We implement preventive psychosocial
interventions in a school setting to
promote adolescents’ mental and social
well-being.
RefugeesWellSchool is a European funded Horizon2020 project carried out by seven different partners in six European countries (Norway, Finland, Sweden, Denmark, Belgium and the United Kingdom).
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In-service teacher training
The aim of the INSETT intervention is to enhance teachers’ insight into how refugee /migration experiences may impact young people’s psychosocial well-being and school functioning upon resettlement in a new country (Brenner & Kia-Keating, 2016; Pastoor, 2015, 2017).
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Welcome To School
This intervention builds on the Welcome to School initiative developed by the Pharos Refugees and Health Knowledge Centre (the Netherlands), with support from the European Refugee Fund. Rooted in the theoretical principles of social capital, the Welcome to School Initiative seeks to strengthen the competencies of refugee and migrant youth with regards to self-esteem, coping, social skills and behavioral adjustment.
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Classroom Drama intervention
In a nine-week drama workshop intervention program, refugee and migrant adolescents in multi-ethnic schools work around the construction of group stories that support the construction of identity and meaning, aiming to establish bridges between past and present and to engage with themes of migration, exclusion, pluriform identities and cultural adaptation in host societies.
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Teaching Recovery Techniques + In-service Teacher Training
Teaching Recovery Techniques is a manualized intervention developed by the Children and War foundation (Yule, Dyregrov, Raundalen, & Smith, 2013). TRT is based on trauma focused cognitive behavioral therapy (TF-CBT) and includes seven sessions for young people and two for the caregivers. For children, session one is about getting to know each other and session seven a follow-up.
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PIER intervention
The intervention ‘Peer Integration and Enhacement Resource’ (PIER) develops a participatory approach to supporting safe, positive peer interactions and social relationships in multi-ethnic schools. Through clustering pupils with migrant and non-migrant background in small collaborative groups working together on establishing social connection and participatory activities in the school context, the intervention aims at strengthening school belonging and promoting dialogue between minority and majority groups.
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Team
Meet the team-
Caroline Spaas
Collaborator -
Fatumo Osman
Read the News
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News
RWS findings at conferences and research seminars!
RWS researchers kept on being presenting interesting findings to the public and scientific community in conferences, seminars and other scientific meetings. Throughout many fantastic appearances, they provided an overview of the projects, talked about important research results, and shared their reflections on research design and methodology. Ilse Derluyn (UGent, Belgium) introduced the project […]
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News
RWS Belgium goes back to school!
Relationships with schools are very important to us. RWS have been closely collaborating with many great schools prior, during, and after the implementation of the interventions. Now that schools have become open again, it is crucial for us to keep participating schools updated about the preliminary findings of the RWS study. The Belgian team organised […]
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News
Interesting RWS related BA-MA theses in Finland!
Several Bachelor- and Master theses, utilizing Finnish RWS data, are underway, and students were happy to present their work in semniars. RWS researchers are happy to see the interesting findings Marleena Piikkilä: PTSD symptoms and social relations in adolescence – Associations among native Finns and newcomers Lassi Kallio & Sanna Kleemola: Associations between maternal and […]
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Publications
Book chapter: The socio-ethical opportunities and dilemmas of doing ‘peer research’ in RWS in Denmark
In this book chapter, the Danish RWS team reflects on and discusses the socio-ethical opportunities and dilemmas of doing ‘peer research’ in RWS. They highlight the different roles and positions researchers took in the research process.* Know more here. *This description is based on the abstract of Primdahl, N. L., Nached, […]
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Publications
Research note: Discussing recruitment strategies of randomised control trials in Sweden
RWS applied a randomised control design in implementing its five interventions. In this research note, the Swedish team discusses the challenges of recruitment at the school level to mental health interventions targetting refugee youth in school contexts in Sweden.* Read the article here. *This description is based on Warner, G., Osman, F., McDiarmid, S., & […]
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Publications
Research article: Study protocol of RWS trial in Sweden (INSETT+TRT)
RWS implements five interventions that aim to promote mental health among migrant and refugee youth in school settings. One of the interventions is a combination of two programmes: Teaching Recovery Techniques (TRT) that is implemented with adolescents, and In-service Teacher Training (INSETT), addressing teachers to equip them with knowledge and skills for supporting refugee youth […]