Shakeh Momartin - Senior Research Officer Jorge Aroche - CEO

1. STARTTS Capoeira Angola: An Alternative Intervention Programme for Traumatized Adolescent Refugees Settled in South Western Sydney Shakeh Momartin - Senior Research Officer Jorge Aroche - CEO Mariano Coello - Clinical Services and Research Coordinator NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors STARTTS

2. Substantial Increase in Displaced, Refugees and Asylum Seekers Internationally in the Last Decade UNHCR Report (2016) → 65.3 Million Forcibly Displaced (2014→59.5m) Of this figure → 21.3 Million are Identified to be Legal Refugees (2014→19.5m) Children/below 18 years of age → 51% of the Refugee Population (UNHCR Global Trends, 2016) →up from 41%

4. STARTTS • Since 1988, provided services for more than 50,000 clients • Currently apprx 250 staff members, in 9 offices around NSW • *Psychological Assessment, Treatment/Interventions, Counselling, Neurofeedback, Community Development and Research section • STARTTS → 3,000 clients annually • → Approximately20% are Children and Adolescents • Cumulative Trauma: Loss of Community, Witnessing/Experiencing Gross Human Rights Violations, Complicated Grief, Threats to Own/Loved one’s Safety, Deprivation (food, shelter, medical attention), Interrupted Education

5. Consequences for Young Refugees: *ChallengedResilience *Profound Lasting Effects (ie. trauma, loss, deprivation) • School Interventions Addressed Challenging Behaviours: • *Anger/Irritation • *Inadaptive behaviours (can emulate Conduct Problems) • *Peer Problems • *BehaviouralProblems with Teachers • To address these challenges; ‘STARTTS Capoeira Angola’ Program adapted to school environment as a psychosocial and therapeutic programme, an alternative intervention for traumatized adolescents

6. Capoeira Angola • Afro-Brazilian Martial Art (Hedegard, 2012) • Emerged to Resist Oppression Against Slavery • Self-Defence Disguised as Dance for Slaves (Boneco, 2002) • Simulated Combat between two players, dance/acrobatic/martial arts • Non-Contact, Non-Violent

7. Characterized by • A Circle of people; the “Roda” • “Ginga”, rocking body movement • Take turns playing Musical Instruments • Call and response songs “Chamada” “Bateria” singing by “Mestre” ritually sparring in pairs, “Jogo” the game

8. What Capoeira offers… • Interactive method of Group Therapy: Communication between Mind and Body • Re-connection to oneself • Appropriate Intervention for Young Refugees → Emotional Empowerment → Confidence Building →Strengthening of Trust and Bonds → Regulatory/Inhibitory system control → Resilience Building • → Regulatory / Inhibitory Systems → Bring about positive social outcomes • Control

9. Strong philosophical Foundation of Non-Violence and Cooperation Non-Contact Practice, Self-Control Respect Individual Space, a Direct Representation of Safety Freedom and Security Kinaesthetic Empathy through Non-Verbal CommunicationInteraction on a Higher Level Physical Movement, Accessing Trauma Unable to Verbalise (Implicit Memory) Health Improvement, Physical Fitness; Benefits for Young People *Important for Emotional Well-being *PsychologicalStability *Reducing Physical/Psychological Complications

10. Rationale for using schools as location for project • School , an essential bridge between young people and the wider society • Primary Context for Development of Peer, Social Support and Reference Network (Aroche, Coello and Momartin, 2012) • Structured Environment with Strong Spiritual, Moral, Ethical and Physical Code • Support from School Counsellors and Teachers for Ongoing Programme • STARTTS Capoeira Angola ‘Project Bantu’ Classes led by Mestre Roxinho

11. STARTTS – Capoeira Project Bantu (Short Video) STARTTS – Capoeira Project Bantu (Short Video)

12. Aim of Evaluation • -Assess efficacy of the program in this group of traumatized adolescents • -Identify therapeutic benefits of the program for participants considering limited period of Intervention • Objectives for Individuals • The objectives were: *Build Capacity of young people to settle *Buildsense of Safety and Control • * Build sense of Belonging (Mentoring) • *Improve Disruptive Behaviour with Peers and Teachers • *Reduction of Truancy

13. Method • 7 Schools in South West Sydney (4 in project) Sample: • Current Study: • Sample size=32 • Age range=12-17 (Mostly 13-15) • Cultural backgrounds: Africa, South East Asia, Middle East

14. Qualitative and Quantitative Findings Qualitative (Semi-Structure Questionnaire) Improved Interpersonal Skills, relationships, teachers/ peers Increased confidence and self-esteem Increased control of anger and associated behaviour, composure, diminished agitation Improved/healthy communication skills Increased self-discipline, sense of responsibility and respect Reduction in School Truancy

15. Quantitative (SDQ) • Significant reduction in overall problematic behaviour • Increased Pro-Social Behaviour : 1) Improvement on emotional symptoms 2) Reduced conduct problems (modified behaviour) 3) Reduced hyperactivity/inattention 4) Reduced peer relationship problems 5) Increased pro-social behaviours

16. Societal Benefits Teacher’s Observation on Social/Community Improvements: • Considerable Improvement in behavioural and social cohesion • Increase in both classroom cooperation and Individual Self-Esteem • Young people were found to be less likely to use/experiment elicit drugs following intervention • Less likely to engage in/or be accessory to delinquent activities following intervention • Less problems with law enforcement authorities (including disputes, altercations, physical fights)

19. E: startts@sswahs.nsw.gov.au www.startts.org.au shakeh.momartin@sswahs.nsw.gov.au jorge.aroche@sswahs.nsw.gov.au mariano.coello@sswahs.nsw.gov.au THANK YOU!