Abstract:

The article reviews refugees’ traumas and educational opportunities in assistance process. Unfortunately, war is not a temporary phenomenon and "hot spots", like Syria, Yemen, Afghanistan, Ukraine and Israel are constantly observed in the realities of our modern world. These “hot spots" are causing an influx of refugees. Refugees who have experienced traumas have psychological problems and often suffer from diseases such as post-traumatic stress syndrome, depression and related mental disorders, neuroses, phobias, high levels of anxiety, various personal disorders. Trauma experienced in the past is complicated by the process of re-victimization when faced with integration difficulties. In the context of modern globalization, the integration of refugees has become an important task for many EU countries. EU researchers and practitioners are looking for the best solutions in order to organize adequate support for traumatized refugees and to help them successfully integrate into society. It should be noted that educational opportunities are increasingly being identified in the context of targeted assistance to refugees and they are analysed in the first part of the article.

The second part of the article presents a part of a wider study aimed at identifying the traumatic experience of war refugees and analysing the characteristics of psychological assistance. The presented part of the research reveals the prominent role of education in the process of helping war refugees, emphasizing the importance of the educator's role in preparing refugees to accept psychological help and providing them with other information relevant to integration. The article concludes with discussion and conclusions that can be useful to both the scientific community and practitioners.

Keywords:

Refugees, education, trauma, integration, educator.