Psychotrauma and literacy of the adolescent Internally Displaced People (IDPs) in Nigeria: Implications for redefining content area literacy

Abstract

Introduction/Methodology: By its very nature, illiteracy could lead to insecurity that could be further worsened by psychotrauma anywhere in the world. Family, social, economic, political, and other aspects of human security will tend to remain at stake in Nigeria if literacy is not adequately enhanced among adolescents, especially among Internally Displaced People (IDPs).

Results: The review first identified adolescent IDPs’ major literacy needs as the inability to attend school and have access to educational materials and scholarships. It also discussed how these literacy needs could be acquired, enhanced, and utilized as an instrument to overcome the psychological wounds that affect their overall wellbeing. This entailed literacy processes that motivate and engage adolescent IDPs, including strategic teaching and learning in terms of focused reading and writing structured to inculcate leadership qualities.

Conclusion: It was concluded that the framework that guided the study should be employed in overcoming the three major literacy problems (educational, emotional, and health-related) that IDPs face in their respective camps. It was, however, recommended that content area teachers must have an extensive knowledge base and develop strategies to facilitate the reintegration of adolescent IDPs back into their communities for personal growth and national development.