In 2014 and 2015, the world witnessed the biggest wave of mass migration since World War II. For years, the burden of the global refugee crisis has weighed down the developing world, and now Europe has recognized the crisis. Migration to Europe is not new, but never have they come in such high numbers. If only Europe managed the crisis better, in a more methodical manner, then it would have been beneficial for the host country and the vulnerable population coming in. Instead, politicians have repeatedly ignored the reality of the situation—that these people will keep coming whether they are welcomed or not.1 Such an attitude and situation is not positively promising for the future of the refugees and the hosting societies.
Marginalization is historically an existing issue in France, especially for vulnerable parts of urban society, such as the Syrian refugee children living in Paris, France. Marginalization is generally a risk if the vulnerable population is not provided with the psychosocial support that they need, and such a risk is decreased when resilience is developed through community initiatives. The refugee crisis in Europe illustrated the international system’s inability to act efficiently in the face of one of history’s most adverse conflicts. Such a lack of management on the political side resulted in remarkable initiatives performed by volunteers on the humanitarian front. Unfortunately, the social development of children is not a priority in such a humanitarian crisis.
The potential of Syrian refugee children to play a socially reconstructive role in society has not been questioned because the crisis is recent, the war is still going on, and they are just children. This dissertation will aim to illustrate that personal development in these Syrian refugee children is essential to their social development and that programs, such as that of Baytna à Vous (BVSyria)’s workshops, target the psychological functioning of this vulnerable community, which enhances the probability of them playing socially constructive roles in their new society. A framework for such an intervention and its impact is illustrated through qualitative research in this dissertation. Resiliency and social-ecological theory will be applied in advocating for the development of the Syrian refugee children’s psychosocial well-being and identity.
|School:||The American University of Paris (France)|
|Source:||MAI 58/05M(E), Masters Abstracts International|
|Subjects:||European Studies, Social psychology|
|Keywords:||France, Integration, Psychosocial intervention, Resilience, Social ecology, Vulnerability|
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