[PDF] - 10/15/2019 FOSTERING 1 2 3 4 5 RESILIENCE IN REFUGEE Refugee PDF Document

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FOSTERING RESILIENCE IN REFUGEE CHILDREN & FAMILIES

SESSION OUTLINE

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Refugee 101

Overview of refugees globally, in the U.S., and in Nebraska

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Resilience

Introduction to indicators of resilience in refugee populations

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Refugee Family Wellbeing

Factors that affect the health and wellbeing of refugee children and families

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Strengths-based Strategies

Review of strengths- based strategies to foster refugee wellbeing

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Review & Conclusion

Summary and wrap- up

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REFUGEE 101

We will cover the following:

Who are Refugees? Global Situation of

Refugees

Refugees in

Nebraska

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“WHAT WOULD YOU CARRY?”

You are sitting with your family when a friend calls, notifying you that a rebel militia has entered your town. You estimate that you have approximately 5 minutes to leave your home undetected in order to cross the border into safety.

What would you bring with you?

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WHO ARE REFUGEES?

A refugee is someone who has been forced to flee – and is unable to return to – her or his country because of persecution, war, or violence. Reasons of persecution include:

 Race / ethnicity  Religion  Nationality  Political opinion  Membership in a social group

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GLOBAL SITUATION OF REFUGEES

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GLOBAL SITUATION OF REFUGEES

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GLOBAL SITUATION OF REFUGEES

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U.S. REFUGEE RESETTLEMENT

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REFUGEES IN NEBRASKA

 Largest number of refugees per capita

in 2016 (Pew Research Center, 2016)

 Resettlement and ethnic community-

based organizations

 High secondary migration, including

rural Nebraska

 Range of health and social service

agencies

 New Americans Task Force (NATF)

“Light the Way for Refugees & Immigrants” Vigil, Omaha Source: Washington Post, 2017 Source: wikimedia

RESILIENCE

We will cover the following:

Defining Resilience Fostering

Resilience

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WHAT IS RESILIENCE?

Positive adaptation in face of extreme adversity

(Masten & Powell, 2003)

Capacity to navigate and negotiate resources that

promote wellbeing (Ungar, 2006; Tippens, 2017, 2019)

“World building” & meaning-making (Nordstron, 1998; Walsh, 2003)

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Resilience does not come from rare and special qualities, but from the everyday magic of ordinary, normative human resources in the minds, brains, and bodies of [individuals], in their families and relationships, and in their communities.

Dr. Ann S. Masten

Professor College of Education & Human Development University of Minnesota

What indicators of resilience have you observed working with refugee clients and communities?

Discussion

Write – Pair - Share

Factors that Foster Refugees’ Resilience

Cultural, Policy, Eco-Social

Maintaining traditions, supportive policies, network of community resources

Community

Support from peers, ethnic communities, religious networks, and organizations

Family, Household

Family support, intergenerational living, social role(s)

Individual Language, Spirituality

Adapted from Tippens, J. A. (2019). Urban Congolese refugees’ social capital and community resilience during a period of political violence in Kenya: A qualitative

study. Journal of Immigrant & Refugee Studies, 1-18.

REFUGEE FAMILY HEALTH & WELLBEING

We will cover the following:

Children’s Health

and Wellbeing

Refugee Families

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REFUGEE WELLBEING IS A CHILDREN’S ISSUE

Image: CNN Source: UNICEF, 2017

REFUGEE CHILDREN’S HEALTH RISKS

Poor access to care

 Health infrastructure & workforce (Carruth, 2014; Crisp et al., 2008; Mowafi et al., 2007; WHO, 2016)  Marginalization, illegalization and right to health (Willen, 2012)  Medical pluralism and access to care (Carruth, 2014)

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REFUGEE CHILDREN’S HEALTH RISKS

Mental health & psychosocial wellbeing

 Exposure to trauma and violence (Fazel et al., 2014)  Maternal mental health (Betancourt et al., 2007; Fazel et al., 2014; T

l et al., 2011)

 Family separation, & inconsistent caregiving (Fazel et al., 2014)

REFUGEE CHILDREN’S HEALTH RISKS

Physical health

 Physical disabilities (Andersson, 1995; de Jong, 2010; Tamashiro, 2011)  Nutrition (maternal & child) (Bhutta et al., 2013)  Communicable disease risk (e.g., cholera, malaria, STIs) (Jafari et al., 2011)  Chronic diseases (e.g., diabetes) (Elliott et al., 2018; Rehr et al., 2018)

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REFUGEE FAMILIES & WELLBEING

Lewig, Arney, & Salveron, 2009

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REFUGEE FAMILIES & WELLBEING

Lewig, Arney, & Salveron, 2009

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REFUGEE FAMILIES & WELLBEING

Lewig, Arney, & Salveron, 2009

STRENGTHS-BASED PROGRAMS AND STRATEGIES

We will cover the following:

Strengths-based

approach overview

Strategies to work

with children and families

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Why Use a Strengths-Based Approach?

Identifies and strengthens supportive networks and community resilience

Why Use a Strengths-Based Approach?

Identifies and strengthens supportive networks and community resilience Fosters trust among service providers, clients, and their families and communities

Why Use a Strengths-Based Approach?

Helps clients recognize and celebrate their unique strengths and cultural assets Identifies and strengthens supportive networks and community resilience Fosters trust among service providers, clients, and their families and communities

Why Use a Strengths-Based Approach?

Helps clients recognize and celebrate their unique strengths and cultural assets Identifies and strengthens supportive networks and community resilience Fosters trust among service providers, clients, and their families and communities Goal-oriented and helps clients identify stepping stones for success

Why Use a Strengths-Based Approach?

Approaches Strategies 1 Empowering orientation Base services on individuals’, families’, and communities’ strengths and empower them to do things for themselves 2 Cultural humility Understand and value culture as a source of strength: work with clients to develop a sense of cultural pride and to find ways to maintain traditions while adjusting to a new place 3 Relationship-based orientation Develop supportive relationships between program staff and clients (and their families and communities) 4 Improve relationships within and across families and communities Focus on strengthening families, communities, and other sources of support 5 Active partnering between family members and program staff Recognize clients’ supportive networks and foster trust between those networks and program staff

10 Principles for a Strengths-Based Approach

Adapted from: Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

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Approaches Strategies

10 Principles for a Strengths-Based Approach

6 Community orientation Be sensitive to a community’s history and acknowledge how this may contribute to both challenges and strengths the resettlement context 7 Knowledge of community-based providers Build relationships with service providers outside of refugee resettlement to be able to refer refugees to the full spectrum of available resources 8 Family- and community-centered

rientation

Include the family (including “fictive kin”) and community rather than focus services on specific individuals or clients 9 Goal-orientation Work with individuals, families, and communities to identify long-term goals; help identity the stepping stones needed to meet these goals 10 Individualization Adapt services to meet the diverse needs of individuals, families, and communities

Adapted from: Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

What are some strengths-based strategies you use in your work?

Discussion

Write – Pair - Share

STRATEGIES TO WORK WITH REFUGEE CHILDREN & FAMILIES

Incorporate Principles of Cultural Humility

 Be humble and recognize that every culture has unique strengths. Incorporate stories (e.g., books) and words from different cultures and languages to help children feel welcome.

Build Relationships with Parents

 Be respectful, adaptable, and use (gentle) humor to foster trust.  Highlight and focus on children’s successes to parents.  Always use interpreters when working with parents. (Do not have children interpret.)  Recognize time constraints (e.g., second- and third-shift work is common among refugees)

STRATEGIES TO WORK WITH REFUGEE CHILDREN & FAMILIES

Engage Community and Religious Leaders

 Identify important stakeholders in each refugee community.  Develop diverse (community) advisory boards to help guide your work.  Use refugee resettlement agencies and ethnic community-based organizations as resources.

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EXAMPLE 1: SUPPORT PARENTING IN A NEW PLACE

 Provide parents with information about laws in the U.S. /

Nebraska (e.g., child protection laws)

 Create a list of local supports and services to give to

parents when children enter program

 Consider how you will share information (e.g., PTA,

working group, pamphlets, etc.)

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EXAMPLE 2: CULTURALLY

RESPONSIVE CHILDCARE

 Consider the importance of food (e.g., Muslim children

will likely not eat pork)

 Consider inviting grandparents or other community

elders into classroom and daycare settings to share culture