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Created at 6pm, Apr 20
buaziziPsychology
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Psychological Applications and Trends
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8iTD-mbBfmachgJqgbEY3IBWBQTvBiSQLTCRF9uu8vY
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The United Nations High Commissioner for Refugees (UNHCR) estimated that as of 2021 there werecurrently 84 million who have been forcibly displaced from their homes across the globe. The conflict inUkraine has led to a further marked increase in these numbers. Mental health difficulties have been shownto be elevated in forcibly displaced people (including asylum seeking and refugee populations). Risk factorscan be associated with events that occurred prior to, during, and after the migratory journey. Whilst thereis recognition of the important impact that a history of traumatic events (e.g., torture, abuse and neglect)can have, social adversity in the form of ‘daily stressors’ (e.g., a lack of access to basic resources, isolation,lack of safety and security, family violence) is being increasingly recognised as an important determinantof the mental health of forcibly displaced people. Concerns have been raised about the potentialmedicalization of social adversity faced by displaced populations. There has also been a comparative lackof research investigating approaches that may be helpful for enhancing the quality of life and subjectivewellbeing of forcibly displaced people. Psychosocial interventions and low-intensity psychologicalinterventions can provide scalable opportunities for treating common mental disorders and promotingwellbeing. This presentation will focus on research studies that I have been involved in which have beenundertaken in the EU and in sub-Saharan Africa to evaluate the efficacy of psychosocial interventions forforcibly displaced people. These projects have involved the linguistic and cultural adaptation ofinterventions and assessment measures. The implications that this research has for the integration offorcibly displaced people in the EU and beyond will be discussed. This will include a focus on conceptualframeworks that provide opportunities for situating determinants of mental health in the socio-politicalcontext in which forcibly displaced people live their lives, and not just risk- and protective-factors specificto the individual

4. Summary of key findings The information collected by the four School Districts represented in this paper set a framework for the literature and guided the direction of themes emerging from previous interviews, ones that aligned with the literature review as well as new ones that had yet to be mentioned. Triangulation of data was achieved through teacher review of interview questions and initial written response to the list of questions prior to interview, followed by teacher interview and clarification, followed by participant review of transcript data and School District review of final summary data and prior to external review with conference submissions and peer blind review.
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Acceptable use of personal devices on schools may not be uniquely identified and may fall under general considerations of a larger district acceptable use policy. Depending on the school district, a policy that regulates the type of devices a student is allowed to bring in may exist, and an acceptable use policy for computer devices may exist, but an acceptable use policy for student personal devices may not, So, I will say it isnt well defined right now and we actually are working on an administrative procedure on BYOD so what we do have right now is one procedure that has to do with the use of technology in the district, right. Both case studies with IT staff participants echoed the same response, What we have is for the use of all communication devices, we essentially have a procedure that we put in place, that lets them know that anything and everything on their computer can and will be monitored if required. It is not specific to BYOD but it is just general use of all computing de
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Having a district wide acceptable use policy is strategic for IT staff Especially from a FOIPPA compliance perspective, including their personal devices, if they use their personal devices in the classroom.
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Cell phone use at school, in particular: during tests; taking pictures; video recordings; accessing social media and texting raised concerns for IT staff, parents, students, administrators and teachers. The 252 Psychological Applications and Trends 2022 inappropriate use of a cell phone combined with social media lead to policy change for one participant five years ago we had an incident (suicide), with what we as a staff deemed to be inappropriate use of cell phones and social media in schools and we developed a school policy and we have been under that school policy ever since. From both an IT perspective and parent, participant concerns about cell phone use are seen as used for cheating, you know I have another kid who has been told during a test to put the phone away or for privacy related violations, in terms of filming, I do know that our schools view for my students that taking a photo, taking a video of somebody without their knowledge is not allowed or frowned upon.
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