scholarly journals The Level of Social and Academic Adjustment among Syrian Refugee Students in Jordan and its Relation with Underachievement students

2020 ◽  
Vol 1 (2) ◽  
pp. 100-111
Author(s):  
Kholoud Imhammad Meqbel Al-Mseidin
Keyword(s):  
Social Adjustment ◽  
Academic Adjustment ◽  
Negative Association ◽  
Social Adaptation ◽  
Refugee Students ◽  
Academic Transition ◽  
Refugee Education ◽  
Syrian Refugee

Research on the level of social and academic adjustment and the ties between both Syrian refugee students in Jordan is still insufficient due to the lack of research and interest among academics and researchers. This is happening even though the rise of refugees has impacted students from the Syrian Refugee Education Center SREC in Jordan in the last five years. Therefore, the current study examines the connection between social adjustment and academic adjustment among Syrian refugee students in SREC in Jordan. A total of 108 SREC-contained students from one school were studied. The results of the study showed that social adjustment is poor (52%) and academic adjustment is small (67 %). Furthermore, there is a statistically important negative association (-0.522) between the overall social adaptation and the total academic transition. In this report, the findings, shortcomings, and recommendations were also addressed.

scholarly journals The psycho-social needs of displaced Syrian youth in Turkish schools: A qualitative study

2021 ◽  
Vol 16 (4) ◽  
pp. 1602-1615
Author(s):  
Rida Anis ◽  
Clara Calia ◽  
Ozgur Osman Demir ◽  
Feyza Doyran ◽  
Ozge Hacifazlioglu
Keyword(s):  
Social Needs ◽  
Public High Schools ◽  
Academic Problems ◽  
Structured Interviews ◽  
Refugee Students ◽  
Refugee Youth ◽  
Refugee Education ◽  
Social Challenges ◽  
Syrian Refugee ◽  
Making Friends

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth’s education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.   Keywords: Acculturation, Psycho-social needs, Refugee education, Syrian students.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Emotional Detachment Moderates Associations Between Students’ Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences

2020 ◽  
pp. 152102512096003
Author(s):  
Grace Y. Lee ◽  
Anne C. Fletcher
Keyword(s):  
Social Support ◽  
Social Adjustment ◽  
Parental Support ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Generational Status ◽  
First Year ◽  
First Year College ◽  
Emotional Detachment ◽  
Institutional Attachment

First-year college students ( N = 384) self-reported parental support, emotional detachment from parents, and college adjustment. Higher levels of parental social support were associated with greater academic adjustment, social adjustment, and institutional attachment. Higher levels of emotional detachment were associated with greater institutional attachment. Emotional detachment moderated the association between parental support and college adjustment, with the nature of moderation differing by generational status. For first-generation students, higher levels of parental social support were associated with greater levels of academic adjustment when students were less detached from parents, but lower levels of academic adjustment when students were more detached from parents.

The Significance of Psychiatric Symptomatology for Social Adaptation

1964 ◽  
Vol 110 (467) ◽  
pp. 544-548 ◽  
Author(s):  
H. J. Walton ◽  
R. Bennett ◽  
L. Nahemow
Keyword(s):  
Social Adjustment ◽  
Social Group ◽  
Social System ◽  
Normal Function ◽  
Social Adaptation ◽  
Psychiatric Symptomatology ◽  
The Social ◽  
Basic Reference ◽  
The Individual

The social adjustment of individuals is studied from different viewpoints by psychiatrists and sociologists. The psychiatrist is concerned with the malfunctioning personality (and with normal function toward which patients must be assisted); the sociologist is concerned with the functioning social system. The basic reference of both disciplines is to the individual and the individual's adaptation in his social group.

scholarly journals Educational provision for refugee youth in Australia: left to chance?

2007 ◽  
Vol 43 (3) ◽  
pp. 283-300 ◽  
Author(s):  
Ravinder Sidhu ◽  
Sandra Taylor
Keyword(s):  
English Language ◽  
Community Partnerships ◽  
Learning Needs ◽  
Education Policies ◽  
Refugee Students ◽  
Refugee Youth ◽  
Refugee Education ◽  
Parliamentary Debates ◽  
Liberal Societies ◽  
Policy Statements

This article investigates how education bureaucracies in Australia use languages of categorization and promote community partnerships to construct and govern the refugee subject. We use a framework of governmentality to analyse education policies and statements emerging from two levels of government — Commonwealth and state. Drawing on web-based materials, policy statements and accounts of parliamentary debates, the article documents the ways in which refugee education continues to be subsumed within broader education policies and programmes concerned with social justice, multiculturalism and English language provision. Such categorizations are premised on an undifferentiated ethnoscape that ignores the significantly different learning needs and sociocultural adjustments faced by refugee students compared with migrants and international students. At the same time, educational programmes of inclusion that are concerned with utilizing community organizations to deliver services and enhance participation, point to the emergence of `government through community partnerships' — a mode of governance increasingly associated with advanced liberal societies.

Quality of Life and Gender Related Mechanisms of Social Adaptation in Patients with Schizophrenia

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
A. Berezantsev ◽  
M. Kachaeva ◽  
O. Mitrophanova
Keyword(s):  
Quality Of Life ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Subjective Perception ◽  
Male And Female ◽  
Schizophrenic Patients ◽  
Male Patients ◽  
And Gender ◽  
Socio Demographic Factors

Aims:To investigate the quality of life of schizophrenic patients, the influence of gender on their social adjustment and to compare male and female attitude to the quality of life.Method:Clinical and statistical, instruments for assessing Quality of Life (QOL). 200 patients (150 women and 50 men) were evaluated. We have compared clinical picture, socio-demographic factors, parameters of social adaptation and subjective attitude to the QOL in male and female schizophrenic patients.Results:The research has indicated sex related differences in the compared parameters. Male patients more frequently revealed personality disorders-like symptoms, they had poor social functioning and even social desadaptation, they were prone to aggression, substance abuse. Nevertherless they displayed subjective satisfaction with their QOL. Female patients more often revealed hypochondriacal symptoms but positive variant of social adaptation. at the same time women subjectively were not satisfied with their QOL.The study has revealed that gender related mechanisms of social adaptation in women were presented by high compliance. Comparative analysis of males and females of the study exposed that gender related mechanisms of social adaptation with the inclusion of attitudes and behavioural patterns connected with regard of health and compliance are universal irrespective of clinical and social factors.Conclusion:There are considerable gender differences in the subjective perception of QOL among patients with schizophrenia. the study indicate better social adaptation of females based on specific gender mechanisms. Results will contribute to improve treatment and rehabilitation.

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