{"title":"Using Music in the Classroom to Help Syrian Refugees Deal with Post-War Trauma","authors":"Vartan Agopian","volume":135,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":369,"pagesEnd":375,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10008691","abstract":"
Millions of Syrian families have been displaced since the beginning of the Syrian war, and the negative effects of post-war trauma have shown detrimental effects on the mental health of refugee children. While educational strategies have focused on vocational training and academic achievement, little has been done to include music in the school curriculum to help these children improve their mental health. The literature of music education and psychology, on the other hand, shows the positive effects of music on traumatized children, especially when it comes to dealing with stress. This paper presents a brief literature review of trauma, music therapy, and music in the classroom, after having introduced the Syrian war and refugee situation. Furthermore, the paper highlights the benefits of using music with traumatized children from the literature and offers strategies for teachers (such as singing, playing an instrument, songwriting, and others) to include music in their classrooms to help Syrian refugee children deal with post-war trauma.<\/p>\r\n","references":"[1]\tM. Macksoud and J. L. Aber, \u201cThe war experiences and psychosocial development of children in Lebanon,\u201d Child development, vol. 67, no.1, pp. 70-88, Feb. 1996. \r\n[2]\tW. F. Ng. (2005, Nov.). Music therapy, war trauma, and peace: a Singaporean perspective. Voices: a world forum for music therapy. (Online). 5 (4). Available: http:\/\/doi:10.15845\/voices.v5i3.231.\r\n[3]\tA. Thabet, P. Vostanis, and K. Karim, \u201cGroup crisis intervention for children during ongoing war conflict,\u201d European child & adolescent psychiatry, vol. 14, no. 5, pp. 262-269, Jan. 14, 2005.\r\n[4]\tM. al-Haj and B. Tsacoyianis. (2014). Tuyoor al-Amal and Informal Education for Syrian Refugee Children in Lebanon. Syrian Studies Association Bulletin. (Online). 19(2). Available: https:\/\/ojcs.siue.edu\/ojs\/index.php\/ssa\/article\/view\/3084\/1058.\r\n[5]\t\u201cThe Syrian Refugee Crisis and its Representation in Europe\u201d, Sep. 2016; http:\/\/syrianrefugees.eu\/. \r\n[6]\tS. Culbertson and L. Constant, Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan, Rand Corporation, 2015, ch. 4, pp. 1985-1990.\r\n[7]\tJ. M. B. Balouziyeh, Hope and a Future: The Story of Syrian Refugees, Time Books, 2016, ch. 8, pp. 194-197.\r\n[8]\tM. Lefevre, \u201cPlaying with sound: the therapeutic use of music in direct work with children,\u201d Child and family social work, vol. 9, no. 4, pp. 333-345, Nov. 2004.\r\n[9]\tR. Quinlan, R. D. Schweitzer, N. Khawaja, and J. Griffin, \u201cPsychotherapy Evaluation of a school-based creative arts therapy programme for adolescents from refugee backgrounds,\u201d The Arts in Psychotherapy, vol. 47, pp. 72-78, Feb. 2016. \r\n[10]\tN. Ugurlu, L. Akca, and C. Acarturk. (2016). An art therapy intervention for symptoms of post-traumatic stress, depression and anxiety among Syrian refugee children. Vulnerable Children and Youth Studies. (Online). 11(2), pp. 89-102. Available: http:\/\/dx.doi.org\/10.1080\/17450128.2016.1181288. \r\n[11]\tJ. Orth. (2005, July). Music therapy with traumatized refugees in a clinical setting. Voices: a world Forum for music therapy. (Online). Available: http:\/\/doi:10.15845\/voices.v5i2.227.\r\n[12]\tS. Honig, \u201cThe Language of Lullabies,\u201d Young Children, vol. 60, no. 5, pp. 30-36, Sep. 2005.\r\n[13]\tL. Kelly and L. Doherty. (2016, June). \u201cA Historical Overview of Art and Music-Based Activities in Social Work with Groups: Nondeliberative Practice and Engaging Young People\u2019s Strengths. Social Work with Groups. (Online). Available: http:\/\/doi:10.1080\/01609513.2015.1091700. \r\n[14]\tN. S. Newcomb and L. Charles, \u201cMusic: a powerful resource for the elementary school counselor,\u201d Elementary school guidance & counseling, vol. 29, no. 2, pp. 150-155, Dec. 1994.\r\n[15]\tC. A. Malchiodi and D. A. Crenshaw, Creative Arts and Play Therapy for Attachment Problems, Guillford Publications, 2015, ch. 5, pp. 74-77.\r\n[16]\tG. Vines, \u201cMiddle school counseling: touching the souls of adolescents,\u201d Professional school counseling, vol. 9, no. 2, pp. 175-176, Dec. 2005.\r\n[17]\tE. Leichtle, \"Supporting Traumatized Students: A Toolkit for Teachers,\" master\u2019s thesis, School of Education, Hamline University, 2016. \r\n[18]\tR. Bright, \u201cMusic therapy in grief resolution,\u201d Bulletin of the Menniger Clinic, vol. 63, no. 4, pp. 481-498, 1999.\r\n[19]\tP. d'Ardenne and M. Kiyendeye, \u201cAn initial exploration of the therapeutic impact of music on genocide orphans in Rwanda,\u201d British Journal of Guidance & Counselling, vol. 43, no. 5, pp. 559-569, Sep. 2014. ","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 135, 2018"}