An Verelst
Datos Biográficos
| ID | 348634 |
|---|---|
| NOMBRE | An Verelst |
| NOMBRES | An |
| APELLIDO | Verelst |
| FIRMA | VERELST A |
| AFILIACIONES | Ghent University |
| ORCID | 0000-0002-7178-643X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Les violences sexuelles et leur perception dans les régions du Sine-Saloum (Sénégal)
Une enquête socio-anthropologique visant à identifier les déterminants socioculturels et les situations dans lesquelles des violences sexuelles (VS) sont commises dans les régions du Sine-Saloum au Sénégal fait apparaître celles-ci comme un sujet dont il est culturellement interdit de parler. L’interdiction de dénoncer les agresseurs qui en découle génère une forme d’impunité perçue et contribue à la reproduction des violences sexuelles. Certaine…
Psychosocial school-based intervention among adolescents with migrant and native backgrounds
Positive social relationships are essential for supporting adolescents in multicultural schools. This preregistered study quantitatively examined the effectiveness of the Peer Integration and Enhancement Resource (PIER), a school-based psychosocial intervention, in increasing adolescents' social capital; it also qualitatively analyzed teachers' experiences of the PIER. Adolescents with migrant backgrounds and those with native backgrounds were ra…
They have somewhere to turn to’
Children continue to comprise a significant portion of refugees and migrants worldwide and may be impacted by challenges or trauma prior to or during their journey, or after arrival in the host country. School serves as a constant place in the lives of many of these newly arrived children, and a potential setting for wellbeing support. However, there is a gap in understanding how young newcomers are supported at school and by whom; this is especi…
Towards education with a shared language
Learning a new language is a challenge facing most young immigrants and refugees arriving in a new resettlement country. Yet, learning the resettlement country language is critical for the young immigrants and refugees’ life chances, in terms of future education, social integration, and participation in the labour market. While literature concerned with Language Learning Strategies (LLS) points to the determining effects of social and physical le…
Evaluation of the Teaching Recovery Techniques intervention among newcomer students in Swedish schools
ISRCTN, ISRCTN48178969, Retrospectively registered 20/12/2019
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicult…
Understanding how classroom drama workshops can facilitate social capital for newly arrived migrant and refugee adolescents
Art-based interventions, such as classroom drama workshops (CDWs), increasingly form part of a collection of mental health-promoting activities introduced in school settings. While research points to the potential benefits of CDWs for the mental well-being of refugee and migrant adolescents, the mechanisms to such improvement are less understood. In this article we respond to the need for qualitative evidence of how CDW interventions affect refug…
The Role of War-Related Motives in the Trajectories of Street Children in Eastern Democratic Republic of Congo
Worldwide, many children live in the street; equally so in the East of the Democratic Republic of Congo, where this phenomenon is seemingly connected to recurring armed conflicts. Yet, the role of war in children's motives to join the street remains unknown. A total of 102 youths (12-18 years) were interviewed in Bunia by community researchers (i.e. former street children). Motives related to armed conflicts (e.g. rebel attacks) played an importa…
School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations
School-based psychosocial interventions are increasingly put forward as a way to support young refugees' and migrants' well-being and mental health in resettlement. However, the evidence on these interventions' effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strength…
Understanding interventions as social practices
The rise of school-based mental health interventions calls for an understanding of how such interventions interact with context as well as analytical tools for examining these interactions. This article explores how learners and teachers in two classrooms for newly-arrived migrant adolescents in Denmark (one urban, highly diverse classroom and one small-town classroom mainly serving youth who had fled armed conflict) experienced and implemented t…
Experience of discrimination during Covid-19 pandemic
Refugees and other migrants who had more difficulties in accessing health care and preventive measures against COVID-19 infection experienced worse mental health and increased discrimination. These negative effects appeared to be stronger for those with more insecure housing and residence status, highlighting from one side the specific risk of insecure housing in the impact of COVID-19 upon mental health and infection protection, and for another …
Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic
This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, and post‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non…
Impact of Covid-19 pandemic on the psychological well-being of migrants and refugees settled in Spain
Based on these findings, we outline priority areas of psychosocial interventions aimed at guaranteeing the mental health of migrants and refugees in the face of the pandemic in Spain
Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education
I Just Want Some Clear Answers”
Health risk communication plays a crucial role in preventing the spread of infectious disease outbreaks such as the current coronavirus (SARS-CoV-2). Yet, migrants are far too often forgotten in health risk communication responses. We investigate the challenges and efforts made by migrants in Denmark-in the initial months of the pandemic-to access information about COVID-19. We draw on 18 semi-structured interviews conducted in May and June 2020.…
Mental Health of Refugees and Migrants during the Covid-19 Pandemic
The COVID-19 pandemic is a defining global health crisis of our time. While the impact of COVID-19, including its mental health impact, is increasingly being documented, there remain important gaps regarding the specific consequences of the pandemic on particular population groups, including refugees and migrants. This study aims to uncover the impact of the COVID-19 pandemic on the mental health of refugees and migrants worldwide, disentangling …
The Impact of Avoidant/Disengagement Coping and Social Support on the Mental Health of Adolescent Victims of Sexual Violence in Eastern Congo
These results of this study underwrite to the importance of looking beyond the straightforward negative impact of avoidant/disengagement coping strategies on mental health in adolescent victims of sexual violence. While avoidant/disengagement coping can have a negative impact on psychosocial well-being on adolescent victims of sexual violence, in case of high levels of stigmatization it can as well protect them from posttraumatic stress or anxiet…
It’s difficult to help when I am not sitting next to them’
Teachers play a critical role in providing social and emotional support for newly arrived migrant and refugee learners. Such care ordinarily takes place in the classroom, raising questions about the impact of the 2020 COVID-19 school closures on their care work. In this article we analyze qualitative data from phone interviews with eight teachers in Danish preparatory classes, paying particular attention to the challenges they faced staying in co…
Impact of Covid-19 pandemic on the psychological well-being of migrants and refugees settled in Spain
Based on these findings, we outline priority areas of psychosocial interventions aimed at guaranteeing the mental health of migrants and refugees in the face of the pandemic in Spain
Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education
It’s difficult to help when I am not sitting next to them’
Teachers play a critical role in providing social and emotional support for newly arrived migrant and refugee learners. Such care ordinarily takes place in the classroom, raising questions about the impact of the 2020 COVID-19 school closures on their care work. In this article we analyze qualitative data from phone interviews with eight teachers in Danish preparatory classes, paying particular attention to the challenges they faced staying in co…
Understanding how classroom drama workshops can facilitate social capital for newly arrived migrant and refugee adolescents
Art-based interventions, such as classroom drama workshops (CDWs), increasingly form part of a collection of mental health-promoting activities introduced in school settings. While research points to the potential benefits of CDWs for the mental well-being of refugee and migrant adolescents, the mechanisms to such improvement are less understood. In this article we respond to the need for qualitative evidence of how CDW interventions affect refug…
Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic
This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, and post‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non…
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicult…
The Impact of Avoidant/Disengagement Coping and Social Support on the Mental Health of Adolescent Victims of Sexual Violence in Eastern Congo
These results of this study underwrite to the importance of looking beyond the straightforward negative impact of avoidant/disengagement coping strategies on mental health in adolescent victims of sexual violence. While avoidant/disengagement coping can have a negative impact on psychosocial well-being on adolescent victims of sexual violence, in case of high levels of stigmatization it can as well protect them from posttraumatic stress or anxiet…
It’s difficult to help when I am not sitting next to them’
Teachers play a critical role in providing social and emotional support for newly arrived migrant and refugee learners. Such care ordinarily takes place in the classroom, raising questions about the impact of the 2020 COVID-19 school closures on their care work. In this article we analyze qualitative data from phone interviews with eight teachers in Danish preparatory classes, paying particular attention to the challenges they faced staying in co…
I Just Want Some Clear Answers”
Health risk communication plays a crucial role in preventing the spread of infectious disease outbreaks such as the current coronavirus (SARS-CoV-2). Yet, migrants are far too often forgotten in health risk communication responses. We investigate the challenges and efforts made by migrants in Denmark-in the initial months of the pandemic-to access information about COVID-19. We draw on 18 semi-structured interviews conducted in May and June 2020.…
Mental Health of Refugees and Migrants during the Covid-19 Pandemic
The COVID-19 pandemic is a defining global health crisis of our time. While the impact of COVID-19, including its mental health impact, is increasingly being documented, there remain important gaps regarding the specific consequences of the pandemic on particular population groups, including refugees and migrants. This study aims to uncover the impact of the COVID-19 pandemic on the mental health of refugees and migrants worldwide, disentangling …
Experience of discrimination during Covid-19 pandemic
Refugees and other migrants who had more difficulties in accessing health care and preventive measures against COVID-19 infection experienced worse mental health and increased discrimination. These negative effects appeared to be stronger for those with more insecure housing and residence status, highlighting from one side the specific risk of insecure housing in the impact of COVID-19 upon mental health and infection protection, and for another …
Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic
This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, and post‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non…
Impact of Covid-19 pandemic on the psychological well-being of migrants and refugees settled in Spain
Based on these findings, we outline priority areas of psychosocial interventions aimed at guaranteeing the mental health of migrants and refugees in the face of the pandemic in Spain
Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education
School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations
School-based psychosocial interventions are increasingly put forward as a way to support young refugees' and migrants' well-being and mental health in resettlement. However, the evidence on these interventions' effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strength…
Understanding interventions as social practices
The rise of school-based mental health interventions calls for an understanding of how such interventions interact with context as well as analytical tools for examining these interactions. This article explores how learners and teachers in two classrooms for newly-arrived migrant adolescents in Denmark (one urban, highly diverse classroom and one small-town classroom mainly serving youth who had fled armed conflict) experienced and implemented t…
Evaluation of the Teaching Recovery Techniques intervention among newcomer students in Swedish schools
ISRCTN, ISRCTN48178969, Retrospectively registered 20/12/2019
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicult…
Understanding how classroom drama workshops can facilitate social capital for newly arrived migrant and refugee adolescents
Art-based interventions, such as classroom drama workshops (CDWs), increasingly form part of a collection of mental health-promoting activities introduced in school settings. While research points to the potential benefits of CDWs for the mental well-being of refugee and migrant adolescents, the mechanisms to such improvement are less understood. In this article we respond to the need for qualitative evidence of how CDW interventions affect refug…
The Role of War-Related Motives in the Trajectories of Street Children in Eastern Democratic Republic of Congo
Worldwide, many children live in the street; equally so in the East of the Democratic Republic of Congo, where this phenomenon is seemingly connected to recurring armed conflicts. Yet, the role of war in children's motives to join the street remains unknown. A total of 102 youths (12-18 years) were interviewed in Bunia by community researchers (i.e. former street children). Motives related to armed conflicts (e.g. rebel attacks) played an importa…
Psychosocial school-based intervention among adolescents with migrant and native backgrounds
Positive social relationships are essential for supporting adolescents in multicultural schools. This preregistered study quantitatively examined the effectiveness of the Peer Integration and Enhancement Resource (PIER), a school-based psychosocial intervention, in increasing adolescents' social capital; it also qualitatively analyzed teachers' experiences of the PIER. Adolescents with migrant backgrounds and those with native backgrounds were ra…
They have somewhere to turn to’
Children continue to comprise a significant portion of refugees and migrants worldwide and may be impacted by challenges or trauma prior to or during their journey, or after arrival in the host country. School serves as a constant place in the lives of many of these newly arrived children, and a potential setting for wellbeing support. However, there is a gap in understanding how young newcomers are supported at school and by whom; this is especi…
Towards education with a shared language
Learning a new language is a challenge facing most young immigrants and refugees arriving in a new resettlement country. Yet, learning the resettlement country language is critical for the young immigrants and refugees’ life chances, in terms of future education, social integration, and participation in the labour market. While literature concerned with Language Learning Strategies (LLS) points to the determining effects of social and physical le…
Les violences sexuelles et leur perception dans les régions du Sine-Saloum (Sénégal)
Une enquête socio-anthropologique visant à identifier les déterminants socioculturels et les situations dans lesquelles des violences sexuelles (VS) sont commises dans les régions du Sine-Saloum au Sénégal fait apparaître celles-ci comme un sujet dont il est culturellement interdit de parler. L’interdiction de dénoncer les agresseurs qui en découle génère une forme d’impunité perçue et contribue à la reproduction des violences sexuelles. Certaine…
Migration, Health and Trauma (14 obras) · Political science (11 obras) · Psychology (10 obras) · Medicine (9 obras) · Refugee (9 obras) · Mental health (8 obras) · Psychiatry (7 obras) · Sociology (7 obras) · Coronavirus disease 2019 (COVID-19 (6 obras) · Education and experiences of immigrants and refugees (5 obras)