Topic: Forced migration and refugee health

Trauma and adult learning. Re(gu)lation – refugees’ experiences with helpful strategies for emotional regulation, learning and well-being

Traumatic experiences create difficulties concerning concentration, attention and memory, as well as impact classroom behaviour and social relationships with implications for learning and function. In this project, we will explore the impact of potentially traumatic events (PTEs) on adult refugees’ learning and function.

 
2018 This project is ongoing 2022

Project Manager

  • Opaas, Marianne

    Opaas, Marianne

    Researcher II, PhD / Specialist in Clinical Psychology and Community Ps

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Project Members

  • Kvamme, Marit
  • Tomren, Janita Flem

Main objective

Aims of this study are twofold. First, to deepen our understanding of how adult refugees attending the Introduction Programme experience the impact of trauma on learning. Second, to study the ways refugees are helped, or help themselves, to regulate emotions, thoughts, and behaviour, in order to learn and function the best way possible.

Method

We will conduct a phenomenological qualitative study among former and/or present refugee participants in the Introduction Programme. The study comprises thirty semi-structured in-depth interviews, and a focus group interview of four to six persons. The in-depth interviews will address topics such as PTEs’ impact on learning and function, and emotional regulation as a potential success factor for adult refugees’ learning. Subsequently, the focus group interview aims to bring forth additional perspectives on the insights obtained from the individual interviews. We will also use questionnaires about past stressful life events, symptoms, and current psychological distress after PTEs; the Stressful Life Events Screening Questionnaire – Revised (SLESQ-Revised), and the PTSD Checklist for DSM-5 (PCL-5).