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The aim of this study was to evaluate the short-term impact of a group crisis intervention for children aged 9–15 years from five refugee camps in the Gaza Strip during ongoing conflict. Children were selected if they reported moderate to severe post-traumatic stress reactions, and were allocated to group intervention, encouraging expression of experiences and… Read more
Around the world, an estimated 300,000 to 500,000 children are involved in armed conflict. Children can be abducted into a fighting force to fight or serve as sex slaves. Child soldiers have depression, anxiety, and post-traumatic stress symptoms; however, evidence is mixed because of methodologic limitations. Various mental health interventions have been tried, with promising… Read more
Little data exists on the effectiveness of psychological interventions for children with post-traumatic stress disorder (PTSD) that has resulted from exposure to war or conflict-related violence, especially in non-industrialised countries. The authors created and evaluated the efficacy of KIDNET, a child-friendly version of Narrative Exposure Therapy (NET), as a short-term treatment for children. Six Somali children… Read more
The aim of this study was to establish the prevalence of post-traumatic stress disorder (PTSD) and depression among Rwandese and Somali refugees resident in a Ugandan refugee settlement, as a measure of the mental health consequences of armed conflict, as well as to inform a subsequent mental health outreach programme. The study argues that mental… Read more
Refugee children have traumatic experiences that can hinder their learning. The United Nations has specified in conventions, and researchers have concurred, that education is essential for refugee children’s psychosocial adjustment. However, government officials, public opinion, and researchers have often differed about what is best for refugees’ healthy acculturation. On the basis of a large-scale longitudinal… Read more
Refugee schools in West Africa tend to be dominated by men, with even early years classes taught mostly by male teachers. There are very few female teachers and even fewer female head teachers or education administrators. Although enrollment in the lower classes is more or less gender balanced, by the upper primary level, many of… Read more
In low-income rural communities, access to early intervention and support services is restricted and resources needed to support children and families are limited. The aim of this study was to explore the role of local nonprofessional women, recruited as community home visitors (CHVs), to assist trained professionals in supporting parents with educating their child in… Read more
Eighty percent of the world’s disabled population live in low income countries, many of these in Africa. The World Health Organization has made early identification of children with disabilities a high priority, especially as early rehabilitation may reduce the impact of impairments. To identify these children and provide basic services, developmental milestones need to be… Read more
Many countries mandate affirmative action in university admissions for traditionally disadvantaged groups. Little is known about either the efficacy or costs of these programmes. This paper examines affirmative action in engineering colleges in India for “lower-caste” groups. The authors argue that such action successfully targets the financially disadvantaged: the marginal upper-caste applicant comes from a… Read more
This article examines the outcomes of affirmative action policies aimed at improving access for women students to university education in Kenya, Uganda and Tanzania. Different interpretations of affirmative action are found in the three countries. These include lower entry scores, remedial pre-university programmes and financial assistance. There are limitations and weaknesses inherent in the piecemeal… Read more
The 2005 Pakistan earthquake had devastating effects across all sectors, including education. Recent floods have presented additional challenges for the education cluster which has coordinated the response and recovery activities of most education-focused agencies. Key activities of the cluster have included promotion and application of the Minimum Standards for Education in Emergencies, chronic crises and early… Read more