Dissertation/Thesis Abstract

Factors Influencing Pathological Dissociative Features in Syrian Refugee Children
by DeRaedt, Mary R., Ph.D., The George Washington University, 2018, 133; 10752363
Abstract (Summary)

Trauma and dissociation have been researched in many populations with a clear connection established between the two. This study further explored this connection in the difficult to study population of refugee children. They often are living in tumultuous settings with limited access. The study consisted of 45 children all of whom had been exposed to potentially traumatic events due to displacement. 26 of the children were male with 19 females and an age range from 6 years old to 14. 4 classroom teachers completed the Child Dissociative Checklist for up to ten of their students. The CDC was found to be reliable for this population (α = .903). Frequency statistics showed at least 40% of the sample scoring above the modified pathology score of 11 and the most often endorsed items focused on emotional labiality, memory and denial as primary dissociation responses. Hierarchical linear regression was utilized to determine the relationship of nature of gender, age and time since displacement on the development of pathological dissociative response. The study found that gender was an insignificant predictor of dissociation (F (1,44) = .184, p > .05), but together, age and times since displacement were significantly correlated to higher reports of dissociation. After controlling for age, time since displacement did not have a significant effect on dissociative response (R2 = .178, p > .05) refugee children living in camps in Lebanon.

Indexing (document details)
Advisor: Marotta-Walters, Sylvia A.
Commitee: Dannels, Sharon A., Garcia, Jorge
School: The George Washington University
Department: Counseling
School Location: United States -- District of Columbia
Source: DAI-A 79/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Therapy, Educational psychology, Counseling Psychology
Keywords: Dissociation, Refugee, Refugee children, Trauma, Trauma informed classroom
Publication Number: 10752363
ISBN: 978-0-355-82235-9
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