Positive outcomes Amidst the distress that was observed
and experienced amongst refugee families, there were also moments that tell us that our contributions are worthwhile. Change was observed in some children, including the ability to engage in positive interactions. For one volunteer who returned after a few months, the positive difference in some children included significant physical, speech and language development. The project is highly valued, with
residents frequently voicing support in the context of threats from authorities to reduce or even cease the project’s presence. One family reported: “You are everything to us. If you
were not here we would be depressed. Everyone from the camp loves Schoolbox” (Schoolbox, interview with resident family, 2018). We sense the appreciation of camp
residents in the welcome that volunteers receive on an ongoing basis, and there is a sense that this welcome is in part due to the act of being present, demonstrating that the plight of people affected by conflict is recognised.
Concluding refl ections As long as the situation of displacement
and transitory homes remains a global reality, there will be a need for such projects, to provide reminders of what humanity remains across divides of privilege. While alone we cannot remove or compensate for humanitarian crises, or national or international political agendas, projects can take care to hold awareness of limits and use such theoretical approaches that are responsive to such contexts. We would also encourage professionals
to consider using their skills in contributing to such projects, as it is only through skilled application and sharing that such approaches become viable and useful. These skills need not be the highest qualifi cations, but may equally be the ability to learn, engage with the dilemmas, and refl ect. What is off ered is humanity and hope through reaching out on a human to human level, and this is something that all volunteers are able to off er.
Acknowledgement Belle Sweeney, founder of Schoolbox Context 164, August 2019 Batseba, Lotus and Alex
References BBC (2016, March 20) Migrant Crisis: EU- Turkey Deal Comes Into Effect. Downloaded from:
https://www.bbc.co.uk/news/world- europe-35854413 [Accessed 10/06/19]. Butler, L.D., Critelli, F.M. & Rinfrette, E.S. (2011) Trauma-informed care and mental health. Directions in Psychiatry, 31(3): 197-212. European Council, Council of the European Union (2016) EU-Turkey Statement. Downloaded from:
https://www.consilium.europa.eu/en/ press/press-releases/2016/03/18/eu-turkey- statement/ [Accessed 10/06/19]. Fallot, R.D. & Harris, M. (2008) Trauma- informed approaches to systems of care. Trauma Psychology Newsletter, 3(1), 6-7. Hummer, V.L., Dollard, N., Robst, J. & Armstrong, M.I. (2010) Innovations in implementation of trauma-informed care practices in youth residential treatment: A curriculum for organizational change. Child Welfare, 89(2), 79. Schoolbox (2018) Schoolbox Stories: Life After War.
https://www.schoolboxproject.org/ schoolbox-stories/ [Accessed 10/06/19]. Walsh, F. (2007) Traumatic loss and major disasters: Strengthening family and community resilience. Family Process, 46(2), 207-227.
Jacqui Scott is a clinical psychologist who trained at the University of Hertfordshire, and spent eight weeks volunteering with Schoolbox in 2017-18. Contact:
Jacqueline.scott@
bath.edu
Lotus Warren is a qualified social worker, and spent nine months with the Schoolbox project in Greece, co- coordinating for six months in 2017-18.
Alex Sonkin is a teacher and, alongside Lotus, co-coordinated the Schoolbox project in Greece for six months in 2017-18.
Batseba Atsefaw is the current programme manager for Schoolbox in Europe, former coordinator of the Schoolbox project in Greece, and spends her time between the project in Greece and home in London.
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Refl ections on the value of trauma-informed care in a refugee-camp setting in Greece
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