This Campbell systematic review examines the effects of programmes on the economic self-sufficiency and well-being of resettled refugees. The review identified 23 relevant studies but none of these could be included in the analysis due weaknesses in study design. No studies met the inclusion criteria of this review. Twenty-three studies were identified which were not included in the review because their design meant that the effects measured could not be clearly attributed to the programmes. Synopsis/Abstract OBJECTIVES This systematic review sought to identify and evaluate all available high-quality evidence as to whether interventions affect the economic self-sufficiency and well-being of resettled refugees. METHODS We searched 18 electronic databases, examined relevant websites, and contacted researchers in an attempt to identify any relevant published or unpublished reports. No language restrictions were applied, and the search was completed in Sept 2013. Inclusion criteria were: (a) prospective, controlled methodology; (b) participants who were resettled refugees aged 18-64 at the time of the intervention; (c) intervention designed to increase the economic self-sufficiency and well-being of resettled refugees; and, (d) included at least one of the following outcomes: labour force participation rate; employment rate; use of cash assistance; income; job retention; or quality of life. RESULTS A total of 9,260 records were inspected, and 26 records summarising 23 unique studies were screened. No studies met the review’s inclusion criteria. CONCLUSIONS The available evidence was insufficient to determine if programmes affect the economic self-sufficiency and well-being of resettled refugees as no studies met the review’s inclusion criteria. More research with rigorous designs, such as prospective, controlled studies, is needed to determine which interventions affect the economic self-sufficiency and well-being of resettled refugees.
A Systematic Review on the Impact of Trauma-Informed Education Programs on Academic and Academic-Related Functioning for Students Who Have Experienced Childhood Adversity
The purpose of this study was to conduct a systematic review of the existing literature regarding trauma-informed education programs and their impact on academic and academic-related outcomes. The articles included for review (n=15) contained data on trauma-informed education programs implemented in preschool, primary/elementary, and high school settings. Academic and academic-related outcomes reported included attendance, disciplinary…
