Empathy in Isolation: Lived Experiences of Teachers of Refugee Children.

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ID: 98556
2019
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Abstract
We conducted a phenomenological study of responses to open-ended questions by teachers of refugee children that have been resettled in the United States, Michigan. Three primary themes emerged from responses: value in empathic, reciprocal relationships; increased system capacity through programming/resources; and meaningful impact from professional development. Teachers were empathic advocates, often experiencing isolation and supported by limited resources. We apply themes to identify perceived effectiveness of advocacy as a structural mechanism used in belief formation within a sociocultural-self model. Based on Giroux, we conclude with recommendations for flexible, individualized programs that provide socioemotional support by engaging multiple systems through sustained professional development.
Reference Key
leroy2019empathyintegrative Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors LeRoy, Adam Scott;Boomgaard, Shawna Lyn;
Journal integrative psychological & behavioral science
Year 2019
DOI
10.1007/s12124-019-09508-0
URL
Keywords
phenomenology empathy refugee lived experience resettlement

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