https://www.um.edu.mt/library/oar/handle/123456789/17753 2026-06-03T21:23:02Z https://www.um.edu.mt/library/oar/handle/123456789/130023 Title: We all come from somewhere : identity and belonging of young asylum seekers in transition and effects on counselling Abstract: This study explored the experiences of six former unaccompanied asylum-seeking young participants and their perspectives on their in-care experiences, preparation for leaving care, and after-care support, -taking into consideration the definitions and experiences of ‘home’, ‘identity’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. The research also enabled four professionals to share their views on practice and policy affecting unaccompanied asylum-seeking children leaving care. The study adopted an Interpretative Phenomenological Approach to collect and analyse the data generated through in-depth semi-structured interviews. A number of themes communicating the asylum-seeking young participants experience emerged. These include life before asylum, displacement and journey, definition of an asylum seeker and the care in the residential setting for UMAS, home and time, adaptation stressors, coping and managing stress when leaving care and thinking about the future. The data indicate that unaccompanied young people face considerable challenges in the transition from care towards independence and that practice falls short of the standard envisaged by the leaving care framework. This research has yielded useful information. It is hoped that this research will serve as an eye-opener for professionals working with young asylum seekers, and can assist them in preparing their clients for a smoother transition to adulthood. This research clearly brought out the need for further specialized training especially when dealing with trauma, and counsellors need to work further to increase self-awareness of their own cultural identity. Description: M.COUNSELLING 2015-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/130021 Title: The relationship between racial identity and privilege awareness among Maltese university students Abstract: Increasing multiculturalism in the world’s population has given rise to a melting pot of cultures, opinions and attitudes, resulting in positive and negative consequences on societies. Individuals have been forced to reconsider their identities and privileges when confronted with others from different groups, ethnicities and ideologies. This study was carried out with the aim to explore the relationship between racial identity and privilege awareness in Maltese university students. The study also aimed to explore which demographic variables indicated a strong relationship between racial identity and privilege awareness. It employed a quantitative correlational research method by compiling a questionnaire including two US constructed scales which were revised for the Maltese population – the Oklahoma Racial Attitudes Scale and the Awareness of Privilege and Oppression Scale-2, and a section on participant demographics. 212 Maltese born university students completed the questionnaire, the results of which were analysed using SPSS. Bivariate correlations showed a significant positive relationship between racial identity and privilege awareness (r = .234, p <.001), and indicated a number of demographic variables that relate with the scores of each scale. The data suggests that Maltese students are aware of their racial identities as well as their privileges, and that specific demographic groups show higher awareness of both. Further research in the field is recommended, particularly on larger samples of the Maltese population, while migrants’ perspectives should also be explored. Description: M.A.TRANSCULTURAL COUNSELLING 2015-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/19114 Title: An investigation of the perceived multicultural competence among teachers in the Maltese education system Abstract: Increasingly more students from different cultures are entering the education system in Malta heightening the need for all education professionals to be culturally competent, especially teachers. Specifically, teachers and transcultural counsellors who possess multicultural competence (awareness, knowledge and skills) can collaborate together to enhance the wellbeing of all students. The purpose of the study was to explore the perceived multicultural competence of teachers in state primary and secondary schools in Malta and Gozo. The research questions were: What is the perception of multicultural competence among state primary and secondary school teachers in Malta and Gozo? What is the relationship between perception of multicultural competence and teachers’ demographic factors? Based on the findings, how can transcultural counsellors and teachers collaborate together for the wellbeing of students? This study surveyed 191 teachers from state primary and secondary schools across colleges in Malta and Gozo. Findings reveal that teachers scored highest on Awareness and least in Skills. Teachers who attended a multicultural course scored significantly higher in their cultural competence than those who did not. The study sheds light on issues related to ethnorelativism, ethnocentrism and inclusion. Based on the findings, it is recommended that teachers actively work to increase their cultural competence and engage in dialogue and intentional collaborations with counsellors to meet the needs of students from diverse backgrounds. Description: M.A.TRANSCULTURAL COUNSELLING 2015-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/18406 Title: Youth’s perceptions of their social capital development within community-based programme experiences and counsellors' emerging role as social advocates Abstract: The purpose of this study was to explore youth’s perceptions of their social capital development within Community-Based Programme experiences and counsellors’ emerging role as social advocates. Six participants were invited to reflect on their experiences and shared their thoughts and meanings ascribed to them. The study adopted an Interpretative Phenomenological Approach to collect and analyse the data generated through individual audio-recorded semi-structured interviews. A number of themes communicating the essence of the youth’s experiences emerged. These include self-confidence and self-efficacy, social relationships, coping with challenges, empowerment and counsellors’ role. Findings reveal: (a) the value in providing Community-Based Programme opportunities to youth within accessible community spaces; (b) recognition of youth’s alternative civic engagement actions; and (c) acknowledgement of youth’s ability to be active agents of their own social capital. The findings further suggest the necessity of self-efficacy to encourage community connectedness and active participation amongst youth. This research proposes recommendations for future research and implications for counselling practice, training and supervision. One major implication is that counsellors can advocate to promote youth’s development and self-empowerment by working in community settings. Description: M.A.TRANSCULTURAL COUNSELLING 2015-01-01T00:00:00Z