Meaning, Role, and Sources of Hope among Refugee Children and Youth

Abstract

The aim of this research was to explore the meaning, role, and sources of hope among refugee children and youth. A qualitative methodology was applied and 11 full semi-structural interviews were conducted with children and youth from 15 to 24 years of age, from 8 Middle Eastern and African countries. Thematic analysis was used, and 4 main themes emerged throughout the interviews. The first one, Nature of hope, pointed out that hope is mostly viewed as something that can be learned and gained throughout life, and not as something we are all born with. Moreover, hope is perceived as non-linear, meaning it has the capacity to fluctuate during the life course, it can be enhanced but also decreased or lost, and sometimes it is closely tied to life events children and youth are facing. The second theme, Hope-goal interaction is mostly referred to the highly frequent perceptions that hope is closely tied to particular goals, and is not general and independent. Some of the participants viewed hope as the last resort when there is nothing else that can be done and some of them view hope as the most important when referring to goals that are highly controllable. The third theme that emerged, Two sides of the same coin – function of hope, summarizes that the role of hope is mostly two-fold – on one hand, it can serve as consolation, peace and calmness, and on the other hand, it can motivate and encourage to finish the started activity and to find strength. Finally, the last theme, Keeping hope, highlights who, what and how something can be done in order to keep hope in refugee children and youth. It is noted that, in most cases, common sources of hope (e.g. family, friends) are not available, while other refugees on the road do not have the emotional and physical capacities to lift hope. Hence, the only available sources of hope mentioned by our participants is selfreliance (e.g. proactive approach, emotional regulation) and professional support (psychologists, teachers, legal guardians). Support in lifting hope can be various: instrumental, informational and emotional, while some qualities of support are also stressed as important in lifting hope – how we talk, our presence and continuity of support, and strictly avoiding providing fake hope to refugee children and youth. 5 Practical recommendations are mostly focused on informing evidencebased and comprehensive psychosocial practice in direct work with refugee children and youth but are also useful to any person professionally and personally involved in their lives. This study provides strong evidence on the importance of conducting psychosocial programs focused on enhancing hope, with respect to the individual needs of the child and the complexity of the phenomenon of hope (e.g. acknowledging both functions of hope - consolation and motivation). More specifically, strategies of coping and emotional regulation can be useful tools to enhance self-reliance with fostering their mental health. It is of crucial importance to show that sometimes the best self-help strategy is seeking professional psychological help and that they do not need to go through difficult situations alone. Moreover, professionals may have in mind that hope often emerges in the context of particular goals. Instead of setting one “faraway” goal, it is better to divide it into few smaller and simpler goals that can be achieved sooner and easier, in order to preserve the feeling of control. Nonetheless, it must also be highlighted that the comprehensive model of care must incorporate instrumental, informational and emotional help. Thus, multisectoral cooperation is highly needed. When communicating with refugee children and youth, it is important to adjust voice, words and body language to make sure that message of acceptance and understanding is being sent. Moreover, it is highly needed to show presence and continuity of support, especially in difficult and challenging situations or emotional crises, along with showing authentic concern and will to help. Finally, if there is a need to tell unpleasant news, it needs to be tactful and empathetic, with preparing the child and offering space to digest adverse news, but also informing the child why the situation happened and what are the next steps that can be taken in order to overcome it. Even though these recommendations are broad and can be subject to adjustment with respect to a particular child/young person, situation, context and nature of the refugee-professional relationship, the main guideline is to always work in favour of, in agreement with, and for the needs of the child.