The lived experience of the second high school female Afghan immigrants’ students with an emphasis on internal developmental assets
Subject Areas : روانشناسی تحولیMotahare Akbarimoqadam kakhki 1 , Elahe Hejazi 2 , Marziye Aali 3
1 - Master's student in Educational Psychology, School of Educational Sciences and Psychology, University of Tehran, Tehran, Iran
2 - university of Tehran
3 - Assistant Professor of Philosophy of Education, Department of Philosophy of Education, School of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.
Keywords: Afghan immigrants, developmental internal assets, lived experience, Students,
Abstract :
In recent years, the migration flow of Afghans to Iran has become more intense, therefore, the number of immigrant children were born in Iran has increased. It seems this group needs opportunities and experiences that can lead to mental health and May their talents flourish. On the other hand, the developmental assets framework seeks to provide more attention to the positive developmental resources that youth need for successful growth, and internal developmental assets identify specific social emotional strengths that are necessary for success in life. With the aim of identifying the lived experience of Afghan students with emphasis on internal developmental assets and the descriptive phenomenological method, 20 female Afghan secondary school students living in Mashhad and its outskirts were subjected to a semi-structured interview using the snowball method. Each interview was about It lasted for 30 minutes. The findings indicate 4 main themes of internal developmental assets, including positive identity, social abilities, adherence to moral values, and in search of learning. The overall findings suggest that Afghan female student immigrants possess appropriate internal assets. School attendance,, adherence to societal moral values, motivation for progress, and efforts to create a better future are evident traits among Afghan girls today.
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