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The Institute for Global Health and Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/9

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Author: search.filters.author.Ager, AlastairSubject: search.filters.subject.Children

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    A multilevel bioecological analysis of factors influencing the mental health and psychosocial wellbeing of refugee children
    (Association for Child and Adolescent Mental Health, 2020-12-05) Arakelyan, Stella; Ager, Alastair
    Background: This paper revisits the themes of an influential 1993 review regarding the factors shaping the mental health and psychosocial well-being of refugee children to take stock of developments in the evidence base and conceptualisation of issues over the last 25 years.
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    Child friendly spaces impact across five humanitarian settings: A meta-analysis
    (BMC, 2019-05-15) Hermosilla, Sabrina; Metzler, Janna; Savage, Kevin; Musa, Miriam; Ager, Alastair
    Background: Humanitarian crises present major threats to the wellbeing of children. These threats include risks of violence, abduction and abuse, emotional distress and the disruption of development. Humanitarian response efforts frequently address these threats through psychosocial programming. Systematic reviews have demonstrated the weak evidence-base regarding the impact of such interventions. This analysis assesses the impact of Child Friendly Spaces (CFS), one such commonly implemented intervention after humanitarian emergencies.
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    Educational, psychosocial and protection outcomes of child- and youth-focused programming with Somali refugees in Buramino camp, Dollo Ado, Ethiopia
    (Overseas Development Institute, 2020-04-09) Metzler, Janna; Jonfa, Mesfin; Savage, Kevin; Ager, Alastair; Aktion Deutschland Hilft
    Provision of child- and youth-friendly spaces has become a common feature of emergency humanitarian response. The evidence-base regarding such provision is, however, severely limited. This study reports outcomes of Child and Youth Learning Centres (CYLCs) established in Buramino refugee camp for those fleeing conflict in Somalia. Eighty-five youths completed baseline assessments shortly after arrival at the camp and follow-up assessments between three and six months later. Caregivers of 106 younger children completed similar assessments. Attendances at CYLCs between baseline and follow-up were collated. Baseline and follow-up literacy and numeracy assessments were completed by 693 children attending CYLCs. Those attending CYLCs made major gains in both literacy and numeracy (t=9.06 and t=13.94 for younger children and t=13.87 and t=17.10 for youth respectively, all p<.0001). Children’s CYLC attendance also enhanced perceptions of met needs (t=2.53 amongst caregivers and t=2.57 amongst youth, both p<.05) and, amongst caregivers but not youth, significantly moderated protection concerns amidst increasingly challenging camp conditions (t=2.39, p<0.05, and t=-1.90, p=0.06 respectively). There was general improvement in psychosocial well-being over time for all children; CYLC attendance predicted greater reductions in reported difficulties only amongst younger children (t=2.51, p<.05).