Het belang van leerkrachtvaardigheden bij het Realiseren van de Rechten van Vluchtelingenkinderen: Een Vergelijking tussen Leerkrachten die Lesgeven aan Vluchtelingenkinderen en Leerkrachten die geen Lesgeven aan Vluchtelingenkinderen bij het Identificeren van Symptomen van Depressie

Merkus, Megan (2023) Het belang van leerkrachtvaardigheden bij het Realiseren van de Rechten van Vluchtelingenkinderen: Een Vergelijking tussen Leerkrachten die Lesgeven aan Vluchtelingenkinderen en Leerkrachten die geen Lesgeven aan Vluchtelingenkinderen bij het Identificeren van Symptomen van Depressie. Bachelor thesis, Pedagogical and Educational Sciences.

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Abstract

Aim. Article 22 of the International Convention on the Rights of the Child states that children who have been displaced from their country of origin should receive appropriate protection and humanitarian assistance. Mental health support is crucial for children who have been displaced as it helps address any psychological trauma, promotes their overall well-being, and enables them to reintegrate into society. The aim of this research is to examine whether there is a difference between teachers who teach refugee children and teachers who do not teach refugee children in terms of detecting depressive symptoms in children. It was expected that teachers who taught refugee children would be better at identifying depressive symptoms. Method. This study employed a Qualtrics questionnaire, which was distributed by email to secondary schools in the province of Groningen. The period of data collection was in May 2023. A total of 12 teachers took part in the survey. A sum score was assigned based on the scores on the statements. The ability of a teacher to detect depressive symptoms was assumed to be higher when they obtained a higher overall score on the questionnaire. The data has been analyzed using a Mann Whitney-U test. Results. The analysis showed that the total score was greater for the group of teachers who taught refugee children (Mdn = 22) compared to the group who did not teach refugee children (Mdn = 21), as expected. However, the effect size of this difference was small (r = -0.12), furthermore this difference was not found to be significant (p = 0.755). Conclusion. There appears to be no significant difference between the group of teachers who taught refugee children and the group of teachers who did not teach refugee children in fulfilling the rights of refugee children between the ages of 12 and 18 through the detection and recognition of symptoms of depression. Further research should focus on the contribution of children’s right education programs within the education system to help with for the programs to counter mental health problems in refugee children. Keywords: children’s right education, secondary school teachers, refugee children, depression

Item Type:	Thesis (Bachelor)
Supervisor name:	Westerbeek, S.
Degree programme:	Pedagogical and Educational Sciences
Differentiation route:	Orthopedagogiek [Bachelor Pedagogical and Educational Sciences]
Date Deposited:	13 Oct 2023 09:07
Last Modified:	13 Oct 2023 09:07
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2901

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