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In order to provide effective assistance to children living in conflict areas, it is important to understand exactly how they are affected by the crises around them. An important area is the impact of conflict and trauma on a child’s development and education.

In a new article, Global TIES for Children researchers J. Lawrence Aber, Carly Tubbs Dolan, Ha Yeon Kim, and Lindsay Brown review the opportunities and challenges they have encountered in designing and conducting rigorous research to our needs To improve understanding of this effect. Global TIES for Children, an international research center at NYU Abu Dhabi and NYU New York, provides evidence of the most effective humanitarian and development assistance to promote academic and socio-emotional learning in children.

This review focuses on their efforts to test the effectiveness of educational programs that include competency-based social and emotional learning (SEL) programs. SEL programs are designed to help participants use knowledge and skills to manage stress and feelings, build positive relationships, achieve goals, and make responsible decisions.

Findings in the paper published in the Cambridge University’s Development and Psychopathology journal entitled “Children’s Learning and Development in Conflict and Crisis Countries: Building the Science of Action” showed positive effects of curative education and social and emotional learning programs academic skills and presented key topics that should be addressed in the design of future refugee education programs and related research.

But and colleagues point out the importance of long-term partnerships between researchers, practitioners, policy-makers and donors in order to provide higher quality evidence for decision-making about programs and strategies. In addition, contextual measures and research methods are needed to enable the study of communities with limited resources and crises.

Researchers also advocate global research efforts to build a cumulative and revisable developmental science based on children’s experiences in their own culture and context, based on ethical principles and practical goals. The results of the paper will also guide the development of effective research that can better examine different communities and conditions.

“We hope that the results of this paper can stimulate a conversation about how best to assess and meet the needs of children in conflict-affected areas and that more effective aid programs can be developed,” said But.

The researchers examine the academic, social, and emotional learning outcomes of refugee children

More information:
J. Lawrence Aber et al., Children’s Learning and Development in Conflict and Crisis Countries: Building a Science for Action, Development, and Psychopathology (2021). DOI: 10.1017 / S0954579420001789 Provided by New York University

Quote: Study provides information on research on the development and learning of children in conflict-affected areas (2021, January 8), accessed on January 8, 2021 from affected-areas.html

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