Heynen Evelyn, Bruls Vivian, van Goor Sander, Pat-El Ron, Schoot Tineke, van Hooren Susan
Faculty of Psychology, Department of Clinical Psychology, Open University of The Netherlands, 6419 AT Heerlen, The Netherlands.
Zuyd University of Applied Sciences, 6419 DJ Heerlen, The Netherlands.
Children (Basel). 2022 Sep 21;9(10):1434. doi: 10.3390/children9101434.
Refugee children and adolescents have often experienced negative or traumatic events, which are associated with stress and mental health problems. A specific music therapy intervention is developed for this group in school settings. The aim of the present study was to set the first steps in the implementation of this intervention. A process evaluation was performed using a mixed method design among refugee children and adolescents (6-17 years) at three different schools in the Netherlands. Interviews were conducted with teachers and music therapists before, at the midpoint, and after the intervention. At these moments, children completed a classroom climate questionnaire and a visual analogue scale on affect. The results indicate that the intervention strengthens the process of social connectedness, resulting in a "sense of belonging". The intervention may stimulate inclusiveness and cultural sensitivity, and may contribute to a safe environment and the ability of teachers to adapt to the specific needs of refugee children. Refugee children and adolescents showed a decrease of negative affect during the intervention. When implementing the intervention in schools, it is important to take into account the initial situation, the prerequisites for the intervention, the professional competence, the experience of music therapists, and the collaboration and communication between the professionals involved.
难民儿童和青少年常常经历负面或创伤性事件，这些事件与压力和心理健康问题相关。针对这一群体，在学校环境中开展了一项特定的音乐治疗干预措施。本研究的目的是为实施这一干预措施迈出第一步。在荷兰三所不同学校的6至17岁难民儿童和青少年中，采用混合方法设计进行了一项过程评估。在干预前、中期和后期，与教师和音乐治疗师进行了访谈。在这些时间点，孩子们完成了一份课堂氛围问卷和一份关于情感的视觉模拟量表。结果表明，该干预措施加强了社会联系过程，产生了“归属感”。该干预措施可能会促进包容性和文化敏感性，并有助于营造一个安全的环境，以及增强教师适应难民儿童特殊需求的能力。在干预过程中，难民儿童和青少年的负面影响有所减少。在学校实施该干预措施时，重要的是要考虑初始情况、干预的前提条件、专业能力、音乐治疗师的经验以及相关专业人员之间的协作与沟通。
