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The number of children living in a conflict zone in 2021 reached a staggering 449 million, which represents more than one out of every six children (Save the Children, 2022). When children are exposed to armed conflict the experiences can impair cognitive and social and emotional function. These functions can in return challenge and impair the child's learning processes. Through a comparative multiple-case study, using the lens of the Ecological Systems Theory, two humanitarian interventions; BLP in Gaza by NRC and HCT in Lebanon by IRC, the research aims at shining light on the opportunities and challenges with PSS educational interventions targeting children's trauma recovery and academic achievement. The research questions seek to create an understanding about how the interventions are designed and implemented and which strategies are the most impactful and less impactful, and lastly, what recommendations can be derived from the findings to guide similar NGOs in their design and implementation process. The main results showed that both BTP and HCT interventions effectively reduced traumatic stress and improved academic achievement among the beneficiaries. BLP demonstrated strengths in its multi-leveled design, parent involvement, and comprehensive materials for teachers. HCT demonstrated strengths in creating a supportive environment and structured teacher training but had low parent involvement. The findings emphasize the importance of a multi-leveled approach to enrich the child's social ecosystem.

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This thesis asks “What would a decolonized partnership look like between North Katangan and American United Methodists?” Guided by the 7-point mission praxis matrix developed in the missiology department at the University of South Africa, it explores a series of subquestions. First, the terms “mission,” “partnership,” and “decolonize” are defined, and literature applicable to these concepts is discussed. In Chapter 3, the historical relational power structures and culture of the Luba and Lunda Kingdoms are summarized. Chapter 4 provides a historical overview of American and North Katangan United Methodist (UM) collaborations and describes the dominant relational dynamics and mission models of each time period. This chapter draws heavily from memoirs, reports, and articles published by United Methodist agencies. Chapter 5 explores the psycho-affective dimension of these interactions, focusing on identifying issues of guilt, shame, grief, trauma, and racial biases at play. Chapter 6 documents the responses to in-depth interviews with North Katangan UMs and American collaborators about their memories and beliefs about a twenty-year period (approx. 1994-2014), during which a shift took place in the how North Katangan (DR Congo) church leaders viewed their own capacities relative to those of the American United Methodists they encountered. The final section compares the theological reflections of interview participants, explores the ways in which Methodist doctrine and praxis can be used in furthering the decolonization and healing process through the partnerships, and explores pathways forward. The interviews conducted reveal areas of tension in the partnership, differing missiologies (e.g. mission as outreach vs. mission as relationship), and visions of the future of the partnership. The responses show that the partnership is currently on a trajectory towards decolonization, but that more needs to be done in the areas of healing and self-awareness--both on the individual and collective level. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)