• “It’s better to be a good teacher instead

of being a bad therapist”

• Bram Tuk, Pharos, refugees and health knowledge centre

School programmes

• “It is easier to build children than to repair adults”Tammy Bean

Education System in the Netherlands for aslyum seeking children

• New arrivals classes, departments, or schools for longer periods

• Sometimes in reception centre (primary education)

• Slower integration with mainstream school system

Adjust mental health knowledge for school programs

• School is an important protective factor• Literature and research stress the

importance of school in the implementation of prevention programmes

• Strengthening the competence of the children in school situation

• Strengthening the competence of teachers in supporting the children

Characteristics school programs

• Series of ‘lessons’• Based on knowledge about children's

acculturation, stress reactions, developmental conditions

• Children share experiences (recognition) and support each other in a classroom setting (social support)

• Many non verbal working methods like drawing, drama, playing, creative activities, dancing etc.

• Teachers in a counselling role

school prevention programmes

These programmes have in general the following aims

for teachers

• Knowledge about backgrounds and stress factors

• Skills to help children to cope with social-emotional problems

• Satisfying teachers needs for tools • Awareness about their important but limited

role

Ultimate Aim for the children: improving well-being and reducing

psychological problems

• Acknowledgement and recognition

• Relief by expression

• Mutual social support

• Improving social behavior in the class

Teachers’ skills

• Communicative skills• Being able to observe and listen• Empathy ability

• Intercultural sensitivity• Interest in backgrounds• Familiar with cultural backgrounds and features

• In general• Open attitude/open mind• Self exposure• Sure footed

Teachers’ skills for The World United

• Open attitude• Interested in childrens stories• Involved in their life circumstances• Creating a safe atmosphere• Stimulating children to openness• Respecting childrens’reactions• Sensible in expressed emotions• Able to balance sad and pretty feelings

Attention to emotional reactions

• Invite to share personal experiences, but do not force them.

• Don’t put pupils to long in the centre of attention

• Pay attention to the reaction of all pupils, don’t forget the quiet ones

Preparation

• Thorough introduction

• Inform colleagues

• Inform and involve counsellor, social worker, school psychologist

• Make consultation possible

Evaluation research: The World United and Just show

who you are

Used research instruments:Teachers questionnaire: SCHOBL-RChildrens’self assesment instrumentInterviews with teachersObservationsTempo Test Rekenen (TTR)

Research results The World United and Just show

who you are

In follow-up assesment after a year children reported:

Higher scores on psychic functioningHigher scores on social functioningDecline in psycho somatic complaintsImprovement in cognitive development

Research results Welcome to school:14 schools/525 pupils/3 measuring

moments

• Larger social network but not more support from classmates

• No effects on recognition or fear• No higher feelings of acceptance in the Dutch

society • More positive about the past• Better social behaviour in the class• Teachers and pupils do like to work with the

method

The key for adoption

• School programmes must fulfill teachers and pupils needs

• Adaptation to national circumstances

• Adaptation to school circumstances

• Make yourself an owner of the programmes

Adaptations to the programmesEffective elements

• Recognizing• Learning from each other• Mutual social support• Mutual respect• Safe atmosphere• No achievements• Child centered• Positive labeling

School programs state of art 2005• Many asylum seeking schools use or used our

school programmes in their curriculum • Decreasing numbers asylum seekers; many

asylum seeking schools were forced to close• Target group will be extended to all newcomers• Dutch policy ‘voluntary’ return reduces

motivation schools to work with school programmes

• Dutch policy less focused on well-being and mental health but on integration.

• Welcome to school has to be adapted

Towards a better Towards a better futurefuture