研究质量达成共识。对结果进行了描述性总结。研究的显着异质性排除了进行荟萃分析，但在可能的情况下计算了研究效应大小。 21 项研究符合对大约 1800 名难民儿童的干预措施进行审查报告的纳入标准。十四项研究是在高收入国家的学校（n = 11）或社区（n = 3）环境中进行的，七项研究是在难民营中进行的。干预措施要么主要集中于过去经历的言语处理（n = 9），要么集中于一系列创造性艺术技巧（n = 7），而其他干预措施则结合使用了这些干预措施（n = 5）。虽然两种干预类型都报告了症状学的显着变化，但效应大小范围为 0.31 至 0.93，并且主要可以针对侧重于过去经历的言语处理的干预措施进行计算。结论：只有少数研究符合纳入标准，其中大多数是在学校环境中进行的。研究结果表明，在学校环境中提供的干预措施可以成功地帮助儿童克服与强迫移民相关的困难。
Background: Research for effective psychological interventions for refugee and asylum-seeking children has intensified. The need for interventions in environments more easily accessed by children and families is especially relevant for newly arrived populations. This paper reviews the literature on school and community-based interventions aimed at reducing psychological disorders in refugee and asylum-seeking children.Methods and Findings: Comprehensive searches were conducted in seven databases and further information was obtained through searching reference lists, grey literature, and contacting experts in the field. Studies were included if they reported on the efficacy of a school or community-based mental health intervention for refugee or asylum-seeking children. Two independent reviewers made the final study selection, extracted data, and reached consensus on study quality. Results were summarized descriptively. The marked heterogeneity of studies excluded conducting a meta-analysis but study effect-sizes were calculated where possible. Twenty one studies met inclusion criteria for the review reporting on interventions for approximately 1800 refugee children. Fourteen studies were carried out in high-income countries in either a school (n = 11) or community (n = 3) setting and seven studies were carried out in refugee camps. Interventions were either primarily focused on the verbal processing of past experiences (n = 9), or on an array of creative art techniques (n = 7) and others used a combination of these interventions (n = 5). While both intervention types reported significant changes in symptomatology, effect sizes ranged from 0.31 to 0.93 and could mainly be calculated for interventions focusing on the verbal processing of past experiences.Conclusions: Only a small number of studies fulfilled inclusion criteria and the majority of these were in the school setting. The findings suggest that interventions delivered within the school setting can be successful in helping children overcome difficulties associated with forced migration.