Samenvatting
In deze bijdrage exploreren we een relationeel perspectief op de psychosociale gevolgen van gedwongen migratie voor vluchtelingenkinderen en -jongeren. Vooreerst omschrijven we het gedwongen migratieproces als een chronische stresscontext waarin veelvuldige risicofactoren cumuleren. Vervolgens ontwikkelen we een begrip van de psychosociale impact van gedwongen migratie op vluchtelingenkinderen en -jongeren. We gaan hiertoe uit van een overzicht van onderzoeksliteratuur aangaande het psychosociaal functioneren van gevluchte kinderen en bespreken hoe in het wetenschappelijke debat de dominante risico- en symptoombenadering in toenemende mate wordt geproblematiseerd. Vanuit een exploratie van vier verweven lijnen van kritiek, verbreden we deze benadering naar een relationeel perspectief op de gevolgen van gedwongen migratie. Ten slotte lichten we dit relationele perspectief verder toe vanuit een exploratie van pedagogische praktijken in de context van gedwongen migratie. Hierbij belichten we opvoedingspraktijken in gevluchte gezinnen en enkele centrale krachtlijnen in het werken met vluchtelingenkinderen in onderwijs en hulpverlening.
Abstract
This article explores an educational perspective on the psychosocial consequences of forced migration for refugee children and adolescents. To start with, we describe the process of forced migration as a chronic stress context in which multiple risk factors accumulate. Furthermore, we develop an understanding of the psychosocial impact of forced migration on refugee children and adolescents. To this end, we give an overview of studies on the wellbeing of refugee children and discuss how a dominant symptom- and problem-oriented approach is increasingly being questioned. Exploring four interconnected lines of criticism, we aim to broaden this approach to give a relational perspective on the consequences of forced migration. In conclusion, we further articulate this relational perspective through an exploration of educational practices in the context of forced migration. Here, we discuss educational practices in refugee families and the main frameworks for working with refugee children in schools and care practices.
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Een vergelijkbare bijdrage verscheen eerder in:
De Haene, L., & Derluyn, I. (2016). Vluchtelingenkinderen. Naar een relationeel perspectief op pedagogische praktijken in de context van gedwongen migratie. In: P. Smeyers, S. Ramaekers, R. van Goor, & B. Vanobbergen (Red.), Inleiding in de pedagogiek, deel I. Theorieën en basisbegrippen (pag. 235–249). Amsterdam: Boom.
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De Haene, L., Derluyn, I. Werken met vluchtelingenkinderen in pedagogische praktijken. Kind Adolesc 39, 127–142 (2018). https://doi.org/10.1007/s12453-018-0172-0
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DOI: https://doi.org/10.1007/s12453-018-0172-0