OAR@UM Collection:

We all come from somewhere : identity and belonging of young asylum seekers in transition and effects on counselling

Thu, 01 Jan 2015 00:00:00 GMT

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

The relationship between racial identity and privilege awareness among Maltese university students

Thu, 01 Jan 2015 00:00:00 GMT

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

Quality of the life of Maltese older adults with chronic venous insufficiency

Thu, 01 Jan 2015 00:00:00 GMT

Title: Quality of the life of Maltese older adults with chronic venous insufficiency Abstract: BACKGROUND: Whilst older Maltese individuals often complain about the symptoms and adverse effects of chronic venous insufficiency (CVI) on their health and Quality of Life (QOL), studies on how QOL is actually affected by this condition have not been carried out locally. The main objective of this study was therefore to explore in detail how CVI affects the health-related QOL of the Maltese older person and compare the data obtained to published international studies. The hypothesis was that CVI, especially in those suffering from active ulcers, significantly affects the quality of life of an elderly individual. Description: M.GER.

An investigation of the perceived multicultural competence among teachers in the Maltese education system

Thu, 01 Jan 2015 00:00:00 GMT

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