Mace Ariel Olivia, Mulheron Shani, Jones Caleb, Cherian Sarah
Department of Paediatric and Adolescent Medicine, Princess Margaret Hospital for Children, Child and Adolescent Health Service, Perth, Western Australia, Australia.
J Paediatr Child Health. 2014 Dec;50(12):985-92. doi: 10.1111/jpc.12674. Epub 2014 Jun 27.
There are limited data regarding the educational backgrounds and associated psychological and developmental outcomes of refugee children resettling in Western Australia (WA). The WA paediatric Refugee Health Service (RHS) revised its first consult questionnaire (August 2011) to increase educational and psychosocial documentation, concurrent with engagement of a School of Special Educational Needs: Medical and Mental Health (SSEN: MMH) liaison teacher. This study aims to utilise these data to increase understanding of this cohort's educational, developmental and psychological needs and to describe SSEN: MMH's role within the RHS.
Retrospective audit and analyses were performed on all initial standardised questionnaires for school-aged refugee children (4-18 years) and SSEN: MMH referrals between August 2011 and December 2012.
Demographic data from 332 refugees are described (mean age 9.58 ± standard deviation 3.43 years). Detailed educational information was available for 205 children. Prior education was limited (median 2 years), 64.9% experienced likely schooling interruption and 55.8% received education in their primary language. Language development concerns were significantly associated with previous education in a second language (odds ratio (OR) 4.55, P < 0.05). Other severe developmental and schooling issues were uncommon at presentation, with few correlations to prior education. In contrast, several migration factors, including family separation and mandatory detention, were significantly associated with psychological comorbidities such as post-traumatic stress disorder (OR 5.60, P < 0.001 and OR 14.57, P < 0.001, respectively). SSEN: MMH reviewed 59 complex cases. Referral was significantly associated with multiple educational, developmental and psychological concerns.
Refugee children have varied migration, trauma and educational backgrounds, impacting on health and psychological outcomes. In-depth multidisciplinary history including prior education and psychosocial issues is recommended. Partnering with education services appears to play an effective, multifaceted role in aiding resettlement; however, longitudinal studies are required.
关于在西澳大利亚州（WA）重新安置的难民儿童的教育背景以及相关心理和发育结果的数据有限。WA儿科难民健康服务机构（RHS）修订了其第一份咨询问卷（2011年8月），以增加教育和社会心理方面的记录，同时聘请了特殊教育需求学院：医学与心理健康（SSEN：MMH）的联络教师。本研究旨在利用这些数据增进对这一群体的教育、发育和心理需求的了解，并描述SSEN：MMH在RHS中的作用。
对2011年8月至2012年12月期间所有学龄难民儿童（4 - 18岁）的初始标准化问卷以及SSEN：MMH的转诊情况进行回顾性审核和分析。
描述了332名难民的人口统计学数据（平均年龄9.58 ± 标准差3.43岁）。有205名儿童的详细教育信息。先前的教育有限（中位数为2年），64.9%的儿童可能经历过学业中断，55.8%的儿童接受的是母语教育。语言发育问题与先前接受的第二语言教育显著相关（优势比（OR）为4.55，P < 0.05）。其他严重的发育和学业问题在初诊时并不常见，与先前教育的相关性较小。相比之下，包括家庭分离和强制拘留在内的几个移民因素与创伤后应激障碍等心理共病显著相关（分别为OR 5.60，P < 0.001和OR 14.57，P < 0.001）。SSEN：MMH审查了59个复杂病例。转诊与多种教育、发育和心理问题显著相关。
难民儿童有不同的移民、创伤和教育背景，这会影响健康和心理结果。建议进行深入的多学科病史询问，包括先前的教育和社会心理问题。与教育服务机构合作似乎在协助重新安置方面发挥着有效、多方面的作用；然而，需要进行纵向研究。
