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TORRENTE ET AL. postconflict Guatemala found positive changes in classroom practices and student behavior (de Baessa, Chesterfield, and Ramos 2002). The program promoted parental involvement and teachers’ use of active learning strategies (e.g., small-group activities, peer teaching, use of self-instructional guides), and led workshops where teachers reflected on their experiences as learners and teachers, developed pedagogical materials, and formed teacher circles to support each other in implementing the program. Another study of the USAID-funded Education Reform Program in Egypt found a modest positive shift in classroom instructional practices (Megahed et al. 2008). The program relied on a cascade model (i.e., experts lead workshops so trainers can learn the skills they need to train others), emphasized active learning strategies, and included observation and monitoring of classroom practices. To advance the focus of global educational policy from education access to education quality, more research is critically needed on programs in poor and conflict-affected countries that simultaneously address students’ learning opportunities and psychosocial well-being. STUDENT SUBJECTIVE WELL-BEING Peer Victimization It is well established that peer relationships play a pivotal role in children’s psychosocial and academic trajectories (Buhs, Ladd, and Herald 2006). Peer victimization, or being the target of aggressive behavior from other children, has immediate and long-term effects on psychosocial maladjustment, including increased depression, anxiety, feelings of loneliness, and negative self-concept (Hawker and Boulton 2000; Troop-Gordon et al. 2014; Schwartz et al. 2014; Holt, Finkelhor, and Kantor 2007). Research that examines peer victimization in low-income and conflict-affected countries is limited. However, a study that used data from sixteen low- and middle-income countries (Fleming and Jacobsen 2010) coincides with years of research from high-income countries. In these countries, peer victimization was consistently associated with an increased risk of experiencing depressive symptoms, such as sadness, loneliness, sleeplessness, and suicidal ideation, and with an elevated risk of engaging in poor health behaviors, such as alcohol and tobacco use. Similar results were found in a study with over a thousand children in poor, urban South Africa (Cluver, Bowes, and Gardner 2010), and in a study with Zambian adolescents, which also found a significant relationship between peer victimization and school absenteeism (Siziya, Rudatsikira, and Muula 2012). 52 Journal on Education in Emergencies
QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC Research is less conclusive about the role that positive peer relations play in poor countries affected by conflict. A systematic review of studies on the resilience and mental health outcomes of children affected by armed conflict found that having peer support was associated with lower levels of depression in some studies, but unrelated to depression, post-traumatic stress disorder (PTSD), and overall psychological well-being in others (Tol, Song, and Jordans 2013). Positive peer relationships may not compensate for the negative effects of stressors experienced outside of school, but peer victimization may magnify them. Studies in high- and middle-income countries show that peer victimization can do lasting damage to children’s mental health (Schwartz et al. 2014; Troop-Gordon et al. 2014; Cluver, Bowes, and Gardner 2010), and may prevent victims from accessing other protective resources offered by their school because they increase school disengagement and avoidance (Buhs, Ladd, and Herald 2006; Ripski and Gregory 2009). Given the dearth of research addressing peer victimization in low-income countries affected by conflict, this paper examines the impact of a universal school-based program on Congolese children’s self-reports of victimization. The goal is to expand our understanding of school-based strategies that may help reduce the number of stressors in these children’s daily lives. Mental Health Problems Mental health problems affect 10-20 percent of children and youth worldwide (Kieling et al. 2011). In resource-poor countries affected by conflict, millions of children endure extreme adversity that puts them at a higher risk of developing mental health problems relative to children in other countries (Tol et al. 2011; Tol et al. 2012). In the vast majority of cases, the mental health needs of children living in the most difficult circumstances are not being addressed (Omigbodun 2008). In low- and middle-income countries, for example, it is estimated that over 70 percent of mental health problems go untreated (Betancourt et al. 2012). From a psychosocial perspective, mental health problems among conflictaffected populations are not only the direct result of exposure to war-related traumatic events, but also the indirect result of increased stressors in their daily life (Tol, Song, and Jordans 2013; Macksoud and Aber 1996). In addition to exposing children to violence, threatened security, and forced displacement, armed conflict disrupts family structure and functioning, deteriorates social networks, and exacerbates existing socioeconomic hardship (Miller 2010; Reed et al. 2012). October 2015 53
Page 1 and 2: VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
Page 3: JOURNAL ON EDUCATION IN EMERGENCIES
Page 6 and 7: BURDE power to guarantee the right
Page 8 and 9: BURDE ISSUES AND CONTENTS The journ
Page 10 and 11: BURDE Since the late 1990s, IRC has
Page 12 and 13: BURDE The authors note that working
Page 14 and 15: “WHETHER AND HOW?” HISTORY EDUC
Page 16 and 17: PAULSON children should be taught t
Page 18 and 19: PAULSON I conducted English languag
Page 20 and 21: PAULSON and Stammer 2013; Torsti 20
Page 22 and 23: PAULSON enquiry-based approach to t
Page 24 and 25: PAULSON The history of recent confl
Page 26 and 27: PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
Page 30 and 31: PAULSON context” (King 2014, 137)
Page 32 and 33: PAULSON In Israel, new history text
Page 34 and 35: PAULSON In addition to these positi
Page 36 and 37: PAULSON Controversy, Protest, and P
Page 38 and 39: PAULSON APPENDIX Analysis Author(s)
Page 40 and 41: PAULSON REFERENCES Ahonen, Sirkka.
Page 42 and 43: PAULSON Freedman, Sarah Warshauer,
Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
Page 48 and 49: IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 54 and 55: TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
Page 92 and 93: QUALITY EDUCATION FOR REFUGEES IN K
Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
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MENDENHALL ET AL. attend schools se
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MENDENHALL ET AL. First, we selecte
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MENDENHALL ET AL. science teacher a
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MENDENHALL ET AL. There are many ty
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MENDENHALL ET AL. at Sud Academy, a
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MENDENHALL ET AL. Notably, the teac
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MENDENHALL ET AL. The confluence of
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MENDENHALL ET AL. New teachers ofte
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MENDENHALL ET AL. In our analysis,
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MENDENHALL ET AL. The head teacher
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MENDENHALL ET AL. particularly in c
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MENDENHALL ET AL. Government of Ken
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MENDENHALL ET AL. Sieff, Kevin. 201
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MENDENHALL ET AL. APPENDIX 1 List o
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MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE INTRODUCTION Usin
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REISMAN AND JANKE New challenges ar
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REISMAN AND JANKE youth aged 15 to
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REISMAN AND JANKE This improved acc
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REISMAN AND JANKE According to the
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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