The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway
Open accessAbstract
This article explores the role of schools in supporting unaccompanied young refugees in critical psychosocial transitions concerning processes of socialisation, integration and rehabilitation upon resettlement. Drawing from a qualitative research project based on interviews with students and staff conducted during fieldwork in five secondary schools in Norway, the findings suggest that the psychosocial support provided by schools is random and lacks a concerted effort among relevant professionals. Making schools refugee-competent calls for more comprehensive representations of refugee students and teachers, enhanced collaboration concerning psychosocial support as well as school-based interventions as an integral part of educational policy and practice.
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Cites
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084
Qualitative Inquiry and Research Design: Choosing Among Five Approaches
Lewis, S. (2015) · Health Promotion Practice · doi:10.1177/1524839915580941 · Cited by 22,105
Betancourt, T. S., & Khan, K. T. (2008) · International Review of Psychiatry · doi:10.1080/09540260802090363 · Cited by 840
Pathways Into and Through Mental Health Services for Children and Adolescents
Farmer, E. M. Z., Burns, B. J., Phillips, S. D., Angold, A., & Costello, E. J. (2003) · Psychiatric Services · doi:10.1176/appi.ps.54.1.60 · Cited by 658
Cited by
The Social Ecology of Resilience: A Handbook of Theory and Practice
(2012) · Springer eBooks · doi:10.1007/978-1-4614-0586-3 · Cited by 518
Szelei, N., Devlieger, I., Verelst, A., Spaas, C., Jervelund, S. S., Primdahl, N. L., Skovdal, M., Opaas, M., Durbeej, N., Osman, F., et al. (2022) · Social Inclusion · doi:10.17645/si.v10i2.5106 · Cited by 12
The Labeling and Positioning of Refugee Students and Their Refusal to be (Mis)Positioned
Koyama, J., & Turan, A. (2023) · Multicultural Perspectives · doi:10.1080/15210960.2023.2283887 · Cited by 10
Metadata
- Authors
- Pastoor, L. D. W.
- Venue
- International Journal of Educational Development
- Publisher
- Elsevier BV
- Published
- 2015-03
- Volume
- 41
- Pages
- 245-254
- ISSN
- 0738-0593 (ISSN-L)
- OpenAlex
- W2047787374
- Cited by
- 163
- References
- 4
- FWCI
- 25.62
- Type
- journal article
- Language
- en
- Open access
- hybrid
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- Pastoor, L. D. W. (2015). The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.10.009
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
