Addressing Adverse Childhood Experiences and Trauma in Humanitarian Settings: The Role of Psychosocial and Emergency Education
Abstract
The research aim was to identify current educational and psychosocial practices for childhood trauma and healing in humanitarian response contexts. A methodological review of primary literature was followed by interviews with key informants who work the humanitarian fields of education and mental health and psychosocial support. Research findings from the organizations interviewed showed that the primary support for child wellbeing was in the form of psychosocial programs, secondarily through the combination of education and psychosocial approaches together, and lastly through the developing field of specialized programs for highly-distressed children. For children showing signs of extreme distress or specific mental health needs, findings reported that children are referred to mental health specialists. The research concluded that significantly more psychosocial programs are needed for over 31 million children displaced in the world today.
Subject Area
Early childhood education|International Relations
Recommended Citation
Sunseri, Anna, "Addressing Adverse Childhood Experiences and Trauma in Humanitarian Settings: The Role of Psychosocial and Emergency Education" (2019). ETD Collection for Fordham University. AAI13879003.
https://research.library.fordham.edu/dissertations/AAI13879003
