Teaching refugee children: Increasing teacher self-efficacy through trauma-informed trainings

Year Published:

Abstract

This report examines effective training for teachers receiving refugee students. The trainings examined in this report center around teachers becoming more prepared for refugee student trauma and the trainings’ positive effects on teacher self-efficacy. The report includes the following four elements: 1) the background of the problems faced by teachers working with refugee students and implications for their self-efficacy, 2) the theoretical framework in designing trauma-informed trainings for teacher professional development, 3) integration of the research into my specialization, 4) and next steps in conducting a study based on the literature. Ultimately, this report sets out to highlight the need for effective teacher-directed trauma-informed trainings and their potential for increasing teacher self-efficacy in working with refugee children, taking as a discipline of reference the field of educational psychology.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What is the evidence for strengths-based and trauma-informed approaches?

Two impact and three suggestive studies indicate positive outcomes from strengths-based approaches. Five studies were identified that have examined the outcomes of strengths-based approaches with refugee clients. These studies have addressed diverse outcomes including health, mental health, social support, English proficiency, and cultural and community connections. Strengths-based approaches can take many forms and have shown…

About this study

AGE: Children

DIRECTION OF EVIDENCE: No evidence about impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: No evidence about impact

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2018

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