Biography
I am a full-time academic in the School of Languages, Literatures and Cultures in Trinity College, Dublin (since 1996), and a faculty member in the Children"s Therapy Centre, Mullingar, Ireland, since 2016. My original areas of specialism are in sociolinguistics, language and identity and second language acquisition. However my interest in psychology and psychotherapy was piqued by my work as a College tutor and disability liaison officer and led me to complete a degree in psychology and a clinical Masters in psychotherapy. Since qualifying in 2016 I have also been working on behalf of Tusla, the Irish Child and Family Agency, as a part-time expressive arts child and adolescent psychotherapist with unaccompanied asylum-seeking adolescents. I have recently set up the Centre for Forced Migration Studies in Trinity College, Dublin, set up and run the weekly English conversation classes for refugees with Bronagh Catibusic through the University of Sanctuary and been involved in many other Sanctuary activities which welcome refugees and those seeking international protection into Trinity College.
I deliver modules to undergraduate and post-graduate students on `the human experience of forced migration" and `identity at the margins: reconstructing identities and re-imagining futures of those who have experienced forced migration". I also deliver courses on language and identity which explore the ways in which young people with dual identity in France carry out their lives at the intersection of two cultures and how well they adapt to their intercultural experiences. I have delivered numerous trainings on how to work therapeutically with refugees to the UNHCR in Dublin, the European Migration Network, government agencies, NGO"s, charities, schools, youth organisations, social workers, foster careers and other support staff. I have delivered public lectures on this topic, notably as part of the Long Room Hub `Behind the Headlines' series. I have written in the print media about the ways in which expressive arts therapies can help to heal the trauma of refugees and have delivered keynotes and other conference papers on this and related topics related to my research on supporting refugee youth. I have a book deal with Routledge (co-authored) entitled `Providing psychological support for adolescent refugees: a trauma-informed expressive arts toolkit", which will be out in late 2024.
I am also Academic Director of the Trinity College Inclusive Curriculum project which has been working to embed principles of diversity, equality and inclusion across all teaching and learning at Trinity College Dublin. Based in the Office of the Associate Vice Provost for Equality, Diversity and Equality, Trinity-INC works collaboratively across the College community - with staff and students, academic and support spaces - to achieve its mandate.
Publications and Further Research Outputs
Peer-Reviewed Publications
Rachel Hoare, Friendship is crucial for refugee children - here's how to talk to your child about being welcoming, 2024, -
Unclear minds and coping through music in, editor(s)Campbell, Dominic Kelleher, Bea , Creative Brain Week Knowledge Making, Dublin, Creative Aging International, 2023, pp33 - 39, [Rachel Hoare]
Dr Rachel Hoare, I was lost in my life and they helped me find my way again': Befriendee and befriender experiences of the Spirasi Befriending Programme for survivors of torture in Ireland, Journal of Rehabilitation of Torture Survivors, 2023
Adolescences disrupted in displacement: the protective effect of friends as proxy family for unaccompanied adolescent refugees settling in Ireland in, editor(s)Ingrassia, Massimo , Adolescences, Intechopen Ltd, 2022, pp25 , [Rachel Hoare]
Rachel Hoare, Using composite case material to develop trauma-informed psychoeducation for social care workers looking after unaccompanied minors in residential care in Ireland, Health and Social Care in the Community, 2022
Rachel Hoare, Friends as family: Using composite psychotherapy case material to explore the importance of friendships for unaccompanied adolescent refugees coping with the challenges of resettlement in Ireland, Journal of Refugee Studies, 2022
Imelda Coyne(ed.), Children should be seen and heard, Children's Research Digest 2019, Trinity College, Dublin , December 2019, 2020
Rachel Hoare, Combining the BASIC Ph model of coping and resiliency with creative approaches to football to provide therapeutic care for separated male adolescents seeking asylum in Ireland. , Inside Out Irish Journal of Irish Association of Humanistic and Integrative Psychotherapy, 91, 2020
Rachel Hoare, From global phenomenon to framework for living: using the beautiful game creatively to provide therapeutic care for unaccompanied male adolescents seeking asylum in Ireland., International Journal of Migration, Health and Social Care , 2020
Rachel Hoare, I can only be properly myself when I'm with her': Early adolescent intra-ethnic immigrant group friendships as a safe place for identity exploration, negotiation and validation, Childhood, 2019, p1 - 19
Rachel Hoare, Ireland to the Lebanon and back: a case study of the use of Child-Centred Play Therapy and parental psychoeducation to reduce the separation anxiety of a pre-school child during his father's military deployment, The Irish Social Worker, Spring, 2016, p3-28
Giving voice to the experiences of children of immigrants in Ireland: An exploratory study of language, identity and emotional well-being. in, editor(s)Vera Regan , New Approaches to Multilingualism and Identity in Transnational Contexts, Oxford, Peter Lang, 2015, pp129 - 165, [Rachel Hoare]
Rachel Hoare, Neurobehavioural Disorder associated with prenatal Alcohol Exposure (ND-PAE), Play Therapy Matters Irish Association for Play Therapy and Psychotherapy, 1, (15), 2015, p13 - 20
Rachel Hoare, Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting, Teanga, 22, 2007, p28 - 52
Rachel Hoare, Language attitudes and perceptions of identity in Brittany, Teanga, 20, 2004, p163 - 192
Rachel Hoare, Attitudes and motivations of undergraduate learners of French: an integrative approach, Revue Parole, 20, 2001, p235 - 262
Rachel Hoare, An Integrative Approach to Language and Attitudes in Brittany, Journal of Sociolinguistics, 5, (1), 2001, p73 - 84
Rachel Hoare, Linguistic competence and regional identity in Brittany: attitudes and perceptions of identity, Multilingual and Multicultural Development, 21, (4), 2000, p324 - 347
Rachel Hoare, L'identité linguistique des jeunes en Bretagne, Brittany, Brud Emgleo, 2000, 1 - 80pp
The relationship between language and attitudes in Brittany: The attitudes and perceptions of young Bretons in, editor(s)Steven McGill , Language and Marginality, Exeter, Elm Bank Publications, 2000, pp27 - 46, [Rachel Hoare]
Non-Peer-Reviewed Publications
Robbie Gilligan and Rachel Hoare, Gender Disparities and Disability: Identifying barriers for inclusion specific to girls with disabilities in Togo, Togo, 2019
Pathways to healing: expressive arts practice with adolescent refugees in, editor(s)McGowan, E; Quinn, S; Jalovcic, D , Interprofessional Approach to Refugee Health: A practical guide for interdisciplinary health and social care teams, Cambridge, Open Book Publishers, [Rachel Hoare]
Research Expertise
Description
My research interests are as follows: The human experience of forced migration Refugee youth resilience and coping Intra- and inter-ethnic friendships Acculturation processes of refugee and immigrant youth Refugee youth language and identityProjects
- Title
- Using inclusive research practices to understand, affirm and improve the befriending experiences and integration opportunities of refugees, international protection applicants and asylum seekers
- Funding Agency
- Irish Research Council
- Date From
- 1st November 2021
- Date To
- 31st August 2022
- Title
- Heritage, identity and psychological well-being: the voices of migrant children
- Summary
- This one day conference brought together students scholars and practitioners across the disciplines of psychology, sociology, education, social work and childhood research, to explore the voices of migrant children.
- Funding Agency
- Research Incentive Scheme, Trinity Long Room Hub
- Date From
- September 2016
- Date To
- November 2016
- Title
- Launch of the Centre for Forced Migration Studies
- Funding Agency
- Trinity Long Room Hub Research Incentive Scheme
- Title
- 'Everyone has a song': an exploration of the role of song sharing in deepening the befriending experiences and improving the integration opportunities of Survivors of Torture in Ireland
- Summary
- Befriending programmes which match people with limited support networks with volunteers who offer emotional and practical support, friendship and integration opportunities, provide an important resource for survivors of torture (Chambon, et al. 2001). Spirasi, the (Irish) National Centre for the Rehabilitation of Survivors of Torture, offers a befriending programme as part of their holistic approach to rehabilitation. Although there is growing evidence of the positive impact of the expressive arts in psychotherapy with torture survivors (Dutton, 2017), there is very little empirical research which evaluates its use in other aspects of the rehabilitation process such as befriending.
- Funding Agency
- Arts and Social Sciences Benefactions Fund
Recognition
Awards and Honours
Civic Engagement Award, Trinity College, Dublin.
Teaching Hero Award 2021
Memberships
Accredited member of Irish Association of Humanistic and Integrative Psychotherapy