STARTTS Capoeira Angola:
An Alternative Intervention Programme for Traumatized
Adolescent Refugees Settled in South Western Sydney
Shakeh Momartin
Jorge Aroche
Mariano Coello
-
Senior Research Officer
CEO
Clinical Services and Research
Coordinator
NSW Service for the Treatment and Rehabilitation of Torture and
Trauma Survivors
STARTTS
Substantial Increase in Displaced, Refugees and Asylum Seekers
Internationally in the Last Decade
UNHCR Report
(2014→59.5m)
(2016)
→
65.3
Million
Forcibly
Displaced
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%
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
→ Approximately 20% 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
Consequences for Young Refugees: *Challenged Resilience
*Profound Lasting Effects (ie. trauma, loss,
deprivation)
School Interventions Addressed Challenging Behaviours:
*Anger/Irritation
*Inadaptive behaviours (can emulate Conduct Problems)
*Peer Problems
*Behavioural Problems 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
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
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
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
-
Control
→ Bring about positive social outcomes
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 Communication
Interaction 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
*Psychological Stability
*Reducing Physical/Psychological Complications
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
STARTTS – Capoeira Project Bantu (Short Video)
STARTTS – Capoeira Project Bantu
(Short Video)
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
*Build sense of Safety and Control
* Build sense of Belonging (Mentoring)
*Improve Disruptive Behaviour with Peers and Teachers
*Reduction of Truancy
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
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
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
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)
Main Themes Extracted from Attribution Question
SELF-ESTEEM/GENERAL CONTENTMENT
“I love the cool moves of Capoeira…they give me freedom to move without hurting anyone…I can
dance in school without getting in trouble…I feel important”
CONFIDENCE/SENSE OF SAFETY
“It is a safe place, everyone likes me…I feel I can achieve anything ..I feel like no one is judging me”
SENSE OF BELONGING
“I never belonged to anything…I lost my family when I was young…now I belong to this group…I feel
special when teacher calls me to go to group…all the other kids look up to me”.
REDUCTION IN ANGER
“I was so angry before…now I can control it…I don’t fight any more…I hear the music in my head and
I calm down…I haven’t been in trouble with police for a whole term (that’s a big deal for me!)”
RESPECT/INTERPERSONAL RELATIONSHIPS
“I have friends now and we respect each other…We don’t call each other horrible names…I actually
like the teachers now (Please don’t tell them that…that’s not cool)”
TRUANCY REDUCTION
“I have been coming to school more days in the week…I don’t want to miss out on my Capoeira
sessions… I am worried to disappoint the teachers (I didn’t care about that before)”
E: [email protected]
www.startts.org.au
[email protected]
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THANK YOU!