Overview
Rebecca is a lecturer in Psychology in Education within the Graduate School of Education
Rebecca’s research is interdisciplinary and draws on a range of methods and methodologies to address issues of cultural diversity and inclusion in education, health, and early childhood settings.
Qualifications
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PhD Psychological Studies in Education, University of Alberta
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MSc Psychology, Illinois State University (Fulbright Fellowship)
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BSc Psychology, University of Cyprus
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Postgraduate Certificate in Higher Education, Bath Spa University
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Graduate Certificate in Community-based Research and Evaluation, University of Alberta
Career
Current: Lecturer in Education, Graduate School of Education, University of Exeter
2018-2022: Lecturer (2018-20) and Senior Lecturer (2020-22), School of Education, Bath Spa University
2017: Postdoctoral fellow, Institute for Advanced Studies in the Humanities (IASH), University of Edinburgh
2016-2017: Programme Developer and Evaluator, Multicultural Health Brokers Cooperative
2014-2017: Postdoctoral Fellow, Community-University Partnership (CUP) for the Study of Children, Youth and Families, University of Alberta
2014 & 2017: Sessional Instructor, University of Alberta
2012-2014: Project Manager, Early Childhood Measurement and Evaluation, CUP, University of Alberta
2008-2011: Research Assistant, University of Alberta (Departments of Educational Psychology, Pediatrics, Family Medicine, and CUP)
Research group links
Research
Research interests
Rebecca's research interests are related to the development and education of minority children and youth; immigrant and refugee integration/acculturation; and community-based research and evaluation. Prior to coming to the UK, Rebecca worked on a range of community-based participaroty research projects in Canada, as a research assistant, project manager and principal investigator. These projects involved working in partnership with Indigenous, immigrant and refugee communities, charities and other stakeholders to address issues of social (in)justice and social integration brought forth by communities themselves.
As a postdoctoral fellow at the University of Alberta, Rebecca led the Multicultural Early Childhood Assessment and Learning (MECAL) project, funded by various bodies including a knowledge mobilization grant by Canada’s Social Sciences and Humanities Research Council. The project was conducted in partnership with diverse communities, an immigrant serving agency, a school board, government stakeholders, and academics of diverse disciplines (education, psychology, linguistics). The goals of the project were to (a) synthesize knowledge on the developmental outcomes of immigrant and refugee young children who are English Language Learners and (b) co-create professional development resources for intercultural practice in early childhood settings. An output of this collaboration was the RAISED between cultures video and guidebook to facilitate intercultural practice with early childhood practitioners working with diverse children and families.
Research projects
Psychosocial Adaptation and Integration of Syrian Refugee Communities Using Community Learning for Empowerment Groups
Principal Investigator: S. Yohani, Co-Investigators: A. Kirova; R. Gokiert, R., Georgis University of Alberta
Funded by Social Sciences and Humanities Research Council of Canada: Insight Grant ($239,817), 2018 - 2022
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Cultural brokering with Syrian Refugee families with young children: An exploration of challenges and best practices in psychosocial adaptation.
Principal Investigator: Dr. R. Gokiert, Co-Investigators: Drs. S. Yohani, A. Kirova, and R. Georgis, University of Alberta
Funded by Social Sciences and Humanities Research Council (SSHRC): Targeted Research Grant ($24,991), 2016 -2018
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Meaningful Knowledge Mobilization for Bridging the Research-Practice Gap in Immigrant and Refugee Early Childhood Assessment and Learning.
Funded by SSHRC Connection Grant ($49,992), 2016 - 2017
Role: Postdoctoral Fellow
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Cultural Validity in Early Childhood Measurement.
Principal Investigator: R.Gokiert, Co-Investigators: A. Kirova and R. Georgis
Funded by Killam Cornerstone Grants, University of Alberta, (CA$30,214.31), 2015 -2016
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Multicultural Early Childhood Assessment and Learning.
Principal Investigator: R.Gokiert, Co-Investigators: A. Kirova and R. Georgis
Funded by Faculty of Extension Research Grant, University of Alberta, (CA$9,963.77), 2015 -2016
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Georgis R, Ford DM (In Press). An intercultural early learning program: What wrap around support looks like for newcomer families. Early Childhood Education
Georgis R, Gokiert R, Ford DM, Ali M (In Press). Creating inclusive parent engagement practices: Lessons learned from a school-community collaborative supporting newcomer refugee families. Multicultural Education
Yohani S, Kirova A, Georgis R, Gokiert R, Mejia T, Chiu Y (2019). Cultural Brokering with Syrian Refugee Families with Young Children: an Exploration of Challenges and Best Practices in Psychosocial Adaptation.
Journal of International Migration and Integration,
20(4), 1181-1202.
Abstract:
Cultural Brokering with Syrian Refugee Families with Young Children: an Exploration of Challenges and Best Practices in Psychosocial Adaptation
This study examined the challenges and critical psychosocial needs of Syrian refugee families with young children in Western Canada, and the role of cultural brokering in facilitating their psychosocial adaptation. Using a community-based participatory research approach and an adapted critical incident method, the study involved nine Arabic-speaking cultural brokers who were working with Syrian refugee families using holistic supports during early resettlement. Data collected through focus groups and semi-structured interviews are presented in five illustrative case studies, and reveal that Syrian families struggled with feeling safe and secure in Canada, adjusting to the changing roles in the family, and trying to find meaning in their lives. These struggles were attributed to families’ overall challenges navigating various domains of integration (i.e. health, social services, and education), resulting in a heavy reliance on cultural brokers for social linking and bonding activities (Ager & Strang, Journal of Refugee Studies, 21, 166–191, 2008), including connecting families to needed supports and helping family members build relationships with one another. Challenges faced by families mapped onto the five psychosocial needs of Silove’s (Intervention, 11, 237–248, 2013) Adaptation after Persecution and Trauma (ADAPT) conceptual framework as well as most of the core domains of Ager and Strang’s (Journal of Refugee Studies, 21, 166–191, 2008) Social Integration framework. This study provides evidence for the use of both of these frameworks in further studies involving Syrian refugee populations; they proved useful for understanding how families, over time, can develop necessary skills to engage on their own in linking activities with various Canadian institutions and bridging activities with communities at large.
Abstract.
Brosinsky L, Georgis R, Gokiert R, Mejia T, Kirova A (2018). RAISED between cultures: New resources for working with children of immigrant or refugee background.
Childhood Education,
94(2), 18-25.
Abstract:
RAISED between cultures: New resources for working with children of immigrant or refugee background
The pressing needs of populations with unique challenges, such as immigrants or refugees, often stimulate important innovation in development of educational techniques and resources.
Abstract.
Gokiert RJ, Willows ND, Georgis R, Stringer H (2017). Wâhkôhtowin: the governance of good community-academic research relationships to improve the health and well-being of children in Alexander First Nation.
International Indigenous Policy Journal,
8(2).
Abstract:
Wâhkôhtowin: the governance of good community-academic research relationships to improve the health and well-being of children in Alexander First Nation
Community-based participatory research (CBPR) is a promising decolonizing approach to health and social sciences research with First Nation Peoples. In CBPR, the use of a community advisory committee can act as an anchoring site for trusting reciprocal relationships, collaborative decision-making, and co-learning and cocreation. Through a qualitative case study, this article illustrates the collective experiences of a wellestablished, multidisciplinary, and intersectoral committee that reviews, monitors, and guides multiple research projects in a First Nation community in Canada. Participants of the Alexander Research Committee (ARC) share examples of the value of fostering a high level of commitment to building both positive working relationships and learning spaces that ultimately result in research and policy impacts for their community.
Abstract.
Gokiert RJ, Georgis R, Tremblay M, Krishnan V, Vandenberghe C, Lee C (2014). Evaluating the Adequacy of Social-Emotional Measures in Early Childhood.
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT,
32(5), 441-454.
Author URL.
Tremblay M, Gokiert R, Georgis R, Edwards K, Skrypnek B (2013). Aboriginal perspectives on social-emotional competence in early childhood.
International Indigenous Policy Journal,
4(4).
Abstract:
Aboriginal perspectives on social-emotional competence in early childhood
Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed.
Abstract.
Ross S, Poth C-A, Donoff MG, Papile C, Humphries P, Stasiuk S, Georgis R (2012). Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment.
MEDICAL TEACHER,
34(2), E143-E147.
Author URL.
Chapters
Georgis R, Gokiert R, Kirova A (2017). Researcher reflections on early childhood partnerships with immigrant and refugee communities. In (Ed) Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts, 115-129.
Conferences
Georgis R, Yohani S, Kirova A, Gokiert R (2021). The Value and Challenges of Empowerment Learning Groups in Qualitative Community-Based Participatory Research with Syrian Refugee Communities.
Author URL.
Publications by year
In Press
Georgis R, Ford DM (In Press). An intercultural early learning program: What wrap around support looks like for newcomer families. Early Childhood Education
Georgis R, Gokiert R, Ford DM, Ali M (In Press). Creating inclusive parent engagement practices: Lessons learned from a school-community collaborative supporting newcomer refugee families. Multicultural Education
2021
Georgis R, Yohani S, Kirova A, Gokiert R (2021). The Value and Challenges of Empowerment Learning Groups in Qualitative Community-Based Participatory Research with Syrian Refugee Communities.
Author URL.
2019
Yohani S, Kirova A, Georgis R, Gokiert R, Mejia T, Chiu Y (2019). Cultural Brokering with Syrian Refugee Families with Young Children: an Exploration of Challenges and Best Practices in Psychosocial Adaptation.
Journal of International Migration and Integration,
20(4), 1181-1202.
Abstract:
Cultural Brokering with Syrian Refugee Families with Young Children: an Exploration of Challenges and Best Practices in Psychosocial Adaptation
This study examined the challenges and critical psychosocial needs of Syrian refugee families with young children in Western Canada, and the role of cultural brokering in facilitating their psychosocial adaptation. Using a community-based participatory research approach and an adapted critical incident method, the study involved nine Arabic-speaking cultural brokers who were working with Syrian refugee families using holistic supports during early resettlement. Data collected through focus groups and semi-structured interviews are presented in five illustrative case studies, and reveal that Syrian families struggled with feeling safe and secure in Canada, adjusting to the changing roles in the family, and trying to find meaning in their lives. These struggles were attributed to families’ overall challenges navigating various domains of integration (i.e. health, social services, and education), resulting in a heavy reliance on cultural brokers for social linking and bonding activities (Ager & Strang, Journal of Refugee Studies, 21, 166–191, 2008), including connecting families to needed supports and helping family members build relationships with one another. Challenges faced by families mapped onto the five psychosocial needs of Silove’s (Intervention, 11, 237–248, 2013) Adaptation after Persecution and Trauma (ADAPT) conceptual framework as well as most of the core domains of Ager and Strang’s (Journal of Refugee Studies, 21, 166–191, 2008) Social Integration framework. This study provides evidence for the use of both of these frameworks in further studies involving Syrian refugee populations; they proved useful for understanding how families, over time, can develop necessary skills to engage on their own in linking activities with various Canadian institutions and bridging activities with communities at large.
Abstract.
2018
Brosinsky L, Georgis R, Gokiert R, Mejia T, Kirova A (2018). RAISED between cultures: New resources for working with children of immigrant or refugee background.
Childhood Education,
94(2), 18-25.
Abstract:
RAISED between cultures: New resources for working with children of immigrant or refugee background
The pressing needs of populations with unique challenges, such as immigrants or refugees, often stimulate important innovation in development of educational techniques and resources.
Abstract.
2017
Georgis R, Gokiert R, Kirova A (2017). Researcher reflections on early childhood partnerships with immigrant and refugee communities. In (Ed) Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts, 115-129.
Gokiert RJ, Willows ND, Georgis R, Stringer H (2017). Wâhkôhtowin: the governance of good community-academic research relationships to improve the health and well-being of children in Alexander First Nation.
International Indigenous Policy Journal,
8(2).
Abstract:
Wâhkôhtowin: the governance of good community-academic research relationships to improve the health and well-being of children in Alexander First Nation
Community-based participatory research (CBPR) is a promising decolonizing approach to health and social sciences research with First Nation Peoples. In CBPR, the use of a community advisory committee can act as an anchoring site for trusting reciprocal relationships, collaborative decision-making, and co-learning and cocreation. Through a qualitative case study, this article illustrates the collective experiences of a wellestablished, multidisciplinary, and intersectoral committee that reviews, monitors, and guides multiple research projects in a First Nation community in Canada. Participants of the Alexander Research Committee (ARC) share examples of the value of fostering a high level of commitment to building both positive working relationships and learning spaces that ultimately result in research and policy impacts for their community.
Abstract.
2014
Gokiert RJ, Georgis R, Tremblay M, Krishnan V, Vandenberghe C, Lee C (2014). Evaluating the Adequacy of Social-Emotional Measures in Early Childhood.
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT,
32(5), 441-454.
Author URL.
2013
Tremblay M, Gokiert R, Georgis R, Edwards K, Skrypnek B (2013). Aboriginal perspectives on social-emotional competence in early childhood.
International Indigenous Policy Journal,
4(4).
Abstract:
Aboriginal perspectives on social-emotional competence in early childhood
Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed.
Abstract.
2012
Ross S, Poth C-A, Donoff MG, Papile C, Humphries P, Stasiuk S, Georgis R (2012). Involving users in the refinement of the competency-based achievement system: an innovative approach to competency-based assessment.
MEDICAL TEACHER,
34(2), E143-E147.
Author URL.
rebecca_georgis Details from cache as at 2023-05-28 18:43:17
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Teaching
Rebecca enjoys teaching a range of psychology and education subjects as well as research methods. Prior to joining the University of Exeter, she taught on program evaluation, qualitative research, and participatory research modules.
Rebecca currently teaches on the MSc Psychology (Conversion) Programme, shared by the Schools of Education and Psychology.
Rebecca also supervises PhD students. Please contact her if you have similar interets.
Modules
2022/23
Information not currently available
