Self organized project phase 2 final documentation by Namariq Al-Rawi

REFUGEESâ&#x20AC;&#x2122; SELF ORGANIZED PROJECT INTERACTION AND CAPACITY DEVELOPMENT THROUGH SELF-ACTUALIZATION

Mai Adel Namariq Al Rawi Salsabil Fahmy Integrated Research and Design Project, MSc IUSD, University Stuttgart, WS 2014/15 IUSD

URBAN REFUGEES Integrated Research and Design Project MSc Integrated Urbanism and Sustainable Design University Stuttgart Winter term 2014/15 Responsible / lecturer: Prof. Dr. Astrid Ley, Marisol Rivas-Velázquez - SI Prof. Anje Stokman, Moritz Bellers - ILPÖ Guest lecturer: Josefine Fokdal, Dr. Susanne Kost, Gerd Lüers

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INTRODUCTION

PROBLEM DEFINITION

Interaction and Capacity Development

Interaction and Capacity Development Based on the analysis carried out in phase 1, the elementary interviews carried out, and the consultation with experts in the field, it was concluded that there is some kind of developed dependency of refugees on the social workers and on the system in general where they transform into being “Over-institutionalized” (Cox and S. Pawar, 2006). This dependency results from three main reasons related to three main actors: the refugees, the social workers, and the state/city administration Fig. (2).

Based on the analysis done in phase it was found that one of the main causes of most of the problems faced by refugees is the economic status especially here in Germany and the fact that they can not work except after a certain period of time. This affects them greatly, without a job, they only have free time doing nothing. The excess free time and the long waiting can have psychological impacts causing them to suffer severe depression. However, here comes the importance of having programs and activities that could fill this free time. In case, these programs were not enough or were not tackling their real needs, they will continue in the same vicious cycle and will suffer from depression. This leads to their isolation and the depletion of their social interaction, thus limiting the opportunities of integrating into the society. As a reflex, they start to become secluded and confined in their own bubble. In addition, they start to have lower trust in themselves leading to lower self- esteem and higher sense of reliance and dependency on whoever could help them. Therefore, they start to become extremely dependent on the social workers and eventually on the system in general Fig. (1). This “Dependency syndrome” as called by researches (Antwi, 2007) is what interested us after phase 1 analysis and we wanted to dig deeper into understanding its reasons and implications on the refugees’ life and behaviour. Going through the literature, we found that our conclusion of phase 1 which was merely based on observations and interviews is actually a true studied phenomenon but not mentioned a lot about refugees in our everyday talks. M. Abdi discussed in an article published in “Limbo” that the life in the refugee camps engender passivity and break down all initiative and sense of self-worth of the refugees. This as discussed earlier affects the refugees’ psychological health and relations. Therefore in this phase of the project, the identified problem matched greatly under studying the category of Interaction and capacity development. Since the problem of dependency results from a form of unbalanced refugee-social worker interaction and it affects the refugee-community interaction. The sense of dependency ruins the individual and community initiative and development, that’s why the refugees start to become isolated after a while (M. Abdi, A. (n.d.).

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Fig. (1): The cycle trapping the refugee - Conclusion of phase 1 Fig. (2): Problem Tree In addition, we can not over come this problem without having some sort of capacity development and empowerment of the refugees so that they can again have control over their life. Returning them to the state of self-worth and self-esteem is the most important task that the project should figure out.

The dependency of refugees on social workers: The lack of training programs offered for social workers consequently leads to over-helping the refugee. Some of the social workers lack the experience of dealing with refugees and since they have unclear limits of involvement, this can lead to more dependency of refugees on social workers on the long term. In order to overcome this dependency, there has to be training programs for social workers, clear and defined tasks of social workers, and encouragement of in-dependency for refugees.

Consequently, the project will focus on understanding more this problem and will start devising a concept that can help the refugees come out of this syndrome and become fully independent and accomplished

The dependency of refugees on the existing system of the city: This is a result of the disintegration of refugees in many of the fields, whether the educational, professional, or social fields. Instead of integrating the refugees with the community, the city/ state administration stimulates the over-control of refugees, whether intentionally or unintentionally. The dependency of refugees due to psychological reasons: This will be the focus in this project which is the reasons related to the refugees themselves. As mentioned in the introduction, the lack of employment for refugees results nto having plenty of free time. The boredom rising from this unused free time and the lack of interaction through the lack of interest in ready activities, can consequently lead to the refugees’ lack of self-esteem, or in another terms “lack of self-actualization” as explained in Maslow’s Hierarchy of needs. All these reasons can result in pushing the refugees into becoming dependent on the system and on the social workers. However, many argue that this dependency does not result from their laziness or unwillingness to work as sometimes claimed. It is a case that they are forced to enter and they are always waiting for a chance to overcome it.

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REFUGEES’ NEEDS ANALYSIS

NETWORK OF SOCIAL INTERACTION

Interaction and Capacity Development

In order to understand the needs of the refugees and its relation to interaction and capacity development, and where the problem is appearing and how to tackle it, we referred to maslow’s Pyramid of needs to also understand the basic human needs and then compare it to the ones of refugees. According to Maslow, humans have basic needs , when fulfilled, it helps in maintaining the identity. These needs are: Physiological ones which are urgent for the body to survive such as Breathing, sleeping, water and food; Safety needs which includes the feeling of body, health, family, property, employment security... Etc.; Love and belonging to a community, seeking contact with others and build satisfying relationships; esteem needs to know what they are capable of achieving and succeed in. All these needs build on each other, but there is a need that build on its own which is the what is called ‘ the growth’ need which represents the need of self-actualization. It is a need that gives meaning to the life; if you build your capacities, you want to develop them more and more, it also helps in uncovering the hidden competences a person has and how it is possible to obtain a healthy personality because of it; the lack of it results boredom and feeling of meaningless. (Fig. 3) (Heylighen 1992)

The network of social interaction usually starts and develop as waves that grows bigger when we are exposed to more people. A Human being comes to life as an individual with main interaction only with the parents, then he/she starts to interact with the other members of the family, later with the neighbourhood, going to school will widen the circle of interaction; this individual starts to come into contact with others who are raised with different personalities and values of interaction. The small community grows more while interacting with others in the city, either academically, socially or professionally, later within a country and then reaching a state of interaction with humanity. All these stages in the life of an individual shape his/her personalty, where he/she can learn various things such as languages, how to dance, cooking, singing, listening to others, developing a skill, fighting, working and most importantly, this network of interaction might teach a person not to do anything. ( Fig.4) (Peseschkian 1987) In the case of the refugees, if we hypothetically draw the expected social network, it would start from being an individual with limited interaction only with the social worker, then the refugee starts to interact with the neighbourhood where he is living, then with the community, the host city, the country and later being open to the world. Sadly, what happens is on the contrary; the refugee has only interaction with social workers when they arrive, taking the chance of being fully dependent on them. The network stops there and only occasional chances of interacting with the community is provided, that is why the refugees in many cases are being isolated from the activities of the host city and the country. (Fig. 4)

Fig. (3): Maslow‘s Pyramid of Needs After the socio-psychological analysis we made with the help of experts, we noticed that the Pyramid in the case of the refugees is up-side-down; the needs are related and build on each other which is causing in the end isolation and meaningless in having a goal in life. Starting from the bottom of the pyramid, the Refugees suffer from lack of sleep mainly because of the lack of privacy and insecurity which is coming from not having a secure job, fearing from getting rejection for their asylum application, this lead them not to have sense of ownership and sense of belonging. They start to lose interaction with community and to isolate themselves within limited relationships among few of them. They also lose their self-esteem and trusting the community, making them also question their abilities in achieving anything, so they lose their ability of decision making which make them dependent on a superior someone to accomplish the simplest tasks for them; they become over-institutionalized. All this lead them to be apart from being self-actualized and lacking a goal to orient themselves for. (David 2015)

Expectations: A balance individual‘s network of interaction

Reality: A refugee’s network of interaction is limited to the social workers

Fig. (4): Network of Social Interaction IUSD - IRD - 2014/15

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THEORY OF BALANCE

LOGICAL FRAMEWORK Interaction and Capacity Development

Interaction and Capacity Development The Balance Theory is a theory developed by Nossrat Peseschkian that illustrates how a person can reach Healthy state by finding the balance among four elements; activities related to the body and the senses, social contact, fantasy and performance. The shape coming out of this balance is a feather-like, and the human should contain a well shaped feather for a balanced state of personality (Fig. 5). Naturally the person when lacking the balance in one of the four elements, he/she tries to either lower the intensity of the activity happening or raise it in accordance to the feather; for example a student who gives 100% effort in performance,which influences the level of social interaction and body-related activities such as sport, is recommended to lower the performance and raise the body-related activities and social contact with others. (Peseschkian 1987)

Fig.5 : State of Balance

In the case of the refugees. if using the balance theory as a tool to understand their state of balance, the feather is irregular in shape due to the unbalanced distribution of activities; they have limited social contact compared to the amount of free time they have, the body-related activities are also not available except for some exercises related to everyday life activities. Performance is dropping drastically due to a lot of limitations mentioned in Phase 1 of the research. The Fantasy for them, not in all cases, is very strong with what it resembles; either connected to imagination and plans for the future or with a certain believe that give them the drive to survive life. (Fig. 6) Balancing the ‘feather’ for the refugees require immediate action related to performance which will also lift their social contact with others and the body-related activities with it.

Fig.6 : Refugees State of unbalance

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After going through the previous detailed analysis of the complex topic we are dealing with, we started to formulate the logical framework of the project to provide a clear understanding of our goals and objectives and a clear identification of where we are heading to. Any Log framework includes these five main topics: The Impact hypothesis, Involved stakeholders, Indicators that can assure the hypothesis, the methods of verification that can be used to test the validity of these indicators and finally a list of the assumptions about the outcomes of the project and the expected risks as well Fig. (7). For our project the overall objective was extremely clear which is to achieve a state of in-dependency for the refugees where they become completely self-reliant again. This will be translated in more social interaction and more sense of responsibility and achievement. The direct benefit for them would be that we boost their self-esteem and sense of self-worth which are two extremely important needs for nay human being as understood from Maslow’s pyramid. Then came the difficult part of defining the tool for doing so, then we realized that we can not change the state of self-esteem or self-actualization unless the change comes from the refugee himself. Therefore we proposed the idea of boosting the self-actualization through having a self-organized project by the refugees themselves, where they take part in it from A to Z. So that they start feeling their ownership of the thing and this empowerment will definitely reflect on their confidence and self-esteem. We discussed the efficiency and impact of such a concept with experts in the field of psychology to be sure that this concept can lead to the targeted outputs. According to Antwi, in a self organized project, the participants still require mentoring and coaching, but they don’t require “command and control ” and this would be our role as architects and urban planners, as mentors and facilitators. We then identified a set of outcomes that would result from the project but at the same time represent steps on the way of achieving a fully self-organized project such as: Surveys, workshops, competitions, etc...the development of these will be explained in detail in the coming parts. The main stakeholders in this project were identified, as shown in Fig. (7). It is obvious how that the refugees are key stakeholders in all the stages, this is because they represent the main targeted group in the project and also their participation and involvement is crucial for fulfilling the definition of the self-organized project (Antwi, 2007). 9/20

We also identified some key indicators for each of our points of interest such as: the refugee’s sense of self-actualization which can be verified through using a tool called the Index of self actualization (D’Souza, et al. , 2015). The level of dependency which can be tested through knowing how many hours does a social worker work in the camp and how many times does the refugee need to ask for something per day or per week. This data can be reached through interviews and questionnaires. We will also need to know their areas of expertise to know which type of project would interest them, questionnaires could help in identifying this indicator as well. In addition, to prove the point of that this dependency hinders their social interaction with the surrounding community, an important indicator is needed which is the level of interaction with the community. This can also be figured out through questionnaire and asking about how many German contacts they have and how many events did they attend and where organized by the German community. The main assumptions were that this project will lead the refugees to have a healthier personality, we also expect them to fully participate and to propose a number of interesting projects. However, there was the fear of some risks like the lack of interest of the refugees in the project or the lack of participation or the lack of interest from sponsors. These fears decreased after visiting the camp more than once and discussing with the refugees and the social workers. It was sensed how eager they are to hear about the project and how enthusiastic they would be if we enabled them to start it.

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LOGICAL FRAMEWORK Interaction and Capacity Development

Fig. : Logical Framework

Fig. (7):Logical Framework of the project

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Fig. (7):Logical Framework of the project

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CURRENT VS PROPOSED PROCESSES - ANALYSIS

The second project was not implemented yet but was only proposed by the Freundekreis. The proposal was to make an urban gardening project for the refugees in the camp. The process of this project had some improvement than the last one in terms of involving the refugees a bit, but still this will only come at the end of the process in the implementation and the operation phases. However, for the decision making, it is still something decided by the freundeskreis for no clear reason other than that they like gardening and want to make the same thing for the refugees. So still the project idea will be imposed over the refugees. Nevertheless, it seems like this type of urban gardening projects is easy to fund since they were planning to get fund from the city of Stuttgart ( the money assigned by the city for funding urban gardening projects in general).

Interaction and Capacity Development

The third project was new one that was starting at the same time we were conducting the research for this phase. It is a participatory project by a company called Kukuk Kultur which was assigned by the freundeskreis for doing this project, it also has another part that is an NGO (E.V) involved in this type of projects with refugees and with children in third world countries. So the process here is different it is involving the refugees from the beginning through participation in the idea development. They then go through multiple design rounds with the refugees. Also the implementation and operation will done with the help of the refugees. The only drawback of this process is that there is not enough analysis and scanning at the beginning to know what the refugees really need. They quickly jumped in to the participatory design workshop.

Fig. (8): Analysis of the current Vs Proposed Processes When arriving on site in Hofen and discussing with the social workers about our research project, we quickly knew about a number of projects that were already taking place or where planned to take place in this camp. Surprisingly all of them had to do with gardening but each project had a different approach and followed a different process of realization. Therefore, we decided to analyse each of these projects to understand what they did, how they did it and to know if they succeeded or not and why. This thorough analysis was intended to be used as a basis for understanding what we need to do in our project even if it is not about gardening and how can the project we propose overcome all the drawbacks of these projects to guarantee that it actually creates a change in the refugees life Fig. (8).

The first project that we knew about was a city gardening project that the city of Stuttgart started. Its aim was only planting some trees and shrubs in the site. This project follows a clear top-down process, where the city uses experts (architects and planners) to study the project and then implement it directly. There is no consultation with the refugees, even the social workers did not know about the project until the city representatives came and planted the trees. In this case nearly all the project phases are done by the city and its departments including: The idea initiative, the decision making, the implementation and the operation . In this project they only needed the help of one refugee to water the plants and that is it. IUSD - IRD - 2014/15

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Fig. (8): Analysis of the current Vs Proposed Processes

The fourth illustrated is the proposal that we came up with after analysing these three proposals and after understanding the problems the refugees are facing like the lack of self actualization. So based on what was explained in the logical framework, our main aim is to facilitate a self-organized project by the refugees, so we went through the literature to understand how could this be realized and how could we also overcome the disadvantages of these three processes. The result was that first we need to have an appropriate scanning and consultation phase. Where we have to talk to the refugees and deeply understand their needs, aspirations and fears as well. Then we need consultation with experts not only in the field of design and planning but also in psychology and project management. Also the refugees should be part of each phase, in fact we should only be mediators or facilitators and they should be allowed to take the lead and run the process. It is quite clear from the time line of this process that the refugees are involved from stage one till the end. They will be part of the decision making,the choice of what project do they need and are capable of running, the project planning, the implementation and the operation. What is also unique about this process, especially in the case of refugees, is what happens after the operation which is how can they reach the market with whatever products they produce regardless of the type of project. The aim of this stage is achieving the goal of empowerment of refugees and boosting their self actualization , so they not only feel that they own the project and that they are running it but also they can benefit at some point from it, even if a small benefit. So basically the main changes we are proposing are at the very beginning and the very end of the process in addition to ensuring the refugees in every step happening in between, throughout the process. 13/20

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PROCESS OF SELF ORGANIZATION

Interaction and Capacity Development As explained in the logical framework, the main output or aim of this project is to help realize what is called “self-organized project” by the refugees. In order to do so, we analysed what are the characteristics of a self-organized project and then we proposed a process of 11 steps that if realized, it would guarantee having a completely self-organized project. These 11 steps are the steps closely related to the refugees or take place with their participation. However, as explained even a team organizing a project themselves needs mentoring or guidance. This was the impulse behind suggesting another parallel process that guide the action of theses mentors or as we called them “the facilitators”Fig. (9). Therefore, we proposed a process that is formed out of three sub-processes or cycles: The first: The main Process Consists of 11 steps done in close contact with the refugees as shown in Fig. (9). They start from the scanning process with undergoing surveys and questionnaires till reaching the operation phase. The role of the refugees should be always evident through out theses stages to overcome the shortcomings of the other project previously analysed projects. The Second: The Parallel Process This is some sort of ahidden process that shows all the stages that take place behind scenes to facilitate the achievement of the overall self organized project. IUSD - IRD - 2014/15

The facilitators in this case include a large number of possible actors like: us as architects and urban planners, the social workers, the freundeskreis, NGOs that can facilitate these projects, Religious organizations, city departments, etc... So the refugees will start the process, however they will get all the help and support they need to complete it from those actors. The process shows how the role of the facilitators corresponds to the main stages taking place. The Third: The Impact Process Which shows the impact of the proposed stages on the development of the psychological health of the refugees. It relates to the target of achieving self actualization. So in each stage we become aware of how this will build on the overall target of boosting self-actualization. This process will be taken as a guide line in any project that we will make. Our role will be confined to initiating the project and facilitating its completion, the rest will be done by the refugees Fig. (9).

Fig. (9): Details of the Proposed Cycle of Self-Organized Project 14/20

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Step 1 -4: Surveys and Questionnaires

As a first step of realizing the proposed process, we started by conducting questionnaires and online surveys. The aim was to prove the indicators; the existence of refugees’ lack of self-actualization and to know more about their professional background and their competencies. Therefore, we created a questionnaire; translated to three different languages: English, Arabic, and German, it was basically divided into two main sections. The first section was in the form of a table for self-actualization assessment, the SISA scale (see appendix ..), it was graded separately, according to the assigned grading criteria, after being filled out by the refugees. This SISA scale is used as a tool for measuring self actualization as explained by (D’Souza, et al., 2015) Fig. (12). The second section consisted of open and closed questions aiming at investigating their professional background, their competencies, their level of interaction with the German community, and their needs and future plans in general. It was very important for us to know this information in order to facilitate a project that would interest them, be organized by them, and make them eager to implement it and take care of it. In other words, to know what type of projects would encourage their self-esteem and their self-actualization when they organize it themselves. In addition to that, knowing their professional background and competencies would also help us in selecting the site with the most potential for achieving our project. These questionnaires were distributed in two different refugee camps, a camp in Hofen and another camp in Oberaichen. Because of the difficult accessibility to the camp in Oberaichen, we were not able to receive a suitable amount of filled out questionnaires, and therefore we decided to focus on the camp in Hofen, where the accessibility and communication were more facilitated. In general, the percentage of self-actualization was very low in the two camps (99 to 100% lacked self-actualization), and the majority of refugees mentioned in the questionnaires that they seek more interaction with the German community. In the camp in Hofen, the analysis of the results showed very high dependency on social workers, in which the majority ask for the help of social workers on daily basis. Moreover, it was also shown in the analysis of the results that social workers never refused to help them. The results revealed that the most common talents/competencies and professional experiences are related to farming, construction, and playing football. Aside from schooling and finding jobs, farming and gardening were among the most common answers regarding the future plans and the proposed activities on site. The second most common activities were related to Sports (especially football). In general, the results also showed that most of the refugees were interested in participating in new activities on site, since the majority find difficulty in finding jobs, and therefore have a plenty of free time Fig. (10). Fig. (11): Steps 1 to 4 (related to Questionnaires)

The 11 Steps’ Process of a Self-organized Project

Fig. : Details of the Proposed Cycle of Self-Organized Project

Fig. (10): Surveys and Questionnaires’ results

Fig. (12): SISA scale (Self-Actualization Assessment) IUSD - IRD - 2014/15

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Step 5&6: Competition / Ideas Workshop

Step 7: Development of Ideas

The 11 Steps’ Process of a Self-organized Project

After finishing The first four steps of the process starting from undergoing the questionnaire, analysing the results, identifying the areas of common interest and narrowing down the suggested fields into a fewer number, we went back to the camp. This time we went back with an idea about the main interests and needs of the refugees. However, till that point we did not know yet what would be the project that can encourage them to take part in. At the same time we knew that there is another company that was mentioned earlier called Kukuk Kultur and that they were going to organize a design workshop with the refugees to hear their ideas about what they need to be done in an empty plot on site. So we decided to join this workshop with kukuk to realize the fifth and sixth steps of the process; the presentation of outcomes of the questionnaire and a competition or in this case a workshop to encourage them to express their ideas. On the nineteenth of June, we went to the camp in Hofen, we explained briefly to the refugees the results of the questionnaire and the main idea of the project, then we started a design workshop with Kukuk. The refugees started to gather, and they were given circular papers to draw or write their ideas and what they need to be done in the plot. The ideas ranged from a children’s playground area, a small garden, a football field, different sports fields, a workshop space to repair the bikes, a grilling area outside, a winter garden, a shaded space to sit outside, etc... They were extremely engaged and very creative, it was very obvious how they felt so proud when they were given the chance to present and explain their ideas. This was a life proof of our hypothesis and how that just simple acts of engaging them and hearing what they have to say can boost their confidence and self-esteem. We left the camp with numerous ideas coming out of the refugees themselves and directly addressing their needs and demands, at this point our role will start with developing the ideas that can develop into an empowering self-organized project more. The aim was to do so and then go back to the camp to realize step 8 which is the presentation of the developed ideas. Fig. (14).

Fig. (13: Steps 5 & 6 IUSD - IRD - 2014/15

After the workshop with the refugees, we concentrated on developing the ideas suggested by the refugees into visions that can be implemented in their camp in Hofen. The majority were in favour of having a garden for vegetables and decorative reasons,workshop space were they can fix bicycles and electrical devices. And for their children, they wanted a proper playground, where also the children from the neighbourhood can come, participate and interact with.(Fig. 15)

Fig. (14): Photos taken during the workshop

Fig. (15): Development of Winning Ideas 18/20

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Step 7: Development of Ideas - urban Gardening The 11 Steps’ Process of a Self-organized Project We want a garden We can plant vegetables from our countries

Step 7: Development of Ideas - urban Gardening

The idea of the urban garden can start and develop from a small planting happening in planter boxes built by the refugees themselves. They can plant in them different plants depending on what they desire; it can vary from vegetables and herbs they used in their home country but are unavailable here, to decorative plants and also flowers to bring aesthetically value to the camp. This can empower their sense of self-reliance(Fig. 16)

connect us to the neighborhood activities

One privilege of the camp Hofen, besides the support of the social workers, is that it is surrounded by urban gardens. This can link the neighbourhood more when the refugees are working on the same activity available there. This also would develop the neighbourhood and integrate the refugees in taking care of it. (Fig.18)

Fig. (16): Development of Urban Gardening Step 1

We need bigger space

The 11 Steps’ Process of a Self-organized Project

Fig. (18) : Development of Urban Gardening Step 3

Moving from the temporary state of the planter boxes into more permanent garden can be through preparing plots for agriculture. this can be also decided by the refugees themselves if they see that they need bigger space for them to plant the different crops in it. Coming together to create the agricultural plot can develop in them sense of community and team work. (Fig.17)

One further step of Developing the urban garden can be with building greenhouse together with the refugees for them to use in winter and in planting what cannot be planted in the German climate. This greenhouse can be also used as winter garden. The food produced in the agricultural plot and greenhouse would reduce the food cost for the refugees and also help them in learning and enhancing their skills and also develop sense of responsibility in them. (Fig.19)

How about building a greenhouse together?

Let’s try!

I come from hot countries, I can’t grow anything here

Fig. (19: Development of Urban Gardening Step 4 Fig. (17): Development of Urban Gardening Step 2

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Step 7: Development of Ideas - urban Gardening

The 11 Steps’ Process of a Self-organized Project

I can use it It’s good, we can sell it Maybe to the refugees in other camps

The workshop space requested by the refugees can be provided as space by using containers; The container is easily transported, designed and used for any function desired. KuKuk dealt with containers before and they are willing to help us finding one for further development of the refugees ideas. (Fig. 21)

We want workshop space

What do think about using a container?

How can we use it?

Fig. (21): Development of Workshop Space Step 1

Fig. (20): Development of Urban Gardening Step 5

After completing the urban garden and when the refugees take care of it to develop more and more, they can use the products for personal use, also they can sell it to other refugees in other camps or perhaps in the future they can develop their own market to sell it to the community. The goal of this initiative would be achieved; they develop sense of proudness in what they developed, they socially interact with the community and they start to make income. This all add to the aimed capacity development and self-actualization. (Fig.20)

The design of the different details of the container and how it can be developed into a workshop space can come up from the refugees themselves; they decide the activities for the workshop and what are the services, tools and functions needed to build it. This would awaken the Participation sense in them, empower their sense of self-reliance and sense of community, since it is group activity. (Fig.22)

What can be inside? How can we modify it?

We can repair electronics Entrance

window

Fig. :(22) Development of Workshop Space Step 2

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Step 7: Development of Ideas - workshop space

The 11 Steps’ Process of a Self-organized Project

What do you think of this proposal?

We need s counter to receive the electronics

Fig. (23): Development of Workshop Space Step 3 what else can we enhance?

We can try

Can we use the roof?

The ideas suggested by them can be developed by us, the architects, and then communicated to them to see what kind of changes they would feel it might be necessary; we are only the tools and facilitators, and the project belong to them. (Fig.23)

This iterative process can give them the power of decision making, which would make them believe in the project and have sense of belonging and ownership. Which will also bring them responsibility toward the project and help them in learning new skills and abilities. (Fig.24)

Refugees can do it

We don’t have someone to repair our electronics

Fig. (25): Development of Workshop Space Step 5

In the end, the Workshop space will be a prove for themselves that they are capable of producing and building something from the start till the end. They can repair products for themselves, other refugees in other camps or to the community itself. The goal of this initiative would be achieved; they develop sense of proudness in what they developed, they socially interact with the community and they start to make income. This all add to the aimed capacity development and self-actualization. (Fig.25)

Fig. (24: Development of Workshop Space Step 4

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Step 7: Development of Ideas - playground

The 11 Steps’ Process of a Self-organized Project we need children playground

What do think about using a container?

How can we use it?

Fig. (26): Development of Workshop Space Step 1 What do you want inside the playground

Swings Slide safe

Fig. (27): Development of Workshop Space Step 2 What do you think of this proposal?

Let’s build it together

The 11 Steps’ Process of a Self-organized Project

Good idea

One of the top requests of the refugees was to make a nice and big playground for their children, here also a container can be placed and used for this purpose; KuKuK have worked with this element to produce playgrounds in a lot of places. The refugees need a slight push to start giving ideas for the design of the container. (Fig. 26)

Let’s invite the community

The refugees would be asked about their ideas of how a playground should look like and what elements should be in it, should it be open or closed, what other materials can be used for it ... Etc. This would awaken the Participation sense in them, empower their sense of self-reliance and sense of community, since it is group activity.(Fig.27)

After consulting them with the design coming up from their own ideas and having an iterative process, the playground can be built collaboratively mainly with their efforts and ours. Which will also bring them responsibility toward the project and help them in learning new skills and abilities. (Fig.28)

Fig. (29): Development of Workshop Space Step 4

The resulting product will not bring them economical income but will definitely bring them more social interaction with the neighbourhood, if the children start to mingle and play with each other. Which can help them in feeling more integrated. (Fig. 29)

Fig. (28): Development of Workshop Space Step 3 IUSD - IRD - 2014/15

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Proposal for the Implementation phase - next step The 11 Steps’ Process of a Self-organized Project

Proposal for the Empowerment phase - next step The 11 Steps’ Process of a Self-organized Project

The idea of marketing the products requires the help of experienced organization with such task such as Caritas, AWO and DIAKONE from Flüchtlingsrat. They have a lot of projects supporting people with special needs to help them either with organizing workshops or by promoting the products in the market. In the case of refugees, they can help in realizing the different projects with workshops and also selling the products in the market. this will help the refugees to get an income, become independent and in the end to achieve self-actualization. (Fig. 31)

Fig. (30): Implementation Phases The implementation of such ideas cannot be done instantly without thorough planing and management through dividing the project into phases, which would assure that every step is taking the time and effort required properly. The urban garden can start simply with the planter boxes until funding and resources for developing the other phases are found, then it can develop into permanent land, later if sponsorship is found, the greenhouse can be built, then the products can be sold. for the workshop space and the playground, the process is the same; it can start with a normal container and developed maybe in the beginning as a playground until another container is provided to be developed into workshop space. (Fig. 30)

The social workers are willing to help in the matter of distributing the income among the participants from the refugees, to assure equal and fair distribution without interrupting the system of the state and the camp. Fig. (31): Refugee‘s Role Vs Flüchtlingsrat

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CONCLUSION

REFERENCES

The self-organized projects by the refugees will help them to gain trust again in the community and themselves in a way that takes them out from their passiveness into being active in the society. Some might think it is difficult to involve the refugees and grab their attention toward bringing their own ideas on the table, but all they need is to show them sincere interest in helping them and to be involved also with them to break the ice and build trust among each other. (Fig.32)

Fig. (32): Frequently Asked Questions about the Project IUSD - IRD - 2014/15

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LIST OF FIGURES

REFERENCES

Figure 1: Refugee Time line in Baden-Wuerttemberg. Source: group work Figure 2: Problem Tree. Source: group work Figure 3: Maslow‘s Pyramid of Needs. Source: group work Figure 4: Network of Social Interaction. Source: group work Figure 5: State of Balance. Source: group work Figure 6: Refugees State of unbalance. Source: group work Figure 7: Logical Framework. Source: group work Figure 8: Analysis of the Proposed Processes. Source: group work Figure 9: Details of the Proposed Cycle of Self-Organized Project. Source: group work Figure 10: Surveys and Questionnaires. Source: group work Figure 11: Step 1. Source: group work Figure 12: Step 2. Source: group work Figure 13: Development of Winning Ideas. Source: group work Figure 14: Development of Urban Gardening Step 1. Source: group work Figure 15: Development of Urban Gardening Step 2. Source: group work Figure 16: Development of Urban Gardening Step 3. Source: group work Figure 17: Development of Urban Gardening Step 4. Source: group work Figure 18: children and programs . Source: group work Figure 17: Teenagers and Programs . Source: group work Figure 18: Development of Urban Gardening Step 5. Source: group work Figure 19: Development of Workshop Space Step 1. Source: group work Figure 20: Development of Workshop Space Step 2. Source: group work Figure 21: Development of Workshop Space Step 3. Source: group work Figure 22: Development of Workshop Space Step 4. Source: group work Figure 23: Development of Workshop Space Step 5. Source: group work Figure 24: Development of Workshop Space Step 1. Source: group work Figure 25: Development of Workshop Space Step 2. Source: group work Figure 26: Development of Workshop Space Step 3. Source: group work Figure 27: Development of Workshop Space Step 4. Source: group work Figure 28: Implementation Phases. Source: group work Figure 29: Refugee‘s Role Vs Flüchtlingsrat. Source: group work Figure 30: FAQ. Source: group work

Al-Rawi, Namariq (1/6/2015): The needs of Refugees. Interview with Dieter David. PBV Stuttgart. Al-Rawi, Namariq; Adel, Mai; Fahmy, Salasabil (6/18/2015): How to involve Refugees. Interview with Nicholas Randall. Hofen Camp. Antwi, E. (2007). The Truth about Dependency Syndrome A Study of Somali and Liberian Refugees. refugeeaware. [online] Available at: http://www.refugeeaware.org.uk [Accessed 4 Aug. 2015]. Best Practices for Christian Ministry among Forcibly Displaced People. (2012). . BEST SETTLEMENT PRACTICES :Settlement Services for Refugees and Immigrants in Canada. (1998). . CAMH, (2012). Best practice guidelines for mental health promotion programs: Refugees. [online] Centre for Addiction and Mental Health Dalla Lana School of Public Health, University of Toronto and Toronto Public Health. Available at: http://Website: www.camh.net [Accessed 4 Aug. 2015]. Cox, D. and S. Pawar, M. (2006). International Social Work: Issues, Strategies, and Programs. SAGE Publications. D’Souza, Jeevan F., C. Kelly Adams, and Brian Fuss. “A Pilot Study of Self-Actualization Activity Measurement.” Journal of the Indian Academy of Applied Psychology 41.3 (2015): 28-33. F. Dâ€™Souza, J., Adams, C. and Fuss, B. (2015). A Pilot Study of Self-Actualization Activity Measurement. Journal of the Indian Academy of Applied Psychology, Vol. 41(No.3 (Special Issue),), pp.28-33. Heylighen, Francis (1992): A COGNITIVE-SYSTEMIC RECONSTRUCTION OF MASLOW’S THEORY OF SELF-ACTUALIZATION. Behavioral Science Volume 37. Available online at http://pespmc1.vub.ac.be/papers/ maslow.pdf, checked on 8/4/2015. Lardner, Robin (1978): Can self-actualization be tought? 3rd ed. The MIT Press (11), checked on 8/4/2015. M. Abdi, A. (n.d.). In Limbo: Dependency, Insecurity, and Identity amongst Somali Refugees in Dadaab Camps. Bildhaan, Vol. 5. Mittal, N. (2013). Self-Organizing Teams: What and How. [online] scrumalliance. Available at: https://www. scrumalliance.org/community/articles/2013/january/self-organizing-teams-what-and-how [Accessed 4 Aug. 2015]. Peseschkian, Nossrat (1987): Positive psychotherapy. Theory and practice of a new method. Berlin, New York: Springer-Verlag.

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APPENDIX

Appendix A: Glossary of Urban Refuge

Appendix B: Questionnaire in English Survey about refugees‘ life in Stuttgart

GLOSSARY OF URBAN REFUGE

Camp Location: ________________ Date: ____________ Country of origin: __________ We are premaster students. This questionnaire is a part of a research project about urban refugees in Stuttgart. Before you begin, take a few minutes to read, - Please note if you don’t know the answer or don’t want to answer a particular question then leave it blank. You also do not have to answer any question that makes you uncomfortable. - Your responses will be confidential. Do NOT write your name on this questionnaire, so your responses will never be linked to you personally. Only researchers will have access to view any data collected during this research. Your participation is entirely voluntary. If you do not want to participate, please return the questionnaire to the researcher.

From C to T Definitions, Terminologies and methods

Capacity development is the process through which

Participatory project is a process-based project that

individuals, organizations and societies obtain, strengthen and maintain the capabilities to set and achieve their own development objectives over time.

Community competence community provides opportunities and conditions that enable groups to navigate their problem and develop capacities to cope positively.

require people to do something for them to work, where the goals and assesse outcomes are set together with the all the involved actors.

1. Item

Refugee (réfugié the French origin meaning to take refuge) a person who flees for refuge or safety, especially to a foreign country, as in time of political upheaval, war, etc.

1- I do not feel ashamed of any of my emotions

Competition (competītiō the latin origin meaning to meet and to come together) A process and method used to collect ideas from the refugees by activating the sense of competitiveness inside and to motivate them to show their competences.

3- I believe that people are essentially good and can be trusted

Self-actualization

5- It is always necessary that others approve of what I do

Self-organized project A group of motivated individuals,

Dependency of Refugees Dependency on inadequate aid

Short Index of Self-actualization a test that measures

Integration (Latin integrātus past participle of integrāre to renew, restore

and to bring together or incorporate (parts) into a whole.) to give or cause to give equal opportunity and consideration to (aracial, religious, or ethnic group or a member of such a group)

O Over-institutionalization the excessive dependency of the refugees on the social workers and the state to provide their needs and desires.

disagree

6- I do not accept my own weaknesses 7- I can like people without having to approve of them 8- I fear failure 9- I avoid attempts to analyze and simplify complex domains 10- It is better to be yourself than to be popular 11- I have no mission in life to which I feel especially dedicated 12- I can express my feelings even when they result in undesirable consequences 13- I do not feel responsible to help anybody 14- I am bothered by fears of being inadequate 15- I am loved because I give love

who work together toward a goal, have the ability and authority to take decisions and readily adapt to changing demands.

Somewhat disagree

2- I feel I must do what others expect me to do

the achievement of one's full potential through creativity, independence, spontaneity, and a grasp of the real world.

Self-reliance

the physiological. Safety, belonging and love, esteem and selfactualization needs are satisfied.

Somewhat agree

4- I feel free to be angry at those I love

and express the loss of a sense of self-worth due to their inability to better their situation or to escape from the dire conditions of camp life.

Healthy personality A state in which a human reach when

Agree

reliance on oneself or one's own powers, resources, etc.

the level of self-actualization in a person which is based primarily on modified items from the most widely accepted measure of self-actualization, the Personal Orientation Inventory. It also correlated as expected with measures of selfesteem, rational behavior and beliefs, neuroticism, and extraversion. The index discriminated between groups of people nominated as self-actualizing and as non-self-actualizing.

Do you seek contact with the others? What is your approach to build relationships with others?

……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… 3.

When you need to ask about something, do you ask your flat mates, your German neighbors, or the social workers?

Social Interaction is a dynamic, changing sequence

of social actions between individuals or groups.

Flat mates

b. German neighbors

c. Social workers

What is the role of the social worker in your camp?

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………

The Balance Theory a theory developed by Nossrat

Peseschkian that illustrates how a person can reach Healthy state by finding the balance among four elements; activities related to the body and the senses, social contact, fantacy and performance.

How many times do you need to ask the social worker for help? a.

Daily

b. Weekly

c. Monthly

When you arrived, what was the thing that you needed help in the most?

Mai Adel, Namariq Al-Rawi, Salsabil Fahmy

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APPENDIX

Appendix B: Questionnaire in English

Appendix B: Questionnaire in English 20. What are the talents and competencies you have and you think can be developed?

Have you ever asked the social worker to help you with something and he refused? What was that

………………………………………………………………………………………………………………………………………………………………………

thing? Why do you think he refused?

………………………………………………………………………………………………………………………………………………………………………

21. Would you be interested in participating in activities that teach you new experience, or would prefer

……………………………………………………………………………………………………………………………………………………………………… 8.

different places alone? □ yes 9.

to participate in things you already know how to do?

Do you consider life in Germany to be easy for you? Is it easy for you to buy your stuff and go to

□ New activities

□ No

Have you ever been in a situation when you couldn’t react and felt helpless? When was that and how

Farming, Carpenting…etc.)?

did you overcome it?

………………………………………………………………………………………………………………………………………………………………………

23. If you have the choice, what kind of job do you wish to have?

………………………………………………………………………………………………………………………………………………………………………

24. If you get the chance to open your own business here, what would you do?

10. Have you ever felt that you don’t need help from the social worker and that you can do everything by yourself? □ yes

□ things I have experience with

22. If you have the choice, what kind of activities/work would you wish to handle on site (Example:

………………………………………………………………………………………………………………………………………………………………………

□ No

25. How do you usually spend your free time during the day?

If yes, give an example? ………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………………

11. If there were no social workers at all, what would be the thing you face difficulty with?

………………………………………………………………………………………………………………………………………………………………………

26. What kinds of training programs would you like to get involved in?

12. Do you feel that the social workers are interfering in your life and decisions? □ yes

………………………………………………………………………………………………………………………………………………………………………

□ No

How would it make you feel to participate in a self-organized project that you start from scratch with other

If yes, How? ………………………………………………………………………………………………………………………………………… 13. Do you have higher education proficiency? □ yes

refugees?

□ No

If no, what is your highest educational degree? …………………

□ Not interested

fellow refugees in the camp? Why?

14. Did you have professional experience before coming here? □ yes

□ No

………………………………………………………………………………………………………………………………………………………………………

If yes, in what field? …………………

………………………………………………………………………………………………………………………………………………………………………

If no, what have you been doing before coming to Germany? ………………… 15. Did you manage to find a job in Stuttgart? □ yes

□ I am interested

27. Would you prefer to work in a project organized with the Germany community or only with your

If yes, in what field?…………………

………………………………………………………………………………………………………………………………………………………………………

□ No

28. Do you have friends in Germany? □ yes

If yes, where do you work? Do you like your new job? ………………… If no, how many times did you apply? How much do you get paid? ………………… 16. Do you participate in any activities here in the camp? □ yes

□ migrants and refugees of other origins

□ originally from the host country

□ No

If you have friends from all the categories mentioned above, which one represents the majority of

If yes, what type of activities? …………………

your circle of friends?

If no, why don’t you participate? ………………… 17. Did you use to own a private business in your country? □ yes

□ No

If yes, what is their background? □ Same country of origin

………………………………………………………………………………………………………………………………………………………………

□ No

29. Did you gain more German friends when you started working? □ yes

If yes, what kind of business did you have? …………………

□ No

If yes, how many? …………………………………………………………………………………………………………………………………

18. How did it make you feel to leave your job/your own private business when you came to Germany? ………………………………………………………………………………………………………………………………………………………………………

If no, why? ……………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

30. What are your future plans?

………………………………………………………………………………………………………………………………………………………………………

19. What are the achievements you did during your stay in Germany?

………………………………………………………………………………………………………………………………………………………………………

31. What is the goal that you want to achieve in your life?

………………………………………………………………………………………………………………………………………………………………………

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APPENDIX

Appendix C: Questionnaire in German

Umfrage über Flüchtlinges Leben

Asylheim in: ________________ Datum: ____________ Heimatland: __________

Haben Sie jemals Ihren Sozialarbeiter um Hilfe gebeten, und dann eine Absage erhalten? Was denken Sie, warum hat er abgelehnt?

………………………………………………………………………………………………………………………………………………………………………

Wir sind Studentinnen der Architektur aus dem Ausland an der Universität Stuttgart. Wir machen ein Projekt, um das Leben von Flüchtlingen zu verbessern. Diese Umfrage ist ein Teil unserer Untersuchung für dieses Projekt. Unsere Projekt heißt „Urban Refuges“ ( Flüchtlinge in der Stadt). Bevor Sie anfangen , bitte lesen Sie: - Wenn Sie eine Antwort nicht kennen oder eine bestimmte Frage nicht beantworten wollen, müssen Sie nicht antworten. - Diese Umfrage ist vertraulich. Bitte schreiben Sie nicht Ihren Namen auf den Fragebogen, dann kann man die Antworten mit Ihnen nicht verbinden. Auf die Daten, die wir in unsere Untersuchung sammeln , können nur Forschers zugreifen. Ihre Teilnahme ist freiwillig.

……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… 8.

verschiedenen Orten allein zu gehen? □ Ja 9.

Das stimmt ein wenig

1-egal welche Gefühle ich habe, schäme ich mich dafür nicht

Das stimmt ein wenig nicht

□ Nein

Waren Sie jemals in einer für Sie hilflosen Situation? Wenn war dass und wie sind darüber hinweg gekommen?

□ Nein

Wenn ja, Geben Sie ein Beispiel bitte? ......................................................................................................

das stimmt

Ist Ihre Leben in Deutschland einfach für Sie? Ist es einfach für Sie, einkaufen zu gehen und zu

11. Wenn es keine Sozialarbeitere geben würde, was wäre das Schwerste für Sie?

Das stimmt nicht

2-ich fühle, dass ich das tun muss, was die anderen von mir erwarten.

………………………………………………………………………………………………………………………………………………………………………

3- ich glaube, dass Menschen im Grunde gut sind und ich ihnen trauen kann

12. Fühlen Sie, dass die Sozialarbeitere sich in Ihre Entscheidungen und in Ihrem Leben einmischen?

4- ich erlaube mir, sauer zu sein auf Menschen, die ich liebe

□ ja

5- es ist immer nötig, dass die anderen befürworten, was ich tue

Wenn ja, wie? ……………………………………………………………………………………………………………………………………….

6- ich akzeptiere meine eigenen Schwäche nicht

13. Haben Sie ein höherer Schulbildung als Abitur? □ ja

7- ich kann Menschen mögen, obwohl ich Ihre Meinung ablehne 8- ich habe Angst vor Misserfolg

Wenn nein, welche Schulbildung haben Sie? ………………… 14. Haben Sie gearbeitet, bevor Sie nach Deutschland gekommen sind? □ ja Wenn nein, wie haben Sie den Geld verdient? ………………… 15. Haben Sie in Deutschland ein Arbeit gefunden? □ ja

Wenn nein, Wie oft habe Sie sich für eine Arbeit beworben? ......................... 16. Nehmen Sie in Ihrem Asylheim an einer Aktivität teil? □ ja

………………………………………………………………………………………………………………………………………………………………………

Wenn nein, warum nehmen sie nicht teil? …………………

Wenn Sie etwas benotgien, Wen fragen Sie dann? b. deutsche Nachbarn

17. Waren Sie in Ihrem Heimland selbstständig? □ ja

c. Sozialarbeiter

Welche Aufgaben hat Ihr Sozialarbeiter in Ihrem Asylheim?

18. Wie haben Sie gefühlt, als Sie Ihre Arbeit/Business in Ihrem Heimland aufgeben müssten? ………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

Wie oft brauchen Sie Hilfe von Ihrem Sozialarbeiter? a.

täglich

b. wöchentlich

□ nein

Wenn ja, was für ein Business hatten Sie? …………………

………………………………………………………………………………………………………………………………………………………………………

□ nein

Wenn ja, welche? …………………

……………………………………………………………………………………………………………………………………………………………………… Bewohner Ihres Zimmer

□ nein

Wenn ja, wo arbeiten Sie? Wie viel verdienen Sie pro Monat? Gefält Ihnen Ihr Job? …………………

Suchen Sie Kontakt zu anderen? Wie bauen Sie Bezieungen mit anderen Menschen auf?

□ nein

Wenn ja, in welche Branche? …………………

………………………………………………………………………………………………………………………………………………………………………

□ nein

Wenn ja, welche? …………………

9- ich vermeide es, zu analyzieren und komplexierte Dinge zu vereinfachen 10- es ist besser,Du selber zu sein als beliebt zu sein 11- ich habe keine Mission, zu der ich speziel eine Berufung habe 12-ich kann meine Gefühle auch dann zeigen, wenn die Folgen davon unerwünscht sind 13- ich fühle mich nicht verantwortlich, jemanden zu helfen 14-es ärgert mich, dass ich Angst habe, inadäquat zu sein 15-ich werde geliebt, weil ich liebe

□ Nein

19. Was haben Sie bisher in Duetschland erreicht?

c. monatlich

………………………………………………………………………………………………………………………………………………………………………

als Sie in Deutschand angekommen sind, was haben Sie am meisten gebraucht?

………………………………………………………………………………………………………………………………………………………………………

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‫‪APPENDIX‬‬

‫‪Appendix C: Questionnaire in Arabic‬‬

‫‪Appendix C: Questionnaire in German‬‬

‫استبيبن عن حيبة الالجئين فى شتوتجبرت‬

‫?‪20. Welche Talente und Fähichkeiten haben Sie, die Sie verbessern möchten‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬

‫محو اىسنه‪ ____________ :‬اىخبرخ‪ ____________ :‬بيذ اىمىشأ‪____________:‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫وحه طيبت دراسبث عييب فّ جبمعت شخُحجبرث‪ٌ َ .‬ذا االسخبيبن ٌُ جزء مه مشزَع بحثّ وقًُ ببعذادي عه اىالجئيه فّ‬ ‫مذيىت شخُحجبرث‪.‬‬ ‫قبو اىبذء فّ االجببت‪ ,‬يزجّ قزاءة االحّ جيذا‪,‬‬ ‫ مه حقل عذً االجببت عيّ اِ سؤاه ال حزغب فّ اجببخً اَ ال حعزف اجببخً‪ .‬ىسج مجبز عيّ االجببت عيّ ا ِ‬‫سؤاه يشعزك بعذً االرحيبح‪.‬‬ ‫ اجبببحل سخنُن سزيت‪ .‬ال حنخب اسمل عيّ ٌذي اىُرق حخّ ال ينُن ٌىبك ربط بيه شخصل َ بيه االجبببث‪ٌ .‬ذي‬‫االجبببث ٌّ ىيغزض اىبحثّ فقط َ ىه يطيع عييٍب سُِ اىببحثيه‪ .‬مشبرمخل ٌّ حطُع مىل‪ ,‬فّ حبىت عذً‬ ‫اىزغبت فّ اىمشبرمت يزجّ اعبدة االسخبيبن ىيببحث‪.‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫‪21. Interessieren Sie sich, an Aktivitäten teilzunehmen, um neue Erfahrungen un neues zu lernen? Oder‬‬ ‫?‪wollen Sie gerne Ihre Fähigkeiten verbessern‬‬ ‫‪□ Verbesserung meiner Fähigkeiten‬‬

‫‪22. Wenn Sie die Wahlt hätten, welche Art von Aktivitäten/Arbeit wollen Sie im Asylheim durchführen‬‬ ‫?) … ‪(Z.b. Landwirtschaft, Malen, mit Holz arbeiten‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫?‪23. Welche Arbeit möchten Sie annehmen‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪.1‬‬ ‫البند‬ ‫‪.1‬‬ ‫‪.2‬‬ ‫‪.3‬‬ ‫‪.4‬‬ ‫‪.5‬‬ ‫‪.6‬‬ ‫‪.7‬‬ ‫‪.8‬‬ ‫‪.9‬‬ ‫‪.11‬‬ ‫‪.11‬‬ ‫‪.12‬‬ ‫‪.13‬‬ ‫‪.14‬‬ ‫‪.15‬‬

‫اوافك‬

‫ال اشعر بالخجل من اى من مشاعرى‬ ‫اشعر انى البد ان افعل ما ٌتولعه منى االخرون‬ ‫اؤمن ان الناس باالساس طٌبون و ٌمكن الوثوق بهم‬ ‫اشعر انى استطٌع ان اغضب ممن احب‬ ‫من الضرورى ان ٌحوز ما افعل على موافمة االخرٌن‬ ‫عادة ال اتمبل نماط ضعفى‬ ‫ٌمكن ان احب اشخاص دون الموافمة على كل ما ٌفعلوا‬ ‫اخشى الفشل‬ ‫اتفادى اى محاوالت لتحلٌل او تبسٌط كل ما هو معمد‬ ‫من االفضل ان تكون نفسن على ان تكون مشهور‬ ‫ال اشعر ان لدى مهمة فى الحٌاة اوهب لها نفسى‬ ‫اعبر عن مشاعرى حتى اذا ادى ذلن الى نتائج غٌر مرغوب‬ ‫فٌها‬ ‫ال اشعر بالمسؤولٌة تجاه مساعدة االخرٌن‬ ‫اعانى مخاوف من انى غٌر مؤهل او غٌر كفء‬ ‫انا محبوب النى امنح الحب‬

‫اوافك الى حد‬ ‫ما‬

‫ال اوافك الى‬ ‫حد ما‬

‫?‪24. Wenn Sie die Erlaubniss hätten, welche Art von Business würden Sie eröffnen‬‬

‫ال اوافك‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫?‪25. Was machen Sie normalerweise tagsüber in Ihre Freizeit‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫?‪26. Welche Ausbildung möchten Sie gern machen‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫‪□ nein‬‬

‫‪27. Haben Interesse ein Projekt zu organizieren mit anderen Flüchtlingen? □ ja‬‬

‫?‪28. Wollen Sie in diesem Projekt mit Deutschen oder nur mit Flüchtlinge aus Ihrem Asylheim arbeiten‬‬ ‫?‪Warum‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫‪□ nein‬‬

‫‪.2‬‬

‫‪□ Migranten und andere Flüchtlinge □ Deutscher‬‬

‫هل تسعى الى التعامل مع االخر؟ ما هى الوسائل التى تستعملها لبناء العاللات مع االخرٌن؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪.4‬‬

‫ما الدور الذى ٌلعبه المساعد االنسانى (سوشل) فى السكن (الكامب)؟‬

‫‪Wenn ja, woher kommen Sie? □ Ihre Heimat‬‬

‫………………………………………………………………………………………………………………………………………………………………‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫‪.3‬‬

‫‪29. Haben Sie in Deutschland Freunde? □ ja‬‬

‫?‪Wenn Sie alle angekreuzt haben, welches sind die meisten von Ihre Freunden‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫فى حالة االحتٌاج لطلب المساعدة‪ ,‬هل تلجأ الى اصدلائن فى السكن‪ ,‬جٌرانن االلمان‪ ,‬او الى المساعد االنسانى (سوشل)؟‬ ‫(ج) المساعد االنسانى (سوشل)‬ ‫(ب) جٌرانى االلمان‬ ‫(ا) اصدلائى فى السكن‬

‫‪□ neue Aktivitäten‬‬

‫‪□ nein‬‬

‫‪30. Werden Sie mehr deutsche Freunden haben, wenn Sie arbeiten? □ ja‬‬

‫…………………………………………………………………………………………………………………………………?‪Wenn ja, wie viele‬‬ ‫……………………………………………………………………………………………………………………………… ?‪Wenn nein, warum‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬

‫?‪31. Was sind Ihre Pläne für die Zukunft‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪.5‬‬

‫كم مرة تحتاج الى مساعدة المساعد االنسانى (سوشل)؟‬ ‫(ب) اسبوعٌا‬ ‫(ا) ٌومٌا‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫(ج) شهرٌا‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫?‪32. Was ist Ihr Lebensziel‬‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬ ‫………………………………………………………………………………………………………………………………………………………………………‬

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‫‪APPENDIX‬‬

‫‪Appendix D: Questionnaire in Arabic‬‬

‫‪Appendix D: Questionnaire in Arabic‬‬ ‫‪.6‬‬

‫عند وصولن الى المانٌا‪ ,‬ما اكثر شئ احتجت الى مساعدة فٌه ؟‬

‫‪ .21‬ما هى المدرات و المواهب التى تتمتع بها و التى تعتمد انه ٌمكن تطوٌرها ؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪.7‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .21‬هل تفضل المشاركة فى انشطة لتعلم خبرات جدٌدة‪ ,‬ام تفضل المشاركة فً انشطة فٌما تعرفة من مجاالت؟‬ ‫□ انشطة و خبرات جدٌدة‬

‫………………………………………………………………………………………………………………………………………………………………………‬ ‫‪.8‬‬

‫□انشطة لدى خبرة سابمة بها‬

‫‪ .22‬اذا اتٌحت لن فرصة االختٌار‪ ,‬ما نوع العمل‪/‬النشاط الذى تحب ان تموم به فى المولع (مثال‪ :‬الزراعة‪ ,‬النجارة‪)....,‬؟‬

‫علٌه؟‬ ‫………………………………………………………………………………………………………………………………………………………………………‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .24‬اذا اتٌحت لن فرصة البدء فى مشروعن الخاص‪ ,‬اى مشروع تختار؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .11‬هل سبك ان شعرت انن ال تحتاج مطلما الى مساعدة المساعد االنسانى (سوشل) و انن تستطٌع عمل كل شئ بمفردن؟‬ ‫□ نعم‬

‫‪ .25‬كٌف تمضى ولت فراغن اثناء الٌوم؟‬

‫‪ .11‬ما اكثر شئ لد تواجه صعوبة فٌه فى حالة عدم وجود المساعدٌن االنسانٌٌن (سوشل) على االطالق؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .26‬ما نوع برامج التدرٌب التى تحب ان تشترن بها؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .12‬هل تشعر ان المساعدٌن االنسانٌٌن (سوشل) ٌتدخلون فى حٌاتن و لراراتن؟‬ ‫□ نعم‬

‫‪ .27‬بم ستشعر اذا اتٌحت لن فرصة المشاركة فى مشروع منظم ذاتٌا من لبلن انت و بالى الالجئٌن؟‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬كٌف؟…………………………………………………………………………………………………………………‬

‫□غٌر مهتم‬

‫‪ .13‬هل لدٌن شهادة علٌا (انهٌت الدراسة الجامعٌة)؟‬

‫‪ .28‬هل تفضل ان تشترن فى مشروع منظم من لبل المجتمع االمانى ام فمط منظم من لبل الالجئٌن فى السكن (كامب)؟‬

‫□ نعم‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬فى اى مجال؟………………………………………………………………………………………………………‪.‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫فى حالة االجابة بال‪ ,‬ما هو اعلى مؤهل دراسى حصلت علٌه؟………………………………………………………………………‪..‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .14‬هل كان لدي خبرة عملٌة لبل وصولن الى المانٌا؟ □ نعم‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬فى اى مجال؟………………………………………………………………………………………………………‪.‬‬

‫□ ال‬

‫فى حالة االجابة بال‪ ,‬ماذا كان عملن لبل الوصول الى المانٌا؟…………………………………………………………………………‬

‫فى حالة االجابة بنعم‪ ,‬ما هى خلفٌة اصدلاؤن؟‬ ‫(ج)من المجتمع االلمانى‬ ‫(ب) مهاجرٌن و الجئٌن من اصول اخرى‬ ‫(ا) من نفس بلدن‬ ‫فى حالة انه لدٌن اصدلاء من الثالث خلفٌات السابك ذكرها‪ ,‬اى منهم ٌشكل االكثرٌة فى دائرة معارفن؟‬

‫‪ .15‬هل تمكنت من اٌجاد وظٌفة فى شتوتجارت؟ □ نعم‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬اٌن تعمل؟ و هل تحب هذا العمل؟………………………………………………………………………………‪.‬‬ ‫فى حالة االجابة بال‪ ,‬كم مرة تمدمت للوظائف؟ بماذا شعرت؟…………………………………………………………………………‬ ‫‪ .16‬هل تشارن فى اى من االنشطة التى تنظم هنا فى السكن (كامب)؟ □ نعم‬

‫………………………………………………………………………………………………………………………………………………………………‬ ‫‪ .31‬هل اكتسبت اصدلاء المان اكثر حٌنما بدات ان تعمل هنا؟ □ نعم‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬اعطى مثاال؟………………………………………………………………………………………………………‪..‬‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .29‬هل لدٌن اصدلاء فى المانٌا؟‬

‫□ ال‬

‫‪ .9‬هل سبك ان تعرضت لمولف حٌث شعرت بملة الحٌلة و عدم المدرة على التصرف؟ ماذا كان هذا المولف و كٌف تمكنت من التغلب‬

‫‪ .23‬اذا اتٌحت لن فرصة االختٌار‪ ,‬ما نوع الوظٌفة التى تحب ان تعمل بها فال المانٌا؟‬

‫□ نعم‬

‫هل تشعر ان الحٌاة فى المانٌا سهلة بالنسبة لن؟ هل من السهل علٌن شراء حاجٌاتن و الذهاب الى مختلف االماكت بمفردن؟‬ ‫□ نعم‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫□ مهتم‬

‫هل حدث ان طلبت مساعدة المساعد االنسانى (سوشل) فى شئ ما و رفض؟ ما كان هذا الشئ؟ و لماذا تظنه رفض؟‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬اى نوع من االنشطة؟………………………………………………………………………………‪..............‬‬

‫□ ال‬

‫فى حالة االجابة بال‪,‬لماذا ال تشارن؟………………………………………………………………………………‪........................‬‬

‫فى حالة االجابة بنعم‪ ,‬كم عددهم؟………………………………………………………………………………‪.........................‬‬

‫‪ .17‬هل كنت تمتلن مشروعن الخاص فى بلدن؟ □ نعم‬

‫فى حالة االجابة بال‪,‬لماذا ؟………………………………………………………………………………‪................................‬‬

‫□ ال‬

‫فى حالة االجابة بنعم‪ ,‬اى نوع من المشارٌع كنت تمتلن؟………………………………………………………………………………‪.‬‬

‫‪ .31‬ما هى خططن المستمبلٌة؟‬

‫‪ .18‬كٌف شعرت عند تركن عملن‪/‬مشروعن الخاص عند االنتمال الى المانٌا؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

‫‪ .19‬ماذا حممت من انجازات منذ ان وصلت الى المانٌا؟‬

‫‪ .32‬ما هو الهدف الذى تسعى لتحمٌمه؟‬

‫………………………………………………………………………………………………………………………………………………………………………‬

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APPENDIX

Appendix E: The Short Index of Setup-Actualiazation Scale

Appendix F: Glimpse of The Camp In this appendix, additional photos taken for the phase 2 of the project are presented to get a broader sense of the site. All photos are taken by group members unless indicated.

By giving this questionnaire to employed and unemployed refugees and comparing the results we can prove the hypothesis. Item

Agree

Somewhat

agree

disagree

1- I do not feel ashamed of any of my emotions 2- I feel I must do what others expect me to do 3- I believe that people are essentially good and can be trusted 4- I feel free to be angry at those I love 5- It is always necessary that others approve of what I do 6- I do not accept my own weaknesses 7- I can like people without having to approve of them 8- I fear failure 9- I avoid attempts to analyze and simplify complex domains 10- It is better to be yourself than to be popular 11- I have no mission in life to which I feel especially dedicated 12- I can express my feelings even when they result in undesirable consequences 13- I do not feel responsible to help anybody 14- I am bothered by fears of being inadequate 15- I am loved because I give love The SISA scale includes 15 statements that relate to an individual’s beliefs, attitudes, feelings, and emotions. Agreement with items 1, 3, 4, 7, 10, 12 and 15 is considered to manifest self- actualization. Similarly, disagreement with the remaining items (2, 5, 6, 8, 9, 11, 13 and 14) is considered to manifest self actualization. A self-actualizing response from the four options equates to four points, decreasing to one point for the non-self-actualizing response. For example, four points would be scored if the subject marked “agree” for item 1 and one point would be scored if “disagree” was marked. The maximum possible score for the SISA inventory is 60. An individual scoring higher than 50 on the SISA is said to manifest selfactualization. 1

D’Souza, Jeevan F., C. Kelly Adams, and Brian Fuss. "A Pilot Study of Self-Actualization Activity Measurement." Journal of the Indian Academy of Applied Psychology 41.3 (2015): 28-33.

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APPENDIX

Appendix G: Workshop on 19th of June 2015

In this appendix, additional photos taken for the phase 2 of the project are presented to get a broader sense of the site. All photos are taken by group members unless indicated.

Appendix H: Site Visit to Mรถhringen Refugee Camp

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