Archives

The uninvited guest of war enters childhood: developmental and personality aspects of war and military violence

Author: Raija-Leena Punamäki
Full Citation: Punamäki, R-L. (2002). The uninvited guest of war enters childhood: developmental and personality aspects of war and military violence. Traumatology, 8 (3), pp: 181- 204
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Posted in Make Learning Safer, Social Emotional Learning, Trauma

Brief report: integrating social-emotional learning with literacy instruction: an intervention for children at risk for emotional and behavioral disorders

Author: Ann Daunic, Nancy Corbett, Stephen Smith, Tia Barnes, Lourdes Santiago-Poventud, Pam Chalfant, Donna Pitts and Jeisha Gleaton
Full Citation: Daunic, A., et al. (2013). Brief report: integrating social-emotional learning with literacy instruction: an intervention for children at risk for emotional and behavioral disorders. Behavioral Disorders, 39 (1 ), pp: 43-51
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
Location(s):
  • North America
    • United States
Posted in Make Learning Safer, Social Emotional Learning

Alleviating the effects of war and displacement on children

Author: William Yule
Full Citation: Yule, W. (2002). Alleviating the effects of war and displacement on children. Traumatology, 8 (3), pp: 160-180.
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • Trauma
Posted in Make Learning Safer, Trauma

USAID education strategy 2011 – 2015

Author: USAID Education Strategy Policy Task Team
Full Citation: USAID Education Strategy Policy Task Team. (2011). USAID education strategy 2011 - 2015. Washington, DC: Authors.
Resource Type:
  • USAID Resources
    • Strategy Documents
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
  • Make Learning Safer
    • Conflict-Affected Areas
Posted in Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer

Rapid education and risk analysis El Salvador: final report

Author: USAID Education in Crisis and Conflict Network
Full Citation: USAID Education in Crisis and Conflict Network. (2016). Rapid education and risk analysis El Salvador. (Final report). Washington, DC: Authors
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
    • Gang violence/organized violence
Location(s):
  • Latin America and The Caribbean
    • El Salvador
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Gang violence/organized violence, Make Learning Safer, Research / Assessment for Program Design/Implementation

Rapid education and risk analysis

Author: USAID
Full Citation: USAID. (2015). Rapid education and risk analysis (Working Draft)Washington, D.C.: Author.
Resource Type:
  • ECCN Resources
    • Guidance Documents and Tools
  • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Research / Assessment for Program Design/Implementation

Improving the quality of school interactions and student well-being: impacts of one year of a school-based program in the Democratic Republic of the Congo

Author: Catalina Torrente, Brian Johnston, Leighann Starkey, Edward Seidman, Anjuli Shivshanker, Nina Weisenhorn, Jeannie Annan, and John Lawrence Aber
Full Citation: Torrente, C. et al. (2015). Improving the quality of school interactions and student well-being: impacts of one year of a school-based program in the Democratic Republic of the Congo. Journal on Education in Emergencies, 1 (1).
Resource Type:
  • Research
    • Quantitative
Topic(s):
  • Make Learning Safer
    • Conflict-Affected Areas
    • Social Emotional Learning
    • Trauma
Location(s):
  • Africa
    • DRC
Posted in Conflict-Affected Areas, Make Learning Safer, Social Emotional Learning, Trauma

Peacebuilding, education and advocacy in conflict-affected contexts programme: 2012 consolidated annual report

Author: UNICEF Learning for Peace
Full Citation: UNICEF Learning for Peace. (2013). Peacebuilding, education and advocacy in conflict-affected contexts programme: 2012 consolidated annual report. New York: Author
Resource Type:
  • Project Evaluation
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Burundi
    • Chad
    • Cote D'Ivoire
    • DRC
    • Ethiopia
    • Liberia
    • Sierra Leone
    • Somalia
    • South Sudan
    • Uganda
  • Asia
    • Myanmar
    • Pakistan
  • Middle East
    • Palestine
    • Yemen
Posted in Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Understand and Strive for Equity

Child-friendly schooling for peacebuilding

Author: Fumiyo Kagawa and David Selby
Full Citation: Kagawa, F., & Selby, D. (2014). Child-friendly schooling for peacebuilding. New York: UNICEF
Resource Type:
  • Conceptual Review
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming

Early childhood education and peacebuilding in postconflict northern and eastern Uganda achievements, challenges, and lessons learned

Author: W. Glenn Smith
Full Citation: Smith, W. G. (2015). Early childhood education and peacebuilding in postconflict northern and eastern Uganda achievements, challenges, and lessons learned. Peacebuilding Education and Advocacy in Conflict-Affected Contexts Programme. Kenya: UNICEF Learning for Peace
Resource Type:
  • Literature Review – Rigorous
  • Research
    • Qualitative
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Uganda
Posted in Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming

Early childhood education and peacebuilding in areas of ongoing conflict and in refugee settlements in Western Uganda achievements, challenges, and lessons learned

Author: W. Glenn Smith
Full Citation: Smith, W. G. (2015). Early Childhood Education and Peacebuilding in Areas of ongoing Conflict and in Refugee Settlements in Western Uganda Achievements, Challenges, and Lessons Learned. Peacebuilding Education and Advocacy in Conflict-Affected Contexts Programme. Kenya: UNICEF Learning for Peace.
Resource Type:
  • Research
    • Qualitative
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Uganda
Posted in Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming

Starting early to build stronger and more peaceful societies

Author: UNICEF
Full Citation: UNICEF. (2015). Starting early to build stronger and more peaceful societies. (Advocacy Brief). New York: Author
Resource Type:
  • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
    • Social Emotional Learning
    • SRGBV
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Cote D'Ivoire
    • Uganda
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Social Emotional Learning, SRGBV, Understand and Strive for Equity

Gender, education and peacebuilding brief: emerging issues from ‘Learning for Peace’

Author: UNICEF Learning for Peace
Full Citation: UNICEF. (2016). Gender, Education and Peacebuilding, Brief Emerging issues from ‘Learning for Peace’. (Advocacy Brief). New York: Author
Resource Type:
  • Policy / Strategy Resources
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
    • SRGBV
Posted in Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, SRGBV

PBEA Programme: the transformative potential of positive gender socialization in education for peacebuilding (pilot programme and impact evaluation in Karamoja, Uganda)

Author: Judy El-Bushra and Emilie Rees Smith
Full Citation: El-Bushra, J., &  Smith, E. R. (2016). The transformative potential of positive gender socialization in education for peacebuilding (pilot programme and impact evaluation in Karamoja, Uganda).  Peacebuilding, Education and Advocacy Programme.  New York: UNICEF Learning for peace and Washington DC: American Institute for Research
Resource Type:
  • Project Evaluation
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
  • Make Learning Safer
    • SRGBV
  • Understand and Strive for Equity
Location(s):
  • Africa
    • Uganda
Posted in Conflict Sensitivity in Programming, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, SRGBV, Understand and Strive for Equity

Evaluation of the transformative potential of positive gender socialization in education for peacebuilding

Author: Marjorie Chinen, Andrea Coombes, Thomas de Hoop, Mohammed Elmeski, Rosa Castro Zarzur, Kaitlin Carson, Ashley Doria, Joshua Sennett and Gilbert Kiggundu.
Full Citation: Chinen, M., et al. (2016). Evaluation of the transformative potential of positive gender socialization in education for peacebuilding. Washington DC: American Institutes for Research
Resource Type:
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Monitoring and Evaluation
    • Peacebuilding Programming
  • Make Learning Safer
    • SRGBV
Location(s):
  • Africa
    • Uganda
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Monitoring and Evaluation, Peacebuilding Programming, SRGBV

A systematic policy analysis of early childhood development and peacebuilding in fourteen conflict-affected and post-conflict countries (research brief)

Author: Lynn Ang and Sandy Oliver
Full Citation: Ang, L. & Oliver, S. (2016). A systematic policy analysis of early childhood development and peacebuilding in fourteen conflict-affected and post-conflict countries. (Research Brief). New York: UNICEF and London: Institute of Education.
Resource Type:
  • Research
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
  • Understand and Strive for Equity
    • Policy Around Equity
Location(s):
  • Africa
    • Burundi
    • Chad
    • Cote D'Ivoire
    • DRC
    • Ethiopia
    • Liberia
    • Sierra Leone
    • Somalia
    • South Sudan
    • Uganda
  • Asia
    • Myanmar
    • Pakistan
  • Middle East
    • Palestine
    • Yemen
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Policy Around Equity, Understand and Strive for Equity

Conflict analysis summary: Sierra Leone

Author: UNICEF Learning for Peace
Full Citation: UNICEF Learning for Peace. (2015). Conflict analysis summary: Sierra Leone. Peacebuilding, education, and advocacy in conflict-affected contexts programme. (n.p): Author  
Resource Type:
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Conflict Sensitivity in Programming
    • Peacebuilding Programming
    • Research / Assessment for Program Design/Implementation
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Sierra Leone
Posted in Conflict Sensitivity in Programming, Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming, Research / Assessment for Program Design/Implementation

Conflict analysis summary: Cote D’Ivoire

Author: UNICEF Learning for Peace
Full Citation: UNICEF Learning for Peace. (2014). Conflict analysis summary: Cote D'Ivoire. Peacebuilding, education, and advocacy in conflict-affected contexts programme. (n.p): Author
Resource Type:
  • Research
    • Mixed Methods
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Peacebuilding Programming
  • Make Learning Safer
    • Conflict-Affected Areas
Location(s):
  • Africa
    • Cote D'Ivoire
Posted in Conflict-Affected Areas, Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Peacebuilding Programming

Learning and resilience: the crucial role of social and emotional well-being in contexts of adversity (technical guidance note)

Author: Andrea Diaz Varela, Jo Kelcey, Joel Reyes, Meridith Gould, Jennifer Sklar
Full Citation: Varela, A. D., Kelcey, J., Reyes, J., Gould, M., & Sklar, M. (2013). Learning and resilience: the crucial role of social and emotional well-being in contexts of adversity. (Technical guidance note). (n.p): World Bank and International Rescue Committee
Resource Type:
  • Guidance Documents and Tools
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • General
Posted in Make Learning Safer, Social Emotional Learning, Trauma

Exploring the relationship of Iranian EFL learners’ critical thinking and self-regulation with their reading comprehension ability

Author: Narges Kamgara and Esmaeil Jadidi
Full Citation: Kamgar, N., & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners’ critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences, 232, pp: 776-783.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
Location(s):
  • Middle East
    • Iran
Posted in Make Learning Safer, Social Emotional Learning

Psychosocial support and social and emotional learning for children and youth in emergency settings (background paper)

Author: The Inter-Agency Network for Education in Emergencies (INEE)
Full Citation: INEE. (2016). Psychosocial support and social and emotional learning for children and youth in emergency settings. (Background paper). New York: Author
Resource Type:
  • Conceptual Review
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • General
Posted in Make Learning Safer, Social Emotional Learning, Trauma

School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial

Author: Wietse A Tol, Ivan H Komproe, Mark JD Jordans, Aline Ndayisaba, Prudence Ntamutumba, Heather Sipsma, Eva S Smallegange, Robert D Macy and Joop TVM de Jong
Full Citation: Tol et al. (2014). School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial. Bmc Medicine, 12, 56. doi:10.1186/1741-7015-12-56
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
Location(s):
  • Africa
    • Burundi
Posted in Make Learning Safer

Companion recovery model to reduce the effects of profound catastrophic trauma for former child soldiers in Ganta, Liberia

Author: Jenifer Gregory and David G. Embrey
Full Citation: Gregory, J., & Embrey, D. (2009). Companion recovery model to reduce the effects of profound catastrophic trauma for former child soldiers in Ganta, Liberia. Traumatology, 15, (1), 40-51.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • Africa
    • Liberia
Posted in Make Learning Safer, Social Emotional Learning, Trauma

Making up for lost time: the experiences of Southern Sudanese young refugees in high schools

Author: Elizabeth Cassity and Greg Gow
Full Citation: Cassity, E. & Gow, G. (2005). Making up for lost time: young african refugees in Western Sydney high schools. Sydney: University of Western Sydney.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Trauma
Location(s):
  • South Sudan
Posted in Make Learning Safer, Trauma

Evaluation of the UNICEF school-based psychosocial program for war-exposed adolescents as implemented during the 2000-2001 school year (technical report)

Author: Christopher M. Layne, Rob Davies, Gary M. Burlingame, William R. Saltzman, Nicole Thomas, and Robert S. Pynoos
Full Citation: Layne, C. M., et al. (2002). Evaluation of the UNICEF school-based psychosocial program for war-exposed adolescents as implemented during the 2000-2001 school year. (Technical report). New York: UNICEF
Resource Type:
  • Project Evaluation
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Monitoring and Evaluation
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • Europe and Eurasia
    • Bosnia
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Monitoring and Evaluation, Social Emotional Learning, Trauma

Can social-emotional learning reduce school dropout in developing countries?

Author: Huan Wang, James Chu, Prashant Loyalka, Tao Xin, Yaojiang Shi, Qinghe Qu, and Chu Yang
Full Citation: Wang, H., et al. (2016). Can social-emotional learning reduce school dropout in developing countries?. Journal of Policy Analysis and Management, 35 (4), pp: 818-847.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
Location(s):
  • Asia
    • China
Posted in Make Learning Safer, Social Emotional Learning

Children in war: a guide to the provision of services, a study for UNICEF

Author: Everett M. Ressler, Joanne Marie Tortorici and Alex Marcelino
Full Citation: Ressler, E.M., Tortorici, J.M., & Marcelino, A. (1993). Children in war: a guide to the provision of services, a study for UNICEF. New York: UNICEF
Resource Type:
  • Guidance Documents and Tools
Topic(s):
  • Design, Implement, Research and Evaluate for Better EiCC Programs
  • Make Learning Safer
    • Trauma
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Make Learning Safer, Trauma

Mental flexibility as resiliency factor among children exposed to political violence

Author: Samir Qouta, Eyad El-Sarraj, Raija-Leena Punamäki
Full Citation: Qouta, S., Sarraj, E. E., & Punamäki, R.-L. (2001). Mental flexibility as resiliency factor among children exposed to political violence. International Journal of Psychology, 36 (1) pp: 1-7.
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
    • Trauma
Location(s):
  • Middle East
    • Palestine
Posted in Make Learning Safer, Trauma

Resiliency factors predicting psychological adjustment after political violence among Palestinian children

Author: Raija-Leena Punamäki, Samir Qouta and Eyad El-Sarraj
Full Citation: Punamäki, R-L., Qouta, S., & El-Sarraj, E. (2001). Resiliency factors predicting psychological adjustment after political violence among Palestinian children. International Journal of Behavioral Development, 25 (3), pp: 256-267
Resource Type:
  • Research
Topic(s):
  • Make Learning Safer
Location(s):
  • Middle East
    • Palestine
Posted in Make Learning Safer

Resilience & recovery after war: refugee children and families in the United States

Author: American Psychological Association
Full Citation: American Psychological Association. (2010). Resilience & recovery after war: refugee children and families in the United States. Washington DC: Author.
Resource Type:
  • Conceptual Review
  • Guidance Documents and Tools
Topic(s):
  • Make Learning Safer
    • Social Emotional Learning
    • Trauma
Location(s):
  • North America
    • United States
Posted in Make Learning Safer, Social Emotional Learning, Trauma
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