Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1987. / Includes bibliographical references (leaves 219-228).

Thesis (D.Ed.Min.)--Southwestern Baptist Theological Seminary, 2004. / Includes abstract. Includes prospectus. This is an electronic reproduction of TREN, #049-0439. Includes bibliographical references (leaves 123-127).

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes abstract. Includes bibliographical references (leaves 125-132).

In line with dominant Western discourses regarding mental health, research concerning the wellbeing of forced migrants has tended to take an individualistic, symptom-focused approach. Although not without value and utility, it is argued that this narrow focus has the potential to obscure other important experiences, processes and perspectives relating to forced migration, such as considering how refugees make sense of and respond to their experiences at individual and familial levels. For example, there is no known qualitative research within the UK - and little internationally - which explores how the experience of forced migration impacts upon individual and family wellbeing, from the perspective of parents. Hence the aim of this study was to widen the narrow focus regarding refugee wellbeing. A qualitative approach was adopted, with semi-structured interviews exploring the experience of fleeing home and its impact upon family life in the UK for six refugee mothers. Interpretative Phenomenological Analysis (IPA) was selected as a suitable approach to data analysis. Three master themes emerged across participant data, namely: Loss as a constant companion to parenting; A shifting view of the self as a mother, and Taking the good with the bad in family life. A rich account of these master themes and corresponding subthemes is provided. Findings are discussed in relation to existing literature, alongside implications for clinical psychological research and practice, methodological considerations and suggestions for future research.

Il contesto contemporaneo pare attraversato da una grande sfida umana, che chiama in causa ognuno di noi ad interrogarsi circa il significato di educare nel tempo della pluralità. L’epoca attuale è caratterizzata dal fenomeno migratorio, dalla presenza stabile di cittadini di origine straniera residenti nel territorio italiano e da una globalizzazione della persona umana. È in questo contesto che il presente lavoro prende in esame, nel quadro della ricerca qualitativa qui condotta, le narrazioni di storie di vita di genitori di origine ghanese residenti nella provincia di Bergamo e Brescia al fine di problematizzare alcune categorie pedagogiche legate al ruolo genitoriale. Ne emerge uno spaccato interessante che mostra l’importanza per questi genitori di mantenere un legame con la terra di origine, la necessità di aprirsi al contesto in cui vivono e la sfida nel rapporto con i figli nati e/o cresciuti nel paese di residenza. La ricerca ha dimostrato come la pedagogia, accogliendo questi vissuti, sia in grado di promuovere riflessioni e spazi di interesse in cui le differenze reciproche sono occasione di crescita comune, nella molteplicità delle culture. / The contemporary context seems to be marked by a great human challenge which calls each of us into question about the meaning of educating in this time of plurality. The time we live in is characterized by the migration phenomenon , the stable presence of citizens of foreign origin living in the Italian territory and by a globalization of the human person. The present work has examined, within the framework of qualitative research and the current social context, the life stories of Ghanaian-born parents living in the province of Bergamo and Brescia. This was carried out in an attempt to problematize multiple pedagogical categories related to the parenting function. The result is an interesting cross- section that shows the importance for these parents to maintain a bond with the country of origin, the need to open up to the context in which they live, and the challenge found in the relationship with their children born and/or raised in their country of residence. The research has shown how pedagogy, by accepting these experiences, is able to promote reflections and spaces of interest in which mutual differences are an opportunity for common growth within the multiplicity of cultures.