Trauma-inducing experiences during conflict can significantly impede the ability to function and effectively learn in the classroom; thus, it is essential to integrate mental health services into the school setting for refugee populations. This study investigated the state of integrated mental healthcare for Syrian refugees in Jordan by surveying Syrian students on their attitudes towards seeking mental health and interviewing educators on their classroom practices. The scope of the study was extremely limited, as data was collected on only 21 students and 5 educators in one school and a number of biases could have skewed the results. It was found that among students, there is a substantial but not debilitating stigma against seeking professional help for mental health issues, yet older students have more positive attitudes. Meanwhile, teachers reported multiple student behaviors that indicate trauma and impede classroom functioning. Teachers coped by developing close relationships with students, providing academic and emotional support, intervening in classroom conflict, and drawing on religious and cultural ethics to inspire hope. Despite positive attitudes and strategies, teachers lacked formalized training.
Child Psychology | Maternal and Child Health | Multicultural Psychology | Near Eastern Languages and Societies | Politics and Social Change | Psychiatry and Psychology | Psychology | School Psychology | Secondary Education | Social and Cultural Anthropology
Goldstein, Emily, "Integrated Mental Health Care in Education for Syrian Refugees: An Exploratory Study" (2018). Independent Study Project (ISP) Collection. 2967.
Child Psychology Commons, Maternal and Child Health Commons, Multicultural Psychology Commons, Near Eastern Languages and Societies Commons, Politics and Social Change Commons, Psychiatry and Psychology Commons, School Psychology Commons, Secondary Education Commons, Social and Cultural Anthropology Commons