Optimal sizing of HRESs.
\\n\\n
IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\\n\\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\\n\\nLaunching 2021
\\n\\nArtificial Intelligence, ISSN 2633-1403
\\n\\nVeterinary Medicine and Science, ISSN 2632-0517
\\n\\nBiochemistry, ISSN 2632-0983
\\n\\nBiomedical Engineering, ISSN 2631-5343
\\n\\nInfectious Diseases, ISSN 2631-6188
\\n\\nPhysiology (Coming Soon)
\\n\\nDentistry (Coming Soon)
\\n\\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\\n\\nNote: Edited in October 2021
\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/132"}},components:[{type:"htmlEditorComponent",content:'With the desire to make book publishing more relevant for the digital age and offer innovative Open Access publishing options, we are thrilled to announce the launch of our new publishing format: IntechOpen Book Series.
\n\nDesigned to cover fast-moving research fields in rapidly expanding areas, our Book Series feature a Topic structure allowing us to present the most relevant sub-disciplines. Book Series are headed by Series Editors, and a team of Topic Editors supported by international Editorial Board members. Topics are always open for submissions, with an Annual Volume published each calendar year.
\n\nAfter a robust peer-review process, accepted works are published quickly, thanks to Online First, ensuring research is made available to the scientific community without delay.
\n\nOur innovative Book Series format brings you:
\n\nIntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\n\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\n\nLaunching 2021
\n\nArtificial Intelligence, ISSN 2633-1403
\n\nVeterinary Medicine and Science, ISSN 2632-0517
\n\nBiochemistry, ISSN 2632-0983
\n\nBiomedical Engineering, ISSN 2631-5343
\n\nInfectious Diseases, ISSN 2631-6188
\n\nPhysiology (Coming Soon)
\n\nDentistry (Coming Soon)
\n\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\n\nNote: Edited in October 2021
\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"7834",leadTitle:null,fullTitle:"Psychological Trauma",title:"Psychological Trauma",subtitle:null,reviewType:"peer-reviewed",abstract:"Trauma presents as a negative experience or situation of an individual in which coping mechanisms do not always work perfectly. This leads to the appearance of disturbing behavior, thinking, or developing disorders in the area of mental illnesses. Psychological trauma is related to chronic and repetitive experiences and the term and situation that refer to it must be consider objectively because it is up to each survivor to determine if it is traumatic. Future studies in the area of psychological trauma need to be conducted with the aim of defining anatomical correlates of stress and its underlying pathophysiological mechanisms.",isbn:"978-1-78984-370-5",printIsbn:"978-1-78984-369-9",pdfIsbn:"978-1-83962-804-7",doi:"10.5772/intechopen.77651",price:119,priceEur:129,priceUsd:155,slug:"psychological-trauma",numberOfPages:114,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"bf017e468f45af73aeddb136833b319b",bookSignature:"Ana Starcevic",publishedDate:"November 13th 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7834.jpg",numberOfDownloads:7272,numberOfWosCitations:0,numberOfCrossrefCitations:1,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:4,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:5,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"October 16th 2018",dateEndSecondStepPublish:"December 20th 2018",dateEndThirdStepPublish:"February 18th 2019",dateEndFourthStepPublish:"May 9th 2019",dateEndFifthStepPublish:"July 8th 2019",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"182584",title:"Dr.",name:"Ana",middleName:null,surname:"Starcevic",slug:"ana-starcevic",fullName:"Ana Starcevic",profilePictureURL:"https://mts.intechopen.com/storage/users/182584/images/system/182584.jpg",biography:"Dr. Ana Starcevic is an Assistant Professor of Anatomy and researcher at the Medical Faculty, University of Belgrade. She holds PhD in Molecular medicine and has extensive experience and expertise in Basic and Applied Neuroscience. Translational approach in neuroscience is one of her main research goals, as it bridges the gap between basic investigations of different mental conditions and psychological operations such as cognitive to human social behavior. Dr. Starcevic is also a Psychiatry specialist who worked with individuals with Posttraumatic stress disorder and Transgender people. Dr. Ana Starcevic is a member of Serbian Medical Society, Serbian Anatomical Society, Serbian Psychiatric Society, European Society for Traumatic Studies (ESTSS), International Society for Development and Sustainability (ISDS). She is the author of a large number of peer reviewed papers and the regular speaker at the international scientific conferences.",institutionString:"University of Belgrade",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"University of Belgrade",institutionURL:null,country:{name:"Serbia"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1061",title:"Psychiatry",slug:"mental-and-behavioural-disorders-and-diseases-of-the-nervous-system-psychiatry"}],chapters:[{id:"69569",title:"Introductory Chapter: Psychological Trauma",doi:"10.5772/intechopen.89519",slug:"introductory-chapter-psychological-trauma",totalDownloads:1023,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Ana Starcevic",downloadPdfUrl:"/chapter/pdf-download/69569",previewPdfUrl:"/chapter/pdf-preview/69569",authors:[{id:"182584",title:"Dr.",name:"Ana",surname:"Starcevic",slug:"ana-starcevic",fullName:"Ana Starcevic"}],corrections:null},{id:"67251",title:"A Relational Perspective on Psychological Trauma: The Ghost of the Unspent Love",doi:"10.5772/intechopen.86375",slug:"a-relational-perspective-on-psychological-trauma-em-the-ghost-of-the-unspent-love-em-",totalDownloads:1282,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Psychological trauma is central to the practice of all psychological therapies and is possibly one of the most frequently uttered terms in the history of psychology since its philosophical inception by the Ancient Greeks. Despite the abundance of scholarship devoted to the study and conceptualization of trauma, it remains a perplexing phenomenon given that the majority of contemporary studies focus on post-traumatic symptomatology and allied diagnostic pathology. While the psychopathology of post-traumatic ramifications has been thoroughly examined, the pathopsychology of trauma remains an arena of ongoing exploration and debate. The purpose of the current chapter is to offer an overview of the most predominant conceptual frameworks of psychological trauma residing in the psychodynamic school of thought, which not only addresses the intrapsychic and interpersonal origins of traumatic pathology but also provides a normative framework of healthy human development. Alongside that, a clinical case vignette will be presented to illustrate the interventions, processes, and outcome of psychodynamic treatment for complex trauma. Positioned within a post-modernist paradigm, the chapter aims to review current psychodynamic literature from a perspective that supports the notion that reality can be interpreted in multiple ways and thus embraces the diversity of multiple analytical contributions to the study of trauma.",signatures:"Catherine Athanasiadou-Lewis",downloadPdfUrl:"/chapter/pdf-download/67251",previewPdfUrl:"/chapter/pdf-preview/67251",authors:[{id:"287692",title:"Dr.",name:"Catherine",surname:"Lewis",slug:"catherine-lewis",fullName:"Catherine Lewis"}],corrections:null},{id:"67148",title:"Eicosapentaenoic Acid Intake Associated with Reduced Risk of Posttraumatic Stress Disorder after the Great East Japan Earthquake and Tsunami",doi:"10.5772/intechopen.86363",slug:"eicosapentaenoic-acid-intake-associated-with-reduced-risk-of-posttraumatic-stress-disorder-after-the",totalDownloads:747,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:1,abstract:"Posttraumatic stress disorder (PTSD) is a debilitating condition characterized by intrusion, avoidance, hyperarousal symptoms after exposure to traumatic events. Since polyunsaturated fatty acids (PUFAs) have been implicated, we examined the possible association of PTSD with plasma PUFA level and dietary fish intake in 563 women who was struck by the Great East Japan Earthquake and Tsunami. The impact event scale-revised (IES-R) was used to assess PTSD symptoms. Dietary intake was estimated by a self-report questionnaire. Multivariate analysis controlling for age, body mass index, and stress revealed that PTSD status (IES-R ≥ 25) was associated with plasma eicosapentaenoic acid (EPA) level (P = 0.039). In the high-stress group, there were significantly inverse correlations of plasma EPA with IES-R total (r = −0.389, P = 0.031), intrusion (r = −0.370, P = 0.04), and hyperarousal scores (r = −0.480, P = 0.006), although such correlations were not found in the moderate-stress group. Fish intake that increased plasma EPA showed similar correlations with IES-R scores in the severely stressed group. Our results suggest that higher plasma EPA level and EPA-increasing fish intake are associated with a lower risk for PTSD in individuals who have suffered severe stress in a natural disaster.",signatures:"Emiko Aizawa, Miho Ota, Ikki Ishida, Norie Koga, Kotaro Hattori, Shinji Sato, Takashi Asada and Hiroshi Kunugi",downloadPdfUrl:"/chapter/pdf-download/67148",previewPdfUrl:"/chapter/pdf-preview/67148",authors:[{id:"290094",title:"Prof.",name:"Hiroshi",surname:"Kunugi",slug:"hiroshi-kunugi",fullName:"Hiroshi Kunugi"},{id:"299896",title:"Prof.",name:"Emiko",surname:"Aizawa",slug:"emiko-aizawa",fullName:"Emiko Aizawa"},{id:"299898",title:"Dr.",name:"Miho",surname:"Ota",slug:"miho-ota",fullName:"Miho Ota"},{id:"299902",title:"MSc.",name:"Ikki",surname:"Ishida",slug:"ikki-ishida",fullName:"Ikki Ishida"},{id:"299903",title:"MSc.",name:"Norie",surname:"Koga",slug:"norie-koga",fullName:"Norie Koga"},{id:"299904",title:"Prof.",name:"Kotaro",surname:"Hattori",slug:"kotaro-hattori",fullName:"Kotaro Hattori"},{id:"299906",title:"Prof.",name:"Shinji",surname:"Sato",slug:"shinji-sato",fullName:"Shinji Sato"},{id:"299909",title:"Prof.",name:"Takashi",surname:"Asada",slug:"takashi-asada",fullName:"Takashi Asada"}],corrections:null},{id:"67627",title:"Borderline Personality Disorder and Childhood Trauma: The Posited Mechanisms of Symptoms Expression",doi:"10.5772/intechopen.86442",slug:"borderline-personality-disorder-and-childhood-trauma-the-posited-mechanisms-of-symptoms-expression",totalDownloads:1283,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Traumatic events are reported in a large percentage of the population, however, only in some individuals it will lead to a diagnosable trauma-related disorder. Borderline personality disorder (BPD) is deemed to be a form of acute reaction to childhood trauma. Therein experiences of childhood abuse and neglect take on an important etiological role, generating severely disorganized attachment relationships, which in turn affect the development of emotional regulation systems, and significantly inhibit the development of mentalization and metacognitive skills. Furthermore, the last decade has seen important contribution of neuroscientific research in shedding light on the neurobiological correlates of traumatic experiences. A wealth of scientific literature links the onset of BPD to the combination between genetic and environmental factors (G×E), in particular between biological vulnerabilities and the exposure to traumatic experiences during childhood. Although no research can predict with certainty which trauma will translate into symptoms, there are indications as to who is more at risk of developing a trauma-related disorder. Herein we describe the psychological and epigenetic mechanisms affected by childhood trauma and altered in BPD patients.",signatures:"Maria Uscinska, Nicolo’ Gagliano, Andrea Polla Mattiot and Silvio Bellino",downloadPdfUrl:"/chapter/pdf-download/67627",previewPdfUrl:"/chapter/pdf-preview/67627",authors:[{id:"285336",title:"Dr.",name:"Maria",surname:"Uscinska",slug:"maria-uscinska",fullName:"Maria Uscinska"},{id:"288179",title:"Dr.",name:"Andrea",surname:"Polla Mattiot",slug:"andrea-polla-mattiot",fullName:"Andrea Polla Mattiot"},{id:"302735",title:"Dr.",name:"Nicolo'",surname:"Gagliano",slug:"nicolo'-gagliano",fullName:"Nicolo' Gagliano"}],corrections:null},{id:"67727",title:"Recovery, Rehabilitation and Positive Psychology for Chronic Post-Traumatic Stress Disorder: Theoretical and Practical Aspects among French Veterans",doi:"10.5772/intechopen.86813",slug:"recovery-rehabilitation-and-positive-psychology-for-chronic-post-traumatic-stress-disorder-theoretic",totalDownloads:886,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Recovery, in terms of psychological health, is a complex concept that has to be distinguished from the notions of healing and remission. The latter refers to the evolutionary terms of the disease, while recovering from mental illness means to emerge from a psychiatric patient identity and regain an active and satisfying social life. It is clear from the literature that recovery is a complex and elusive concept in a global perspective. Two complementary visions coexist in literature and direct the rehabilitation interventions: a vision focused on mental illness (pathogenic approach) and a vision focused on the concept of sense of subjective well-being and positive mental health (salutogenic approach). Positive psychology studies the conditions, the processes and the actions that contribute to the flourishing or optimal functioning of individuals, groups and institutions. We present results evaluating the psychological resources which remain sustainable for these trauma-exposed soldiers according to their post-traumatic stress disorder (PTSD) symptoms and the dynamics of resource reappropriation after the military rehabilitation program, which focuses on values in action (VIA) as character strengths. They suggest that this approach might bring concepts to better conceptualize the dynamics of recovery and offer levers of action to enrich rehabilitation.",signatures:"Célia Belrose, Lionel Gibert and Marion Trousselard",downloadPdfUrl:"/chapter/pdf-download/67727",previewPdfUrl:"/chapter/pdf-preview/67727",authors:[{id:"288577",title:"Prof.",name:"Marion",surname:"Trousselard",slug:"marion-trousselard",fullName:"Marion Trousselard"},{id:"288578",title:"Dr.",name:"Célia",surname:"Belrose",slug:"celia-belrose",fullName:"Célia Belrose"},{id:"288579",title:"Dr.",name:"Lionel",surname:"Gibert",slug:"lionel-gibert",fullName:"Lionel Gibert"}],corrections:null},{id:"67301",title:"The Role of Therapeutic Landscape in Improving Mental Health of People with PTSD",doi:"10.5772/intechopen.86543",slug:"the-role-of-therapeutic-landscape-in-improving-mental-health-of-people-with-ptsd",totalDownloads:1124,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:1,abstract:"Post-traumatic stress disorder (PTSD) as a complex disorder, with serious consequences, affects the quality of life of the individual, the family, as well as the community. Therefore, the subject of this chapter is to study how to reduce stress and improve the quality of life of these people and consequently the community. This chapter is based on documentary studies including the foundations of the theory, the study of the results of experiments in the world, and case studies in this field, which shows that the interaction of individuals with PTSD and therapeutic landscapes can act as a therapeutic mechanism. In the following, features from therapeutic landscapes that help to optimize mental health levels are reviewed in people with PTSD, briefly.",signatures:"Shima Taheri, Amirhosein Shabani and Maryam Ghasemi Sichani",downloadPdfUrl:"/chapter/pdf-download/67301",previewPdfUrl:"/chapter/pdf-preview/67301",authors:[{id:"296657",title:"Dr.",name:"Shima",surname:"Taheri",slug:"shima-taheri",fullName:"Shima Taheri"},{id:"296658",title:"Dr.",name:"Maryam",surname:"Ghasemi Sichani",slug:"maryam-ghasemi-sichani",fullName:"Maryam Ghasemi Sichani"},{id:"296659",title:"Dr.",name:"Amirhosein",surname:"Shabani",slug:"amirhosein-shabani",fullName:"Amirhosein Shabani"}],corrections:null},{id:"67676",title:"Videoconferencing Psychotherapy in an App Environment for Trauma-Related Psychopathology",doi:"10.5772/intechopen.86364",slug:"videoconferencing-psychotherapy-in-an-app-environment-for-trauma-related-psychopathology",totalDownloads:927,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:1,abstract:"The theoretical background of the life-span sequelae of exposure to interpersonal psychological trauma (emotional or physical neglect or abuse or sexual abuse) in childhood, particularly when a primary caretaker is involved, and its assessment and treatment possibilities in a 100% online environment are outlined. These sequelae may be understood as a complex variant of PTSD (CPTSD) or a complicated array of overlapping mental and personality disorders or as trans-diagnostic symptoms. However, disorders of extreme stress not otherwise specified (DESNOS) constitute a distinct syndrome of potential clinical utility. In childhood, adolescence, and young adulthood (YA), these symptoms seem encompassed by developmental trauma disorder (DTD). Affect dysregulation, identity alterations, and relational impairment are central features of DESNOS/DTD/CPTSD and can also be understood as trans-diagnostic symptom clusters. More and more people use smartphone apps in daily life. Therefore we started our 100% online treatments in patients’ environments and at their convenience (need driven). Our digitally enriched outpatient clinics (DOCs) using smartphone apps for videoconferencing psychotherapy (VCP) and personal data monitoring aim to augment established evidence-based treatment protocols. Also, they facilitate continuously gathering real-time sensor- and self-reported data that improve ecological validity of self-reports and monitoring for course of treatment and relapse prevention.",signatures:"Annemiek van Dijke and Jacques van Lankveld",downloadPdfUrl:"/chapter/pdf-download/67676",previewPdfUrl:"/chapter/pdf-preview/67676",authors:[{id:"290016",title:"Ph.D.",name:"Annemiek",surname:"Van Dijke",slug:"annemiek-van-dijke",fullName:"Annemiek Van Dijke"},{id:"298192",title:"Prof.",name:"Jacques",surname:"Van Lankveld",slug:"jacques-van-lankveld",fullName:"Jacques Van Lankveld"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"6819",title:"Prefrontal Cortex",subtitle:null,isOpenForSubmission:!1,hash:"903b3a38d3c8196f6a865526c124a6de",slug:"prefrontal-cortex",bookSignature:"Ana Starcevic and Branislav Filipovic",coverURL:"https://cdn.intechopen.com/books/images_new/6819.jpg",editedByType:"Edited by",editors:[{id:"182584",title:"Dr.",name:"Ana",surname:"Starcevic",slug:"ana-starcevic",fullName:"Ana Starcevic"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"510",title:"Anxiety Disorders",subtitle:null,isOpenForSubmission:!1,hash:"183445801a9be3bfbce31fe9752ad3db",slug:"anxiety-disorders",bookSignature:"Vladimir Kalinin",coverURL:"https://cdn.intechopen.com/books/images_new/510.jpg",editedByType:"Edited by",editors:[{id:"31572",title:null,name:"Vladimir V.",surname:"Kalinin",slug:"vladimir-v.-kalinin",fullName:"Vladimir V. 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Even though there is a need to use renewable energy sources, the main problem with it is the dependency on environmental conditions like solar irradiance and wind speed. The individual energy sources cannot provide continuous power supply to the load because of the uncertainty and on-and-off nature of the environmental conditions [1]. Combining intermittent renewable energy sources with other dispatchable sources of energy such as biogas and fuel cells as well as energy storage systems provides a solution to address this challenge. Hybrid renewable energy system (HRES) is a term to describe the combination of two or more renewable and nonrenewable energy sources. Basic components of such systems are power sources (wind turbine, diesel engine generator and solar arrays), the battery and the power management center, which regulates power production from each of the sources [1]. As an example of such systems, microgrid is an integrated energy system that includes energy resources, loads and storages. Microgrids found popularity over the years due to the needs for distributed generation and with the integration of HRESs including photovoltaic (PV) and wind generators as well as the battery storage devices. The microgrids have many benefits for both utility grids and customers, such as higher power quality, reduction in carbon emission, energy efficiency and reduced costs. Another capability of microgrids is islanding which allows the microgrid to be disconnected from the utility grid in the case of upstream disturbances or voltage fluctuations [2].
\nOperating an HRES requires optimizing its performance while satisfying its physical and technical constraints. Therefore, optimization tools, techniques and applications have found popularity to achieve these goals [3].
\nThis chapter provides an overview of the optimization techniques, optimization objectives and component sizing for hybrid renewable energy systems. Section 2 summarizes optimal sizing results of hybrid renewable energy systems in different studies. Section 3 describes the three commonly used algorithms to optimize the operation and modelling of hybrid energy systems: classical algorithms, metaheuristic algorithms and hybrid algorithms. Section 4 reviews different objective functions, constraints and indexes in use for the hybrid system optimization.
HRESs require an optimal design for their component sizing to economically, efficiently and reliably meet the objectives outlined in Section 4. Table 1 provides examples of studies related to HRES optimal sizing along with details regarding the hybrid system components, their load characteristics and sizing results.
\nReferences | Components of the hybrid system | Load specifications | Sizing results |
---|---|---|---|
[4] | \nWind turbine (WT), photovoltaic (PV) and battery | \n225 kW peak, 25 kW base | \n195 kW WT, 85 kW PV, 230 kW microturbine, 2.14 kAh battery | \n
[5] | \nWT, PV, microturbine and battery | \n1.5 kW constant | \n6 kW WT, 12.8 kW PV, 6 kAh battery | \n
[6] | \nWT, PV, diesel and battery | \n26 kW peak, 5 kW base | \n15 kW WT, 24 kW PV 50 kW diesel, 151 kWh battery | \n
[7] | \nWT, PV and battery | \n1500 W | \n78 × 100 W PV, 2 × 6 kW WT, 5000 Ah (24 V) battery | \n
[8] | \nPV, diesel and battery | \n3.5 kW peak, 0.25 kW base | \n2.8 kW DG, 4.2 m2 PV, 2.75 kWh battery | \n
[9] | \nWind, PV and energy storage | \n1 MW peak, 0.4 MW base | \n2.096 MW wind, 0 MW PV, 6.576 MWh energy storage | \n
[10] | Wind, PV and energy storage | 2.42 MW wind, 0 MW PV, 6.7878 MWh energy storage |
Optimal sizing of HRESs.
Optimization algorithms are ways of computing maximum or minimum of mathematical functions. Different objectives can be considered when optimizing a system’s design. Maximizing the efficiency of the system and minimizing the cost of its production are examples of such objectives. Optimization methods and techniques can help to solve complex problems. When designing a HRES, we have to consider its components’ performances. The main goal is to have a better performance with reduced costs. These goals can be achieved through optimal modelling of the system [11]. The three commonly used modelling and optimization techniques for hybrid systems are classical algorithms, metaheuristic methods and hybrid of two or more optimization techniques.
\nClassical optimization algorithms use differential calculus to find optimum solutions for differentiable and continuous functions. The classical methods have limited capabilities for applications whose objective functions are not differentiable and/or continuous. Several conventional optimization methods have been used for hybrid energy systems. Linear programming model (LPM), dynamic programming (DP) and nonlinear programming (NLP) are examples of classical algorithms widely in use for optimizing HRESs.
\nLinear programming model (LPM) studies the cases in which the objective function is linear and the design variable space is specified using only linear equalities and inequalities.
\nThis model has been used in several studies for HRES optimization [12–17]. These studies take advantage of the LPM capabilities to stochastically perform reliability and economic analysis. However, the energy delivery capability of the overall system is adversely affected by failure of any of the renewables to function properly [11].
\nNonlinear programming (NLP) model studies the general cases in which the objective functions or the constraints or both contain nonlinear parts. This model has been used in some studies [18, 19]. The model enables solving complex problems with simple operations. However, high number of iterations for numerical methods such as NLP increases the computational burden of the problem [11].
\nDynamic programming (DP) studies the cases in which the optimization strategy is based on splitting the problem into smaller subproblems. This method helps solving sequential or multistage problems in which the stages are related together. One advantage of DP is the ability of optimizing each stage. Therefore, it can address the complexity of larger systems. However, high number of recursive functions for DP makes the coding and implementation complex and confusing [11]. Ref. [20] provides an example of studies that uses DP for HRES optimization.
Metaheuristic search techniques have been extensively used for optimizing complex systems such as HRESs due to their capabilities to give efficient, accurate and optimal solutions. These algorithms are nature-inspired as their developments are based on behaviour of nature. Examples of metaheuristic optimization in use for HRESs include genetic algorithm (GA), particle swarm optimization (PSO), simulated annealing (SA) and ant colony (AC) algorithm.
\nGenetic algorithm (GA) is an evolutionary population-based algorithm that includes several operations such as initialization, mutation, crossover and selection to ensure finding an optimal solution to a given problem. Several studies used GA to optimize the design and operation of HRESs [21–28]. GA may result in local optima if it is not initialized or designed properly.
\nParticle swarm optimization (PSO) simulates the social behaviour of how a swarm moves to find food in a specific area. It is an iterative algorithm with the goal of finding a solution for a given objective function within a given space. Its application for optimizing HRESs has been investigated in several studies [29–34]. PSO is efficient in solving the scattering and optimization problems. However, it requires several modifications due to its complex and conflicted nature [11].
\nSimulated annealing (SA) is based on the metal annealing processing. A metal gets melted at a very high temperature and then it gets cooled down and finally gets frozen into a crystalline state with the minimum amount of energy. As a result, the metal develops larger crystal sizes with a minimum amount of defects in its metallic structure. SA has been used for hybrid system sizing in several studies such as [35].
\nAnt colony (AC) algorithm is based on behaviour of ants to use a specific pheromone to mark the path for other ants. More pheromones are left on the path as more ants follow the same path. On the other hand, if a path is not used, then the smell of the last pheromone will disappear. Ants are more attracted to the paths with the most pheromone smells and it usually leads them to places with most foods. By following this method, ants mark the shortest path towards food. AC simulates this behaviour to find the most optimal solution for a given objective function [36]. This algorithm has been used for size optimization for hybrid systems [37]. AC algorithms have high convergence speed but require long-term memory space [11].
Combination of two or more optimization techniques can overcome limitations of the individual techniques mentioned above to provide more effective and reliable solutions for HRESs. This combination is referred to as hybrid techniques. Examples of such techniques are SA-Tabu search; Monte Carlo simulation (MCS)-PSO; hybrid iterative/GA; MODO (multiobjective design optimization)/GA; artificial neural fuzzy interface system (ANFIS); artificial neural network/GA/MCS; PSO/DE (differential evolution); evolutionary algorithms and simulation optimization-MCS which have been used in several studies for optimizing HRESs [38–47]. Although hybrid techniques enhance the overall performance of the optimization, they may suffer from some limitations. Examples of such limitations are the partial optimism of the hybrid MCS-PSO method in [40], suboptimal solutions of the hybrid iterative/GA in [41], cost-sizing compromise of the hybrid methods in [42, 43], design complexity of the hybrid ANN/GA/MCS method in [44], random adjusting of the inertia weight of the evolutionary algorithm in [46] and coding complexity of the optimization-MCS in [47].
Various criteria are considered for optimal design and component sizing of HRESs. These criteria can be broadly categorized as economic and technical. Economic criteria are used to minimize costs of HRESs. Technical criteria include reliability, efficiency and environmental objectives to supply the load demand of HRESs at desired reliability levels with maximum efficiency and minimum greenhouse gas emissions.
\nHRESs often times include higher capital costs and lower operation and maintenance (O&M) costs which require an optimization to determine the compromise solution between the costs and benefits. Cost optimization of hybrid renewable energy systems includes minimizing energy cost, net present cost (NPC) and any other costs associated with such systems.
\nSeveral studies have investigated minimizing levelized cost of energy (LCE) for HRESs. LCE is the ratio of total cost of the hybrid system to the annual energy supplied by the system. Table 2 summarizes the related research works, their objective functions, techniques in use for optimization and their main findings.
\nReferences | Objective function(s) | Optimization technique | Findings |
---|---|---|---|
[33] | \n8760 = hours per year. | \nPSO | \nLevelized cost of energy is achieved which is based on several factors such as financing, insurance, maintenance and other depreciation factors. | \n
[48] | \nAn optimal model is developed to ensure capacity sizes are ideal for different hybrid system components including PV system, wind system and battery bank. | \n||
[49] | \n; | An optimal sizing model is designed for solar wind systems to meet energy demands. | \n|
[50, 51] | \nMonthly and daily energy balances are evaluated for optimal configurations of hybrid PV/wind systems. | \n||
[52] | \nGA | \nA compromise solution is obtained between the levelized cost of energy and CO2 emission. | \n|
[53] | \nLevelized cost of energy is estimated on the basis of electricity pricing for the entire life cycle of a given hybrid system. | \n||
[54] | \nA hybrid wind-PV system is designed for an off-grid electrification project considering several parameters such as number, type and location of generators, controllers, batteries and inverters. | \n||
[55] | GA | PV-diesel hybrid systems are shown to be optimal economic solutions to incorporate renewable energy into pumping for drip irrigation facilities. |
Optimization of HRESs for minimizing LCE.
Net present cost (NPC) of an HRES is defined as the total present value of the system that includes the initial cost of the system components as well as the replacement and maintenance cost within the project lifetime. The objective here is to minimize the NPC of HRESs. Table 3 summarizes the related research works, their objective functions, techniques in use for optimization and their main findings.
\nReferences | Objective function | Optimization technique | Findings | \n
---|---|---|---|
[56] | \nPSO | \nA hybrid system of solar, diesel, hydro, biomass and biogas energy is optimally designed to meet the load demand of seven villages in India. CO2 emissions, renewable fraction, net present cost and cost of energy are included in the model. | \n|
[57] | \nThe PV/diesel/battery HRES configuration is found as the optimum solution among different hybrid system configurations for different study areas within the geopolitical zones of Nigeria. | \n||
[58] | \nANN/GA | \nA model is developed to evaluate technical and economic impacts of charge controller operation and coulombic efficiency on stand-alone hybrid PV/wind/diesel/battery power systems. | \n|
[59] | Two scenarios are modeled for stand-alone hybrid renewable systems with hydrogen production and storage. The hybrid wind/PV model was found to provide the optimal configuration for the study area. |
Optimization of HRESs for minimizing NPC.
Other cost-related optimizations include minimizing life cycle cost (LCC), levelized unit electricity cost (LUEC), annualized cost of the system (ACS), capital cost (CC) of the hybrid system, total cost of the system (TCS) and average generation cost (AGC). Table 4 summarizes the related research works, their objective functions, techniques in use for optimization and their main findings.
\nReferences | Objective function | Optimization technique | Findings |
---|---|---|---|
[42] | \nMultiobjective programming (MOP)/GA | \nA multiobjective optimization is developed to combine life cycle cost, embodied energy and loss of power supply probability as the objectives for designing an autonomous hybrid wind/PV/battery system. An optimal economic and environmental design is obtained among the Pareto solutions based on the designer’s preferences. | \n|
[60] | \nAn optimization is developed to incorporate reliability and cost models for a grid-independent hybrid PV/wind system. | \n||
[61] | \n\nGA | \nOptimal component sizes are calculated for a standalone hybrid wind-PV-battery system. | \n|
[7] | \n; | \nGA | \nOptimal PV module number and slope angle, wind turbine number and installation height and battery capacity are calculated to design a hybrid system for a telecommunication relay station. | \n
[62] | \nPSO | \nTotal cost of a stand-alone hybrid power generation system is reduced while maximizing its reliability. | \n|
[63] | Cav = the average generation cost; | An integrated renewable energy optimization model (IREOM) is developed to size renewable energy systems for desired reliability levels. |
Optimization of HRESs for minimizing other costs.
Besides the cost optimization explained in Section 4.1, technical objectives can be also optimized when designing an HRES. Technical objectives include, but are not limited to, satisfying desired reliability levels based on loss of power supply probability (LPSP) or loss of load probability (LOL) [64–66], minimizing cost/efficiency ratio [67], minimizing carbon emissions [68] and maximizing power availability [69]. Table 5 summarizes the related research works, their objective functions, techniques in use for optimization and their main findings.
\nReferences | Objective function | Optimization technique | Findings |
---|---|---|---|
[64] | \nGA | \nOptimal sizing of HRES is achieved for a custom required loss of power supply probability. | \n|
[65] | \n\nLower levels of LOLP result in higher costs of the hybrid system and vice versa. | \n||
[66] | \nGA | \nThe total capital cost is minimized while satisfying the constraint of the loss of power supply probability (LPSP). | \n|
[67] | \nMultiobjective programming (MOP) | \nAnalysis was done to find out the reliability factor of solar PV power plant and wind turbine generator. | \n|
[68] | \nPSO | \nA multiobjective optimization is developed to meet the load and water desalination demand of an HRES. | \n|
[69] | Multiobjective genetic algorithm (MOGA) | A multiobjective optimization is developed that considers the availability of the generated electricity and cost of the equipment for the system design. |
Optimization of HRESs for technical objectives.
The aim of this chapter is to provide the reader with a deeper understanding of current realities in refugee contexts and the adversity that children, parents, and families face. We discuss parenting and early childhood protective factors and review factors that cause families to flee from their home. We advocate for the need to consider parenting through an anthropological, cross-cultural, asset-based lens. Based on first-hand accounts of individuals in the Middle East, Europe, and the United States, this chapter explores how parent/caregiver circumstances and well-being impact their ability to parent in emergency settings and the factors and strategies that reduce negative impact and foster resilience. We highlight the voices of parents navigating challenging circumstances in three contexts: refugees within their own country, refugee camps outside of their country, and refugees who have resettled in a host country. While similarities exist across the three groups, it is important to understand how their experiences and challenges differ if order to best meet their needs. The recommendations provided are relevant to policy makers, nonprofit organizations, aid agencies, mental health professionals, educators and educational institutions who can help families foster resilience at various stages of the refugee and/or resettlement process.
\nApproximately 28 million children are displaced by armed conflicts and violence around the world [1]. Where violent conflicts and unpredictable circumstances and situations are the norm, the lives of young children and their families are significantly disrupted and parents and caregivers report struggling to offer the sensitive and consistent care that young children need for their healthy development [1]. Only about 3% of humanitarian crisis funding goes toward education and a fraction of that to early childhood needs, parenting skills and protective factors [2]. The challenges refugees face before, during, and after displacement have serious consequences for families. Families with children between the ages of 0 and 8 are the largest group affected by today’s global emergencies (war, conflict, natural disasters) and often face the most dire consequences [3]. Apart from death and injury, consequences include displacement, malnutrition, increased prenatal and infant mortality, family separation, sexual exploitation and abuse, trafficking, impoverished living conditions, contagious diseases, reduced life expectancy, and adverse psychological, social, and economic impact. Distinguishing between the effects of emergencies, pre-migration stress, separation from family, displacement stress, socio economic hardships, and acculturation difficulties during resettlement is challenging [4]. Adverse prenatal impacts include exposure to prolonged stress, environmental toxins, nutritional deficits, boredom, and depression. These experiences can chemically alter the epigenetics and the genes in the fetus or young child, which may shape the individual temporarily or permanently [5, 6]. Violence and maternal depression can impair child development and mental health [7]. Prolonged stress during pregnancy and/or early childhood can have even greater toxic stress impact and, in the absence of protective parental and caregiving relationships, may result in permanent genetic changes in developing brain cells. Research shows that toxins and stress from pregnant mothers cross the placenta into the umbilical cord [8], leading to premature and low birth weight babies [9] which increases the stress of parents and caregivers with additional parenting requirements. The severity of the impact depends on diverse factors including previous life experiences, coping ability, severity of the trauma, age, gender, poverty, education and support from family, friends, and professionals [10, 11, 12, 13]. These negative impacts undermine the physical, emotional, cognitive, and social development of young children. Apart from physical injury, the loss of family, friends, and neighbors can severely disorient parents and caregivers and the loss of home and possessions disrupts daily routines, further undermining the foundation for a healthy and productive life [14, 15]. According to the Palestinian Counseling Centre, Save the Children [16], even 6 months after the demolition of their homes, young Palestinian children suffered from withdrawal, somatic complaints, depression/anxiety, unexplained pain, breathing problems, attention difficulties and violent behavior [16]. Parents and caregivers experience loss of loved ones that can not only cause trauma, but also result in lost caregiver support. Adverse early experiences often stem from inequity between and within populations. The impacts of poverty, inadequate cognitive stimulation, stunting, iodine deficiency, and iron-deficiency anemia prevent millions of young children from attaining their developmental potential. Though Adverse Childhood Experiences (ACEs) and wellness data has become more prevalent, much of the research samples populations from high-income countries. ACEs can and do affect
Research increasingly focuses on strengths and protective factors that bolster resilience in life [22, 23]. Not all children with emergency situations such as conflict and natural disaster exposure develop post-traumatic stress disorder (PTSD) (Dempsey, [10]) and reactions may vary over the first days or weeks following a crisis; mainly dependent on the parents or caregiver’s emotional state and availability to their children. Consistent, predictable, quality care can alleviate the psychosocial impact of conflict and disasters by giving children a sense of normalcy, stability, structure and hope for the future. However, emergency and conflict situations often lack quality services and resources. In most conflicts, care and education infrastructure are often targets of violence because of the stability and support it provides. Pre-schools and schools are often destroyed or closed due to hazardous conditions, depriving families and children the opportunity to learn and socialize in a safe place with a sense of routine [24, 25]. An affectionate family, positive shared emotional interactions, social support, shared ideology/religion, and a sense of community during adversity contribute to the development of family and child coping skills, mental health, and academic achievement, [26]. Zahr [27] found a relationship between the availability of parents and the development of secure attachment in Lebanese kindergarten children exposed to war. Barber [28, 29, 30] showed that young Palestinian and Balkan children’s emotional well-being and development were protected from the negative impact of military violence by positive and protective relationships with caregivers. Palestinian children whose parents used positive styles of comforting were found to be resilient, and those who had loving, non-rejecting parents were more creative and efficient [31, 32, 33]. When exposed to frightening events, resilient children can regain their secure base by bonding and being with loving, protective, and responsive caregivers. Massad et al. [34] studied mental health of young children in Gaza and found that resilience in children was associated with the parents’ or caregivers’ health and a higher maternal level of formal education. Studies show that children who are supported by a caring and responsive parent and/or caregiver at a young age, cope with stress more effectively [35]. A supportive relationship can reduce a child’s reaction to stress and help to build the foundational resilience fundamental to long-term health development [36].
\nIt is essential to understand protective factors to promote strategies and supports that foster resilience and reduce negative consequences. With an increasing number of refugees around the globe, and an ever-deepening understanding of neuroscience of early childhood adverse influences, we argue that more research is needed so policy makers, nonprofit organizations, aid agencies, mental health professionals, educators and educational institutions can make informed and culturally relevant decisions/policies that truly help families be resilient at various stages of the refugee and/or resettlement process. While there may be some aspects of the refugee experience that are universal, we include three populations with different socio-political histories because their challenges and needs can differ. As very few studies have specifically examined parenting in refugee contexts, this exploratory study highlights the voices of parents navigating difficult circumstances in three contexts: refugees within their own country, refugee camps outside of their country, and refugees who have resettled in a host country.
\nParenting beliefs and practices vary with roles, familial relationships and expectations influenced by political, social, cultural, economic, religious, and community situations and cosmologies. Constructs that very across cultures include: the way moral context for parenting is negotiated in families and passed down to the children, definitions of good parenting, reproductive rights and resources, the relationship between intimate family life and the wider culture, and roles for parenting and work outside the home.
\n“Scholarly” definitions of parenting can differ from that of experienced parents with multi-generational knowledge and skills. In the Western World over the last century, the importance of expert recommendations for parenting practices has been elevated [37]. For example, TV shows and commercials in the 1930s promoted “expert”-informed mothering as a methodological occupation that should be learned [38] whereas previous generations of new mothers learned parenting skills through informal networks within community, and family members. Although current North American parenting discourse elevates experts who prescribe parenting practice, we must critically examine this notion of “expertise” devoid of contextual and cultural considerations.
\nAnthropological perspectives of parenting see cultural variability as historically and socially situated. As Mead [39, 40] states the tasks of bearing children and parenting have similarities the world over; babies are born and require warmth, nourishment, protection from predators, and an induction into social mores and systems. Yet
Infants everywhere have the same biological needs and must succeed at many of the same developmental tasks. Parents/caregivers guide them in developing their first social bonds, learning to express and read human emotions, and making sense of the physical world. The amount of interaction between parents and offspring is greatest in infancy, a time when we are especially susceptible to the influences of experience, i.e. culture, language, and trauma [43]. Almost all young infants’ worldly knowledge is acquired from interactions they have with their parents/caregivers. Social competence in children has origins in specific socioemotional characteristics of the parent–infant relationship [44]. Refugee children carry these socio-cultural influences long after they leave their country of origin. Factors such as conflict, migration, relocation, and the loss of kinship relationships and community stability have a direct impact on child development. Most contemporary parenting literature originates from Western, educated, industrialized, rich and democratic countries and the fields of Education, Early Childhood and Human Development sorely lack a global perspective on parenting.
\nIn the US, many parenting practices align with how children will succeed according to the standards held by public schools and other state institutions. The standards typically reify a Caucasian, middle-class values and ways of life. U.S. Media, schools, and public institutions reinforce these norms of child behaviors. When parents resettle in the US, many enrichment programs are provided for parents, with an underlying agenda to reprogram families’ childrearing practices. Such programs can alienate refugee families if they are pressured to adopt different parenting norms for discipline and guidance and different cultural norms regarding ethnic identity and individualism.
\nWhen these external forces (rather than familial, community and historical practices) shape parenting expectations, a mismatch and/or tension can arise. Parents may resist these influences that will change their parenting practices and strive to keep their values, beliefs and cultural and linguistic identities alive. Cultural bias and discrimination can occur, which adds to social alienation However, some families adopt new modes of parenting and readily apply new knowledge in their home lives. This often requires a shift in childrearing priorities and poses challenges for families. Our understanding of enculturation and acculturation as a multidimensional family and community-level construct is key to understanding the diversity of refugee and immigrant groups.
\nA global perspective of parenting recognizes the impact of globalization and global power inequities. As people migrate around the world, localized constructs reveal great diversity in what is considered “good parenting”. As refugees navigate new realities, they do so within the context of a host country with greater global dominance. Thus, parents’ ideas of values, priorities, belief systems, kinship and the roles of kinship, are challenged. Evidence suggests that parenting is becoming more child-centered, resource intensive, and focused on the maximization of individual achievement potential in countries with rising or strong capitalist economies such as Chile [45], Brasil [46], the US, Canada, Europe, and Australia. Schooling in these contexts often focuses on cultivating workforce readiness, citizens who embody individualism, and economic social mobility [47]. As parents/caregivers remake themselves and their families through processes of crossing borders, they contend with the hegemony of national and state visions of “best parenting practices” that can position them as deficient and “at risk” of not succeeding.
\nThe authors (the term authors and interviewers are used interchangeably in this section) used purposeful sampling, selecting parents from refugee populations where they lived. Purposive sampling is a non-probability sampling method when the respondents are limited. The respondents were from a homogeneous sample, and shared a refugee status, similar context (same camp or relocation community), and shared language. The respondents volunteered to be interviewed and freely agreed to share their stories and opinions. Purposeful sampling was used to select parents who were knowledgeable about and experienced in parenting in a refugee context. The criteria for respondents was that they were parents, refugees, and have moved from the home or origin.
\nAn unstructured focused interview was used as the data collection format. Interviews were used to collect the data and parents were encouraged to reflect on their experiences and offer their opinions. The authors first jointly developed guiding interview questions, taking care to phrase the questions to reduce the feeling of intrusion and to recognize the resilience families have.
\nThe interviews started by the author reading a confidentiality statement. Not all respondents were literate so oral agreement was taken. Due to the sensitive nature of the settings, no names were ever used in the notes. The interviews were conversational and respondents were able to express in their own way and pace, with minimal interruptions from the interviewers. Interviewers respectfully listened to respondents and if respondent deviated from the main topic, the interviewer gently refocused the respondent through the use of probing questions. Interviewers were experienced professionals well versed in contingent follow-up during the interview. By using guiding questions, interviewers at each site had flexibility to be responsive to the various contexts and to avoid interview fatigue. People living in adverse conditions are often asked to share their stories which can be re-traumatizing and does not provide them with any particular benefit.
\nThe guiding questions included topics of: family makeup and structures in the place people left, shifts required due to family movement or relocation, major influences in parenting practices, parenting experiences in place of origin compared to the new place, willingness to ask for help, coping mechanisms, persistence, and attitudes. An asset-based lens was used to center resilience and parents were asked about what parenting support or resources would be beneficial. Parents were also invited to share their feelings about their decisions to make a move.
\nInterviewers took short field notes that were shared with the interviewees who had opportunities to expand their notes within 24 hours of the interviews. We did not record the interviews, as the respondents in all three contexts had concerns abound safety and local authorities. Stories were collected in the respondents first language and in the case of Colorado, interpreters from the parent group and chosen by the parent respondents themselves were used. The use of semi-structured interviews allowed us to collect stories and expand our understanding of parenting in three different refugee settings. The authors wanted to glean insights to increase refugee service providers’ (NGOs, INGOs, policy makers, community resource services, educators) knowledge and efficacy. \nTable 1\n outlines the demographic data for the interviewees.
\nCountry | \nGender | \nAge range of interviewees | \n|||
---|---|---|---|---|---|
Female | \nMale | \nAge 15–23 | \nAge 24–44 | \nAge 45–60 | \n|
Palestine | \n7 | \n4 | \n\n | 3 = F | 1 MM | \n4 = F | 3 = M | \n
Greece (16 families) | \n42 | \n16 | \n22 16 = F | 6 = M | \n20 14 = F | 6 = M | \n16 12 = F | 4 = M | \n
Colorado | \n66 | \n8 | \n8 = F | \n46 = F | 4 = M | \n12 = F | 4 = M | \n
Respondents’ demographic information by country, age, and gender.
The interviewers knew the respondents and lived in or near the same geographical areas as the respondents. In Palestine, the interviewers had known the respondents through previous work or through friends of friends. A number of respondents also sent out a request to parents in their community to include other community members. In Greece, the interviewer worked with the refugees in the camps. The interviewer asked for volunteers and 16 families agreed to share their stories. The 16 families interviewed had at least 3 family members in each family. The families were also asylum seekers living in the camps. The parents and children were involved in the conversation, with the parents responding over 80% of the questions. In Colorado, the interviewers were working with a group of 85 refugee parents, and 74 parents volunteered to share their stories. There were eight males and sixty-six females. The age range was from 27 to 52. All interviews were conducted in an informal setting, interviewers went to the respondent location.
\nThe interviewers were the authors of the chapter. The interview data were first compiled and coded by the in-country authors, going line by line of the interview notes. They created and inductively assigned codes to categorize the data from their county. They then categorized the codes. Subsequently, all the authors met to discuss the codes and categories and agreed upon three major themes based on the patterns that emerged. Authors outside of the country depended on cultural interpretation from in-country authors for clarification when needed by the.
\nAuthors noted similarities and differences in the stories of individuals in the three contexts with some themes cutting across cultural and contextual variations and others being unique. In the case of Colorado there were three groups with different countries of origin. The authors in Colorado returned to the respondents to reflect on their understanding and interpretation of the data sets to ensure their stories were represented correctly. At the end of the interviews in Colorado, representatives from each of the three groups came together to discuss the similarities and differences found in their stories. The respondents shared (using interpreters) that even though there were great cultural differences between the three countries of origin, that their experiences in resettling in Colorado were quite similar.
\nThough not the specific focus of this chapter, we believe that from a social justice and human rights stance, the multiple reasons people are forced to or choose to leave their homes must be named. It is highly problematic to only center narratives of the refugee experience and
In Palestine the refugee population continues to grow, and some families have lived in a refugee camp for over 70 years. There are 58 Palestinian refugee camps in the West Bank, Gaza, Jordan, Syria and Lebanon. Palestinian refugee children and families are especially at risk with most living in refugee camps rife with ongoing conflict, violence, and discrimination. Palestinian families lack representation of their rights, experience overcrowding and lack resources and basic services such as education and health care [49]. UNHCR estimates that the average length of major protracted refugee situations has increased from 9 years in 1993 to 17 years at the end of 2003 to [50]. Until the recent Syrian crisis, one in three refugees in the world are Palestinian. The Syrian refugee situation echoes much of the Palestinian plight. Identifying both successes and gaps can provide information to better support the unique needs of families living in refugee camps throughout the world.
\nMany of the camps were created in 1948. More were added after the wars in 1967 and 1973 and more recently after the war in Syria for Syrian Palestinians. Palestinians are in a unique situation as United Nations Relief and Works agency for Palestinian refugees [49] was created just for refugees from Palestine. They define a refugee from Palestine as “persons whose normal place of residence was Palestine during the period of June 1st 1946, to May 15th 1948, and who lost both home and means of livelihood as a result of the 1948 conflict [49].” The descendants of Palestinian refugee males, including adopted children, are also eligible for registration. The Agency began operations in 1950 to address the needs of about 750,000 Palestine refugees. Today, some 5 million Palestinian refugees are eligible for UNRWA services. The 1951 Convention for Refugees focused on people who had lost their homes and livelihoods because of World War II. The revised 1967 Protocol eliminated time limits and geographical boundaries. Though the definition of a Palestinian refugee was originally a stopgap measures for a temporary problem, laws have not been changed in this protracted situation.
\nThe stories in this section come from camps in the West Bank, where about 775,000 refugees live. The camps are overcrowded, lack basic infrastructures such as roads or sanitation, and often during times of crisis, can go months without electricity. Even when electricity is available, it is inconsistent. Unemployment and under employment levels are high and typically half of a family’s income goes just to food. Many families depend on the income of family and friends working in Israel. The frequent raids on Palestinian towns, refugee camps, and villages result in no predictability or security for people in the West Bank and Gaza. Despite the lack of infrastructure, trained teachers, and access to school, the Palestinians in Palestine have one of the highest literacy rates in the Middle East [51]. This resilience is even more remarkable considering that Israeli Military can block children from attending school at any time and have entered schools and taken children to prison. UNRWA provides educational resources for half a million children in the various Palestinian refugee camps. The insufficiency of international donations became starkly clear when the US cut $300 million from UNRWA’s budget and many schools in the camps were closed, classes were combined and teachers were laid off [52].
\nGreece has been struggling to deal with the massive influx of migrants from war-torn nations of the Middle East and Africa who are experiencing deplorable conditions in detention centers [53, 54]. Greece currently hosts approximately 60,000 refugees with about 40,000 on the mainland and 20,000 on the islands of Lesbos, Chios, Kos, Samos and Leros. Since 2015, people fleeing conflict in the Middle East and South and Central Asia viewed Greece as a possible entry point to safety and Europe. Today, Greece has become a place to hold people seeking asylum. The European Union currently has adopted border restrictions and other edicts that prevent people seeking sanctuary from entering Europe. For various political and COVID-related reasons, the refugees in Greece can no longer legally travel to other parts of Europe. Therefore, many of the refugees are likely to remain in the country resulting in Greece shouldering much of the responsibility for those seeking refuge and safety.
\nThe camps are overcrowded conditions and lack basic amenities. In cold months, refugees have built fires in their tents which lead to fatalities as well as health conditions. Moria camp on Lesbos was built for 2200 people, however, until the fire in September 2020, 18,300 people were living in the camp. In addition, unaccompanied minors, women traveling with young children are especially vulnerated and need protection from discrimination, inadequate medical care, violence, gender-based violence, and trafficking.
\nThose seeking asylum and not living in camps are held in detention centers or have moved to urban areas. Those in the urban areas rarely find work to support their families [55, 56]. Integration is key to ensuring refugees and asylees build successful lives in their new home. This is a big challenge in any country and exacerbated in Greece because of its ongoing economic difficulties. The detention centers are overcrowded and lack sanitary conditions, “all significantly below international and national standards and may amount to inhuman or degrading treatment” according to the 2021 Amnesty International Greece 2020 report. Almost all the refugees have witnessed or directly experienced violence, have been traumatized and require psychosocial support, medical aid and other human services. Greece and Italy cannot be expected to bear this responsibility on their own.
\nResettlement is not a decision that families make lightly, as a refugee typically cannot return to their home country for years, or sometimes forever. Resettlement often entails permanent separation from friends and relatives. Parents make tremendous sacrifices to escape war and violence, and to seek a safe place to raise their family. More than 3 million refugees have been resettled in the United States since 1975 [57]. Refugees arriving in a new country face a multitude of changes. Often highly educated professionals such as doctors end up driving taxis, or professors work in retail. Working these temporary, low-paying jobs adversely impacts individuals’ professional identity. Being resettled, people come with hope and perhaps dreams, but loss of family, friends, and homes bring challenges even among that hope. Refugee families have often survived atrocities beyond imagination and their oppression does not end with the initial flight.
\nFamily adjustment in a country of resettlement can be quite difficult. Family members are often reluctant to discuss assaults and other harmful acts, as they can face ostracism from their family, other refugees, and host communities.
\nTo survive and ‘fit in’, parents/caregivers who are resettling may adopt and adapt superficially to the messages of institutional and state agents, but at the same time remake these messages and transform them into ideas that are more culturally comfortable [58]. Due to the economic stress refugees and asylees face, women report finding themselves in a particularly stressful position. The families typically need both parents to work outside the home to pay for their bills.
\nRefugees who resettle in the U.S. have a wide range of experiences. No matter where refugees land, it is best if they are met at the airport when they arrive and are oriented and welcomed to their new home. Families must start over where life is completely different. They have left their family and friends behind, and many families have witnessed and/or experienced violence, war, unsanitary conditions, and food insecurity. Unfortunately, many people in the U.S. see refugees as people who pose a threat to: national security, jobs and economic stability, their children’s exposure to diversity. Additionally, negative media portrayal of immigrants contribute to deficit stereotypes and religion discrimination toward Muslims was fomented in the US’s last administration [59].
\nSome refugees have special immigrant visas, such as offered to Afghans and Iraqis who assisted the U.S. military forces in their home countries and who now face retribution. Refugees without special immigrant visas are subject to intense scrutiny, including multiple interviews, ongoing background checks and biometric checks run through Interpol’s international police databases. Refugees must do interviews with U.S. Homeland Security agents who often apply arbitrary criteria. (For example, if the agent does not like the way you talk or the way you dress, you can be denied entry) [60]. Each refugee receives a one-time payment of $1125 to set up their new life in a new country and aid agencies provide acclimation support for the first 90 days in the country. Employment assistance lasts 180 days, or until a refugee is offered the first available job. Refugees are required to pay back the airfare for the flight to the United States, and few airlines provide discounts.
\nWe hope our findings will inform future research on how to best meet the needs of refugees. Considered. The authors first coded the data individually and then worked together to reconcile differences. From that phase of data reduction, three main themes emerged.
\nEach of the three themes were a type of stressor for which there were subthemes. The first theme, infrastructure, refers to the external factors such as the dearth of or limited access to services. Second, cultural differences emerged as a theme and encompasses factors such as language, discrimination, values, norms, and roles. The third theme of mental health consists of the different intra and interpersonal socio-emotional stressors of various refugee and resettlement experiences. \nTable 2\n provides an overview of findings for which kinds of stressors impacted each context.
\nMental Health | \nContext | \nCultural Differences | \nContext | \nInfrastructure | \nContext | \n
---|---|---|---|---|---|
ACES | \nP, C | \nDifferences in acceptable behavioral norms | \nP, G, C | \nAccessing education | \nP, G, C | \n
Boredom | \nP, G, C | \nKnowing cultural norms for accessing services | \nP, G, C | \nAccessing health services | \nP, G, C | \n
Camp conditions | \nP, G | \nChild rearing challenges | \nP, G, C | \nNo or few basic services | \nP, G | \n
Chronic pain/somatic complaints | \nP, G, C | \nGender role shifts | \nP, G, C | \nNo or few education services | \nP, G | \n
Coping strategies | \nP, G, C | \nHealth practices unfamiliarity | \nP, G, C | \nNo or few health, dental, mental health services | \nP, G | \n
Depression | \nP, G, C | \nEducation levels | \nP, G, C | \nNoises | \nP, G, C | \n
Discrimination | \nP, G, C | \nHost country animosity | \nG, C, | \nOccupation - soldiers and settler | \nP | \n
Economic instability | \nP, G, C | \nLanguage barriers | \nP, G, C | \nOvercrowding | \nP, G, C | \n
Fatigue | \nP, G, C | \nLoss of respect for elders | \nP, G, C | \nSafety | \nP, G, C | \n
Fear (Occupation and raids) | \nP | \nReligious differences | \nG, C | \nSanitation | \nP, G | \n
Isolation | \nP, G, C | \nSocial Networking | \nP, G, C | \n— | \n— | \n
Lack of purpose | \nP, G, C | \n— | \n— | \n— | \n— | \n
Not enough time to complete daily tasks | \nP, G, C | \n— | \n— | \n— | \n— | \n
Unpredictability/uncertainty | \nP, G, C | \n— | \n— | \n— | \n— | \n
Major themes, patterns within the theme, identified within country, P = Palestine, G = Greece, C = Colorado.
Through interviews with 11 parents (seven females and four males aged 24–60 years) the patterns that emerged included some overlap with the other two field sites and some that were unique to Palestine. Regarding the infrastructure theme, all parents mentioned overcrowded conditions. As for cultural differences, respondents reported that their children were losing respect for their parents as they did not obey them as they obeyed their parents when growing up. In terms of the mental health theme, six of the seven women felt isolated as their husbands worked all day and many times outside the camp. All parents reported that their situation felt uncontrollable, they were fatigued and struggled to be patient with their children. Nine of the 11 parents reported that they faced boredom and lack of meaningful ways to spend time. All three respondent groups reported the need for social and mental health support.
\nThe unique pattern that emerged from all in Palestine was the impact of occupation. They expressed daily fear of not knowing if everyone in the family would return home from work or school, or if they would be woken in the middle of the night by soldiers and family members taken. Ongoing uncertainty of daily life and dwindling hope of returning to their homes permeated the stories. All parents in the Palestine groups believe that education is the most important thing in the lives of the children. One of the respondents was from a family that has lived in the camp for five generations, still holding the keys from their home as a sign of hope. He stated:
\n\n
A different parent reported what provided them the resilience to continue to move forward. “My life inside the camp is special, safe, and warm. I had never thought that my life out of it would be better than it is, I have nice neighbors and relations that make me very privileged and lucky woman … .my life inside the camps gave me an evidence that the good people are being good regardless where they live. I learned a lot from my friends in the women’s center, who taught me how to spend my time doing useful things that make life valuable.”
\nWhen asked to share more about this response, the respondent stated it was very important to do purposeful things. From this response, the interviewers ask other parents about how they filled their time. People who felt they had purposeful work showed more ability to adapt to adversity and increased resilience. In addition, having at least 2 close friends outside the family was positively correlated to increase resilience. Three women reported how their attitude toward more conventional gender roles had changed due to the challenges of the occupation, and had helped in terms of their ability to address the adverse situation they live in One woman reported
\n\n
Another woman responded joining a women’s center activities positively impacted their physical and mental health and helped them overcome challenges. We see changes in terms of gender roles, and also the impact of having purposeful work to reduce the fears that align with occupation.
\nIn Greece, the interviewer worked with the refugees in the camps. The camps are a temporary holding place until the families have been provided permission to move on. People typically stay in the camps anywhere from one to 3 years. The interviewer spoke with 16 asylum-seeking families. The parents and children were involved in the conversation, with the parents responding over 80% of the questions. The theme of infrastructure issues was prevalent in the Greece context with lack of basic services exacerbating mental health issues.
\nOne parent reported:
\n\n
All the respondents reported they wanted their children to have educational experiences, yet in the camp there were very few educational opportunities and most of those were informal. All reported unsanitary conditions, overcrowding, and lack of health care. Currently, food is being withheld with children comprising 40% of the camp population. This lack of infrastructure exacerbates mental health challenges [61, 62].
\nIn terms of the theme of cultural differences, one pattern unique to Greece was how the conflict the families tried to escape seemed to follow them in the camps. There are people from other areas of conflict, many fled the same conflict, but on different sides, continuing the violence and fear from which they fled. Additionally, respondents reported high hostility between local Greeks and the refugees. Accessing benefits and sustaining hope of resettlement is challenging. Changes in gender roles due to the loss of family members and deteriorating respect for elders and parents contributed to familial stress. Over 90% of the adults reported that the children do not obey and listen to parents as was expected of them when they were young. Few social networks exist in the camps in Greece, leaving families feeling isolated and lacking a sense of belonging.
\nAs for the mental health theme, the main patterns that emerged included parents being tired and worn out from being on the move and the uncertainty of their future. There is nothing to do in the camp, the children were very bored and the adults did not have the ability to engage and have patience with the children and were worried about the long-term impact on their children. One family reported:
\n\n
\n
A family from the Democratic Republic of the Congo reported:
\n\n
All families reported they wanted mental health and parenting support and felt a lack of safety. One woman reported that “Children and women are afraid of going to the toilet at night, it is dangerous here.”
\n\n
Unsurprisingly, the theme of infrastructure in resettlement pertains less to the existence of resources and services and more to the ability to navigate systems and
The theme of cultural differences appeared frequently, provoking and/or interacting with mental health stressors. Parents and children face language barriers that impact their occupational and educational opportunities and experiences. Families’ religious beliefs and values differ from those of these new societal and educational contexts. Children face bullying in schools and must navigate the mismatch between their home country’s values and beliefs and the new cultural norms of schools. As one father stated, “The children begin to learn new ideas from being part of the community around them. We try and make meaning of what they are learning with our own ideas of how to be parents and what children should or should not do. It is so hard, as what they learn is not always what we believe is good.”
\nOne parent from Myanmar shared, “Our kids are learning things from kids born in the US and are not showing respect to us. This is important in our culture. They begin acting like American kids and calling people by their name rather than their title. They say they cannot share their food, when we always share our food together. They start doing things like other kids and rejecting us. Our language is being lost”. An Arab Muslim parent commented,
\n\n
These quotes exemplify a common conflict for refugee and immigrant parents raising children in a new country. Refugee and immigrant families show resilience and adaptability as they bridge two cultures and languages while often facing racial and/or religious discrimination. Balancing traditional and new ways of being in healthy ways requires tremendous navigational capital [63].
\nThat U.S. culture values independence over interdependence impacts families. As one parent stated, “When children learn to take care of themselves, that is good. But when it undermines the parents’ authority it is not good. We are not used to having a family separated. We lived close together. Now when children are grown, they think about where to move, move away. How will our language and culture be remembered? In our culture, decisions are made based on what will happen to everyone, not just one person. We believe we take care of children and when we get old, they take care of us. That is not what happens here in the US”. An Afghani parent stated, “Many times children talk back to their parents, that would not happen back home”.
\nMany parents reflected upon differences in how children are disciplined and supported in their learning. As with the other two contexts, parents lament not being able to control their children and the lack of respect and honor toward elders. Many have previously used corporal punishment to teach children right and wrong yet in the US that is viewed as wrong and ineffective. Families shared that they see advantages and disadvantages of raising children in a new culture. One example includes the shift in gender roles. Roles within the family change as women go out to work for the first time while men assume tasks such as chores in the home, child rearing and greater involvement in children’s education. While the expanded options for women could be seen as a beneficial change, one challenge is the negative impact it can have on men’s identity. This shift results in men feeling alienated and depressed as these shifts cause them to question their self-worth. About 60% of the women reported their husbands resent their employment. “My husband cannot find a good paying job, so I bring the money home into the family. He is depressed and cannot get out of it, so he drinks. He is always drunk and abusive. But if I leave him, I think he will not make it.” Women working outside of the home face time constraints in fulfilling their traditional roles of caring for the home and child rearing expectations.
\nAnother cultural difference is the accelerated pace of life in the U.S. which alters priorities of how families spend their time. “When we come here – we have so much to do and no time. We do not get to sit with our families and talk and tell stories. Our values are being lost as our stories are lost. We lose ourselves when we cannot take care of our family as we want. My children have to help with the cooking, sons and daughters, but back home sons do not cook.”
\nParents also reported concerns that their children are moving away from traditional religious beliefs. Many children try to keep their religious identity private due to discrimination. Palestinian refugees reported the negative impacts that discrimination had on their mental health [64]. Discrimination is not only religious as refugees and asylees systemically face inequities in housing, education, and health care. Parents reported that the laws and rules are not clear. One parent reported fear of taking their child who has special needs to the doctors, as they thought the doctor would report them for child abuse. Several families reported not seeking mental health services for fear of being accused of child abuse and losing custody of their children.
\nIn schools, parents report that language is associated with intelligence. Parents feel ignored or treated in an ‘unfriendly’ manner. One mother reported, “The teacher calls me almost every day to say my 4 year-old is hitting others in her preschool/kindergarten class. Last year in her preschool she was loved, cared for, and she was happy and played with all the children. They spoke Arabic in her other preschool. Now the teachers only speak English, and they think she is a bad girl. I do not know what to do.” The teacher also stated that she did not have the time nor the knowledge to address the needs of the girl and suggested the girl change schools. Schools can be spaces where racial, ethnic, religious, gender, socio-economic and language discrimination and xenophobia intersect. School personnel who hold these biases tend to view refugees’ parenting through a deficit lens.
\nAdditionally, the sense of belonging and identity impact resettlement. As one Arab Muslim father shared, “My family and I often feel like outsiders growing up in the US. We struggle to find balance between our Arab Muslim, identity and our US American identities. Some of our children still struggle even thought they were born and raised here. They should not have to struggle with their identity in school but unfortunately, they do. It is very sad as a parent to watch your child try to be something someone else wants them to be…When we find other families from our home country, we tend to stay together. At least there is an understanding of what we are going through, as we try to make Colorado our new home. Now we live in a community that is very limited in access, resources, services, and our children are many times blamed for mistakes or inappropriate behavior at school. Our families and children continue to live under stress, this makes parenting so difficult as we do not always have patience with our children when we cannot afford to pay our rent or we lost our jobs due to COVID. Many of us are the first to go when it comes to being laid off at work. Then the children feel bad about themselves. This is not what we want. We want to be proud of our culture, our history and we want to make our home good in the US. We live between two worlds, and it is very hard”.
\nFinally, several refugees discussed the significant trauma women and children experienced due to assault in transit, and in their country of asylum. Even in refugee camps, they are sometimes forced to provide sexual favors just to obtain the aid to which they are entitled.
\nIn all three contexts, individuals face the chronic stress that comes with great daily uncertainty. Lack of resources and capacity to earn a living were challenges in all three contexts. One difference is that in Palestine, there is a constant imminent threat of violence, mostly from the Israeli armed forces. This leads to extremely high stress levels and challenges to parenting.
\nSimilar in all contexts are parents’ desire to make the best choices for their children and their families along with seeing the importance of education. Parents want their children to learn and have greater opportunities in the future. Resettled individuals face unique challenges, yet often have more choices about how to lead their lives than those in the camps. For individuals in the camps in Greece, they are in a state of perpetual limbo, not knowing their prospects for relocation. This poses unique challenges to parenting as it is extremely difficult to sustain a future orientation/vision. In Palestine, the camps have been established for such a long time, that it can be difficult to have much hope for their circumstances to change. Greece and Palestine respondents are still living in camps whereas the U.S context is one of final resettlement.
\nIn the US, parents shared stories of how they had to contend with the hegemony of what best parenting is. The refugees resettled in the US shared feelings about being seen as deficient and having to hide their parenting values. Societal hidden agendas wield power in determining what is “best” for their children and felt pressure to assimilate to US culture. In all the field sites, reports that children did not obey their parents as the parents obeyed their parents were reported. However, in the US, children felt pressure to be accepted by school and society. Parents reported their children came home with ideas contradictory to their home culture (regarding things such as tattoos, piercings, talking about reproductive health and displays of intimate relationships in public).
\nA common theme in the Greece and Palestine camps is boredom and lack of purposeful play or work. Children do not have spaces to play and run and be children and camps lack infrastructure to provide enriching childhood experiences. Families resettled in the US sometimes, but not always had more opportunity to find purposeful work. Unemployment and underemployment were common themes in all three sites. The camps however, pose a greater challenge to establishing and maintaining the predictable routines that can be a protective factor in child development. In contrast, resettled individuals can establish routines, but feel the fast pace of U.S. life does not leave time for more traditional familial activities.
\nIn Greece and the U.S. individuals carry a greater sense of guilt as they have left loved ones behind. Additionally, many individuals in the Greece camps expressed a sense of self-doubt and guilt, wondering if they had made the right choice for their family. As their lives are in limbo, it becomes impossible to determine whether the sacrifices they made were worth it. A unique challenge parents in Greek camps discussed is the tension with host countries and local resentment of resource allocation. In the US, refugees feel social isolation and National reports suggest that 50% of the people in the US are resentful and empathetic at the same time [65]. In all three cases, the feelings of social isolation, the need for mental health, parenting support, and purposeful work were reported as strong patterns.
\nWhile ample literature documenting refugee experiences exists, work explicitly focusing on parenting in refugee contexts is scarce. Our work is an initial contribution to the fields of Early Childhood Education and Parenting. By understanding the nuances of different refugee experiences, we can develop evidence-based policies and procedures to foster resilience in future generations.
\nMarope and Kaga [66] assert that disadvantaged families generally require multi sectoral support to cope with sudden changes in their circumstances. Such support is made possible through the collaboration of various agencies addressing inequities which cause diverse vulnerated situations related to housing, health, welfare, family support, employment, and education. Key supports include: overcoming language and communication barriers, mental health, access to education, purposeful work, access to professional development, and learning English. In the US, a main recommendation is providing pathways to education and career advancement that is not contingent on immediate mastery of English. For example, bridging opportunities in the U.S where access to higher education is scaffolded to include the use of the parents’ home language have shown to be extremely beneficial. To make a more significant impact, agencies must provide more opportunities and pathways for purposeful work.
\n“Having the opportunity from the Pamoja program has given me the chance to make friends with other refugees from the Arab world. Also to enter education where I can learn in my own language. I feel like no one understands me and thinks I do not know anything because I do not speak English well. But now I am learning how to take care of children as a teacher and learning English. I can now work in a job that my husband thinks is okay and can bring some money home to pay our bills.” (Mother resettled in the U.S.) Ideally refugees’ short-term and long-term outcomes are achieved in solidarity, free from discrimination, and with support of language access and justice.
\nHealing-focused interventions help children and parents develop the ability to express and regulate their emotions, improve self-control and self-esteem, recover and build resilience so that they are ready to learn. Building parent and caregiver capacity to assist children appropriately during the early stages of crisis response and emotional recovery is essential. Refugee families often need support to implement positive parenting practices because they are also managing their
Classes in camps that provide purposeful active learning and engagement for both the children and the parents are beneficial. For example, holding classes outdoors where young children and parents can work and learn together in activities such as weaving, gardening, and storytelling, connect families and strengthen the connections between parents and children. Parents and caregivers benefit from learning about positive child interaction, ‘shared and sustained thinking’ [68], ‘serve and return’ [69], and ‘sensitive responsiveness’ [70]. These strategies nurture self-worth and wellbeing and promote successful learning and socialization. Parents and caregivers affected by emergencies and conflicts, can recover and thrive when supported in offering routine, structure, a sense of normality and a safe space to express feelings. We must acknowledge and value how parents/caregivers are children’s first educators and constitute a major influence on the family and child’s development.
\nBritto and Engle, [71] refer to five, interdependent domains of parenting: caregiving (health, hygiene and nutrition-related practice), stimulation (interactions, learning activities, modeling), support and responsiveness (trust, attachment, sense of security), structure (discipline, supervision, protection from harm) and socialization. Importantly, research shows that the quality of parenting and home environment is predictive of later social emotional health, academic achievement, and overall life success. Informal education, adult literacy, primary healthcare, and wellbeing structures are key. Welcoming, culturally sensitive programs that value parents/caregivers are essential to build positive family relationships. In the authors’ experience, these are the kinds of services are the least likely to be funded/prioritized despite their immense potential for impact.
\nParents and caregivers impacted by war, conflict, and disaster require support systems specifically targeting parenting and caregiving as a public good. This requires public investment, commitment, and leadership. Appropriate policy and program designs informed by refugee parents/caregivers voices are crucial to ensure their unique needs are addressed. Consistent, predictable, quality education can alleviate the psychosocial impact of conflict and disasters, but emergency situations undermine the quality of educational services available to refugees. Shortages of materials, resources, and personnel limit families’ access to quality education. In most conflicts, education infrastructure is typically a target for destruction because of the stability and support it provides. Pre-schools and schools are often destroyed or closed due to hazardous conditions, depriving families and children of the opportunity to learn and socialize in a safe place with a sense of routine [1, 25]. “The programs offered in the camp are not enough. They help but we need more. My children and I are bored. The teachers who give classes here do not teach like they do at home, but at least there is somewhere my children go. I also learn ways to help myself and how to take care of my own stress. This means I can be a better parent.” (Mother in camp in Greece)
\nIndividuals working in the camps described the extensive efforts of all stakeholders (charities, athletic clubs, social and cultural centers, public figures) to eradicate negative phenomena, and apply reforms. While these stakeholders are typically under-resourced, one aid worker stated, “We couldn’t see the impact yet, but we hope the next generations will. We believe that psychological support for all population segments should always be on the top of the list for any support provided to refugees. We must not underestimate this type of support and its role in supporting our efforts to combat negative phenomena in the camp, and try to overcome the bad demographic, socio-economic reality inside the camp”.
\nOur final recommendation shifts the focus away from the refugees and toward those working alongside refugee population. Teachers must be trained to be culturally responsive and implement culturally sustaining pedagogy [72, 73, 74]. Culturally-responsive programs that enact a culturally humble approach can support resilience, cultivate bi-multicultural, bi-multilingual communities and reduce the negative impacts of discrimination and invisibility. Service providers, (health, education, social services etc.) must approach their work with genuine curiosity, humility, and reciprocity if they wish to support healthy family structures where parents impacted by violence, war, and conflict can heal and thrive. As one teacher in Greece stated, “I really like being a teacher in the camp, but the parents want me to teach like they were taught. This makes it hard for me. I need to learn more, I need more support of how to teach, I want to be able to go to school so when I leave the camp, I can teach somewhere else.” In resettlement contexts, there is a great need to provide professional development to educators to understand diverse cultures and the lived experiences of immigrants. There is also a tremendous need for highly qualified providers and educators from
The authors recognize the limitations of purposive sampling and interviews as they are susceptible to interviewer judgment errors, low levels of reliability and limited generalizability of findings. The interviews are subject to bias as they are subjective in nature and do not provide an exhaustive view of the families’ experiences. Another limit of using semi-structured interviews, is they are time consuming and thus the sample size is smaller but do allow for more in-depth sharing/understanding of lived experiences which can provide a strong baseline for further study.
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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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It was reported that it is a disease that affects 5.29% of children and adolescents in the entire world. Although ADHD is a disorder with high inheritability, genetic factors are not the only explanation to ADHD etiology. ADHD is a disorder etiology which has genetic and environmental components and gene-environment interaction. In spite of the fact that many environmental factors are linked to ADHD, the number of environmental factors that are proven to be in significant cause-effect relation is too small. In other words, in presence of proper genetic basis, disease appears in presence of many environmental factors each of which have a slight effect, its severity or prognosis is variable. Environmental factors that are most commonly linked to ADHD pathophysiology are; complications during pregnancy, natal and postnatal period, several toxins and food substances. 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Evidence indicates that 20-50% of children with ADHD meet criteria for ASD, and 30-80% of ASD children meet criteria for ADHD.",book:{id:"4611",slug:"adhd-new-directions-in-diagnosis-and-treatment",title:"ADHD",fullTitle:"ADHD - New Directions in Diagnosis and Treatment"},signatures:"Maria Carmen Carrascosa-Romero and Carlos De Cabo- De La Vega",authors:[{id:"61718",title:"Dr.",name:"María Carmen",middleName:null,surname:"Carrascosa-Romero",slug:"maria-carmen-carrascosa-romero",fullName:"María Carmen Carrascosa-Romero"},{id:"61719",title:"Dr.",name:"Carlos",middleName:null,surname:"De Cabo De La Vega",slug:"carlos-de-cabo-de-la-vega",fullName:"Carlos De Cabo De La Vega"}]}],mostDownloadedChaptersLast30Days:[{id:"71112",title:"Stress 0.0. Experimental Program of Meditations for Stress Reduction",slug:"stress-0-0-experimental-program-of-meditations-for-stress-reduction",totalDownloads:818,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Welcome to the 0.0 Stress program. A practical trip integrator to reduce stress to its minimum expression. In this chapter, we will deepen our transpersonal experiential program, which can be very useful for anyone who experiences any signs or symptoms of stress such as anxiety, irritability, muscular tension, burnout, apathy, restlessness, headache, fatigue, digestive problems, concentration difficulties, worry, overwork, substance abuse, smoking, eating disorders, sleep disturbances, or simply feeling overwhelmed by events. 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Evidence indicates that 20-50% of children with ADHD meet criteria for ASD, and 30-80% of ASD children meet criteria for ADHD.",book:{id:"4611",slug:"adhd-new-directions-in-diagnosis-and-treatment",title:"ADHD",fullTitle:"ADHD - New Directions in Diagnosis and Treatment"},signatures:"Maria Carmen Carrascosa-Romero and Carlos De Cabo- De La Vega",authors:[{id:"61718",title:"Dr.",name:"María Carmen",middleName:null,surname:"Carrascosa-Romero",slug:"maria-carmen-carrascosa-romero",fullName:"María Carmen Carrascosa-Romero"},{id:"61719",title:"Dr.",name:"Carlos",middleName:null,surname:"De Cabo De La Vega",slug:"carlos-de-cabo-de-la-vega",fullName:"Carlos De Cabo De La Vega"}]},{id:"49032",title:"Mindfulness Meditation — A New Preventive Intervention for ADHD",slug:"mindfulness-meditation-a-new-preventive-intervention-for-adhd",totalDownloads:2100,totalCrossrefCites:3,totalDimensionsCites:1,abstract:"Medication and behavioral treatments have been used for ADHD treatments; however, both have limitations. Mindfulness meditation has been shown to improve attention and self-control, (or self-regulation), which could help the core ADHD symptoms of inattention, impulsivity, and hyperactivity. 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It was reported that it is a disease that affects 5.29% of children and adolescents in the entire world. Although ADHD is a disorder with high inheritability, genetic factors are not the only explanation to ADHD etiology. ADHD is a disorder etiology which has genetic and environmental components and gene-environment interaction. In spite of the fact that many environmental factors are linked to ADHD, the number of environmental factors that are proven to be in significant cause-effect relation is too small. In other words, in presence of proper genetic basis, disease appears in presence of many environmental factors each of which have a slight effect, its severity or prognosis is variable. Environmental factors that are most commonly linked to ADHD pathophysiology are; complications during pregnancy, natal and postnatal period, several toxins and food substances. It has been considered that exposure to risk factors that may affect development of the brain in any of these periods will have long-term effects on behavior. Along with mother’s cigarette or alcohol use during pregnancy, emotional difficulties, medical diseases and complications of pregnancy; natal complications, low birth weight, premature birth, post mature birth, physical traumas that may affect brain development in early childhood, psychosocial difficulties are also found to be related to ADHD. Studies of gene-environment interaction also note the importance of environmental factors. For example, a study showed that in cases which carry 7 repeated alleles of DRD4, exposure to prenatal cigarettes causes more severe symptoms of ADHD. 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The combination of electronics and computer science with biology and medicine has improved patient diagnosis, reduced rehabilitation time, and helped to facilitate a better quality of life. Nowadays, all medical imaging devices, medical instruments, or new laboratory techniques result from the cooperation of specialists in various fields. The series of Biomedical Engineering books covers such areas of knowledge as chemistry, physics, electronics, medicine, and biology. 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Dr. Koprowski has authored more than a hundred research papers with dozens in impact factor (IF) journals and has authored or co-authored six books. Additionally, he is the author of several national and international patents in the field of biomedical devices and imaging. Since 2011, he has been a reviewer of grants and projects (including EU projects) in biomedical engineering.",institutionString:null,institution:{name:"University of Silesia",institutionURL:null,country:{name:"Poland"}}},subseries:[{id:"7",title:"Bioinformatics and Medical Informatics",keywords:"Biomedical Data, Drug Discovery, Clinical Diagnostics, Decoding Human Genome, AI in Personalized Medicine, Disease-prevention Strategies, Big Data Analysis in Medicine",scope:"Bioinformatics aims to help understand the functioning of the mechanisms of living organisms through the construction and use of quantitative tools. The applications of this research cover many related fields, such as biotechnology and medicine, where, for example, Bioinformatics contributes to faster drug design, DNA analysis in forensics, and DNA sequence analysis in the field of personalized medicine. Personalized medicine is a type of medical care in which treatment is customized individually for each patient. Personalized medicine enables more effective therapy, reduces the costs of therapy and clinical trials, and also minimizes the risk of side effects. Nevertheless, advances in personalized medicine would not have been possible without bioinformatics, which can analyze the human genome and other vast amounts of biomedical data, especially in genetics. The rapid growth of information technology enabled the development of new tools to decode human genomes, large-scale studies of genetic variations and medical informatics. The considerable development of technology, including the computing power of computers, is also conducive to the development of bioinformatics, including personalized medicine. In an era of rapidly growing data volumes and ever lower costs of generating, storing and computing data, personalized medicine holds great promises. Modern computational methods used as bioinformatics tools can integrate multi-scale, multi-modal and longitudinal patient data to create even more effective and safer therapy and disease prevention methods. Main aspects of the topic are: Applying bioinformatics in drug discovery and development; Bioinformatics in clinical diagnostics (genetic variants that act as markers for a condition or a disease); Blockchain and Artificial Intelligence/Machine Learning in personalized medicine; Customize disease-prevention strategies in personalized medicine; Big data analysis in personalized medicine; Translating stratification algorithms into clinical practice of personalized medicine.",annualVolume:11403,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/7.jpg",editor:{id:"351533",title:"Dr.",name:"Slawomir",middleName:null,surname:"Wilczynski",fullName:"Slawomir Wilczynski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035U1loQAC/Profile_Picture_1630074514792",institutionString:null,institution:{name:"Medical University of Silesia",institutionURL:null,country:{name:"Poland"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"5886",title:"Dr.",name:"Alexandros",middleName:"T.",surname:"Tzallas",fullName:"Alexandros Tzallas",profilePictureURL:"https://mts.intechopen.com/storage/users/5886/images/system/5886.png",institutionString:"University of Ioannina, Greece & Imperial College London",institution:{name:"University of Ioannina",institutionURL:null,country:{name:"Greece"}}},{id:"257388",title:"Distinguished Prof.",name:"Lulu",middleName:null,surname:"Wang",fullName:"Lulu Wang",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRX6kQAG/Profile_Picture_1630329584194",institutionString:"Shenzhen Technology University",institution:{name:"Shenzhen Technology University",institutionURL:null,country:{name:"China"}}},{id:"225387",title:"Prof.",name:"Reda R.",middleName:"R.",surname:"Gharieb",fullName:"Reda R. Gharieb",profilePictureURL:"https://mts.intechopen.com/storage/users/225387/images/system/225387.jpg",institutionString:"Assiut University",institution:{name:"Assiut University",institutionURL:null,country:{name:"Egypt"}}}]},{id:"8",title:"Bioinspired Technology and Biomechanics",keywords:"Bioinspired Systems, Biomechanics, Assistive Technology, Rehabilitation",scope:'Bioinspired technologies take advantage of understanding the actual biological system to provide solutions to problems in several areas. Recently, bioinspired systems have been successfully employing biomechanics to develop and improve assistive technology and rehabilitation devices. The research topic "Bioinspired Technology and Biomechanics" welcomes studies reporting recent advances in bioinspired technologies that contribute to individuals\' health, inclusion, and rehabilitation. Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',annualVolume:11404,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},{id:"9",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. Osma",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSDv7QAG/Profile_Picture_1626602531691",institutionString:null,institution:{name:"Universidad de Los Andes",institutionURL:null,country:{name:"Colombia"}}},{id:"69697",title:"Dr.",name:"Mani T.",middleName:null,surname:"Valarmathi",fullName:"Mani T. Valarmathi",profilePictureURL:"https://mts.intechopen.com/storage/users/69697/images/system/69697.jpg",institutionString:"Religen Inc. | A Life Science Company, United States of America",institution:null},{id:"205081",title:"Dr.",name:"Marco",middleName:"Vinícius",surname:"Chaud",fullName:"Marco Chaud",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSDGeQAO/Profile_Picture_1622624307737",institutionString:null,institution:{name:"Universidade de Sorocaba",institutionURL:null,country:{name:"Brazil"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/52752",hash:"",query:{},params:{id:"52752"},fullPath:"/chapters/52752",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()