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Awareness, Understanding, Awareness, Understanding, and Action: Working with and Action: Working with Refugees in the School Refugees in the School
SettingSetting
Idaho Conference on Refugees Idaho Conference on Refugees Boise Idaho Boise Idaho
February 5, 2013February 5, 2013
Lisa Sterling, Ph.D., NCSP Lisa Sterling, Ph.D., NCSP Jacque Parenti, M.S., NCSP Jacque Parenti, M.S., NCSP
Katie Webber, Ed.S.Katie Webber, Ed.S.
School Psychologists Boise School District
Introductions Introductions
Get to know presenters Get to know presenters Get to know audience Get to know audience
WORKSHOP WORKSHOP DESCRIPTION DESCRIPTION AWARENESS of the challenges faced by AWARENESS of the challenges faced by
our youth as they enter Idaho schools our youth as they enter Idaho schools UNDERSTANDING the myriad of issues UNDERSTANDING the myriad of issues
that they may face including mental that they may face including mental health problems, disabilities, and health problems, disabilities, and stigma surrounding accessing stigma surrounding accessing programs and servicesprograms and services
Taking ACTION and building the Taking ACTION and building the capacity to meet the needs of this capacity to meet the needs of this population in the school setting population in the school setting
Boise School District
Approximately 2200 students in ELL programs
Over 100 languages spoken by students
Borah High School
Bridge Program: For students new to country Currently have 77 students in
grades 10-12 Students are from 22 countries
and speak more than 40 languagesBorah ELL Program: 250 students
Boise Parents of English Learners
(BPEL)
The purpose of BPEL is to help parents of English learners access information, discuss relevant topics, and provide input for program improvement.
Borah High School recently hosted the Rice Festival.
AWARENESSAWARENESS
Get to know cultures in your Get to know cultures in your communitycommunity
Research the countries, cultures, Research the countries, cultures, customs, practices, language customs, practices, language
AWARENESSAWARENESS
What have refugees been through?What have refugees been through?– Surviving many years of civil conflict and political terror that Surviving many years of civil conflict and political terror that
killed thousands, possibly even family members and friends killed thousands, possibly even family members and friends – Years in chaos of war and refugee camp Years in chaos of war and refugee camp – Physical injury, assault, illness, malnutrition Physical injury, assault, illness, malnutrition – Stressful life events and little control over those eventsStressful life events and little control over those events– Separation from family members Separation from family members – Forced prematurely into adult roles Forced prematurely into adult roles – Deprived of school, health care, social services Deprived of school, health care, social services – Continuous worry about family left behind Continuous worry about family left behind – Abruptions to daily life and routine Abruptions to daily life and routine – Loss of possessions, familiar environment, family members, Loss of possessions, familiar environment, family members,
friends, neighborsfriends, neighbors– Need to survive in a completely new and unknown environment Need to survive in a completely new and unknown environment
Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs and Migrant Programs www.doe.state.in.us/lmmp; The Center for Victims of Torture ; The Center for Victims of Torture
AWARENESS AWARENESS
Stress on refugees Stress on refugees – Bad news from home Bad news from home – Racial or ethnic discrimination Racial or ethnic discrimination – High crime residential areas High crime residential areas – Language, service, transportation barriers Language, service, transportation barriers – Inadequate educationInadequate education– Economic stress Economic stress – Psychological and physical effects of Psychological and physical effects of
trauma trauma – Role reversal Role reversal The Center for Victims of TortureThe Center for Victims of Torture
AWARENESSAWARENESS
Refugee students Refugee students – Many refugees have limited formal schooling Many refugees have limited formal schooling – Many refugees are pre-literate in their native Many refugees are pre-literate in their native
languagelanguage– Many refugees have no experience with Western Many refugees have no experience with Western
societysociety– Many refugees are pre-technological Many refugees are pre-technological – Many refugees were born in camps and never knew Many refugees were born in camps and never knew
life outside the camps life outside the camps
Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp
AWARENESSAWARENESS
Refugee parents Refugee parents – Many parents have a difficult time Many parents have a difficult time
transitioning to American life transitioning to American life – Many parents assimilate slower than their Many parents assimilate slower than their
children children – Many parents have economic and Many parents have economic and
resettlement burdensresettlement burdens
Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs Language Minority and Migrant Programs www.doe.state.in.us/lmmp
AWARENESSAWARENESS
Common trauma reactions Common trauma reactions – Fears, worriesFears, worries– Physical complaints Physical complaints – Attention, memory problems Attention, memory problems – Nightmares, sleep problemsNightmares, sleep problems– Post-traumatic play Post-traumatic play – Regression, separation anxiety Regression, separation anxiety – Anger, hostility, aggression Anger, hostility, aggression – Apathy, withdrawal, avoidance Apathy, withdrawal, avoidance – Sadness, depression Sadness, depression – Survivor guilt Survivor guilt – Risky, dangerous behavior Risky, dangerous behavior
The Center for Victims of TortureThe Center for Victims of Torture
AWARENESSAWARENESS
Mental Health Mental Health Stigma and shame Stigma and shame ““Crazy” Crazy” Spiritual beliefs regarding disabilitiesSpiritual beliefs regarding disabilities Internalizing and Externalizing problems Internalizing and Externalizing problems Views of Western medicine and Views of Western medicine and
counseling counseling Lack of early intervention services and Lack of early intervention services and
prenatal care in prior country prenatal care in prior country
UNDERSTANDINGUNDERSTANDING
Survival skills may appear maladaptive (e.g. Survival skills may appear maladaptive (e.g. fighting, stealing) fighting, stealing)
School was not always a safe place School was not always a safe place Fight or flight response Fight or flight response Identity Identity
– Traditional, native culture Traditional, native culture – New culture, wanting to fit inNew culture, wanting to fit in
Issues that affect American youth also affect Issues that affect American youth also affect refugee youth (identify, independence) refugee youth (identify, independence)
Role reversal and shift of power with parent Role reversal and shift of power with parent and children and children
Discrepancy with American parenting practices Discrepancy with American parenting practices
UNDERSTANDINGUNDERSTANDING
Recognize the trauma and stress of the Recognize the trauma and stress of the entire family entire family – Came to the U.S. to escape trauma yet find Came to the U.S. to escape trauma yet find
that they often carry the trauma with them that they often carry the trauma with them – Power-shift places them in a dependent Power-shift places them in a dependent
position position – Collaborate with those providing assistance to Collaborate with those providing assistance to
others in the family (elementary, junior high, others in the family (elementary, junior high, parents, elders) parents, elders)
Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools Classroom the Center of Health and Health Care in Schools www.healthinschools.org
UNDERSTANDING UNDERSTANDING
Don’t make assumptions Don’t make assumptions – Environment: materials, terminology, sitting in Environment: materials, terminology, sitting in
desks, restrooms, playground desks, restrooms, playground – Interactions: comfort level with authority figures, Interactions: comfort level with authority figures,
level of understanding, fear of reprimand level of understanding, fear of reprimand – Safety: Getting on a bus, leaving home, walking to Safety: Getting on a bus, leaving home, walking to
school, corporal punishmentschool, corporal punishment– Daily Life: American customs, hygiene, involving Daily Life: American customs, hygiene, involving
parents in school events parents in school events
Tips for Teachers Helping Refugee Children Transition to American Schools (2006) Tips for Teachers Helping Refugee Children Transition to American Schools (2006) International Rescue Committee International Rescue Committee www.rescue.org
UNDERSTANDING UNDERSTANDING
Parent Involvement Parent Involvement – American view of parental involvementAmerican view of parental involvement– School staff often correlate parents “showing up” with School staff often correlate parents “showing up” with
their level of interest in their child’s education their level of interest in their child’s education – Barriers to getting to school (interpreter, transportation, Barriers to getting to school (interpreter, transportation,
child care, work schedule) child care, work schedule) – Families may not be aware this is an expectation or be Families may not be aware this is an expectation or be
familiar with school procedures (e.g. grades, homework)familiar with school procedures (e.g. grades, homework)– Families may be uncomfortable discussing their children Families may be uncomfortable discussing their children
in a negative way in a negative way – Families may be intimidated Families may be intimidated – Many parents view teachers as experts and may not Many parents view teachers as experts and may not
realize they have a right to speak up about their child’s realize they have a right to speak up about their child’s education education
Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight www.Brycs.org; Tips for Teachers from International Rescue Committee ; Tips for Teachers from International Rescue Committee www.rescue.org
UNDERSTANDING UNDERSTANDING
Language Language – ReceptiveReceptive– Expressive Expressive
Silent periodSilent period
http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php
ACTIONACTION
Need for a safe place and security Need for a safe place and security Education for teachers (notebooks, handouts) Education for teachers (notebooks, handouts) Build cultural competence Build cultural competence Consult with specialists inside and outside of Consult with specialists inside and outside of
school (SLP, psychologist, counselor, resettlement school (SLP, psychologist, counselor, resettlement agency, doctors, social workers, law enforcement, agency, doctors, social workers, law enforcement, etc.) etc.)
Opportunities for them to teach you something Opportunities for them to teach you something about their culture. Let them help others instead about their culture. Let them help others instead of always being on the receiving end—empower of always being on the receiving end—empower them them
Celebrate diversity in school-spotlight cultures, Celebrate diversity in school-spotlight cultures, bread/rice night, talent showbread/rice night, talent show
ACTION ACTION
10 Tips for Schools 10 Tips for Schools – Embrace diversity and accept the challenges Embrace diversity and accept the challenges – Be flexible in communication Be flexible in communication – Communicate clearly Communicate clearly – Utilize community resources and cultural brokers Utilize community resources and cultural brokers – Reach out and offer support to parents and familiesReach out and offer support to parents and families– Create liaisons with cultural community leaders and Create liaisons with cultural community leaders and
organizations organizations – Foster community partnerships with school activities Foster community partnerships with school activities – Be aware of your own cultural views Be aware of your own cultural views – Develop a resource “bank” of interpreters, resources, Develop a resource “bank” of interpreters, resources,
medical providers, community medical providers, community – Make services available to all students Make services available to all students
Children of Immigrants and Refugees: What the Research Tells Us from The Center of Health and Health Care in Children of Immigrants and Refugees: What the Research Tells Us from The Center of Health and Health Care in Schools Schools www.healthinschools.org
ACTION ACTION
Strategies for engaging parents Strategies for engaging parents – Build relationships with families Build relationships with families
Safety, support, caring, trustSafety, support, caring, trust Help with other issues (housing, medical, employment)Help with other issues (housing, medical, employment) Stronger families = stronger students Stronger families = stronger students School activities—identify barriers School activities—identify barriers Welcoming school environmentWelcoming school environment Translated/interpreted documents and conversationsTranslated/interpreted documents and conversations ““I need to speak to you” card I need to speak to you” card
– Break down the stigma Break down the stigma Avoid “mental health” or other stigmatizing terms and focus Avoid “mental health” or other stigmatizing terms and focus
on behaviors (e.g. anger, sadness) on behaviors (e.g. anger, sadness) NormalizingNormalizing
Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools and Health Care in Schools www.healthinschools.org; Involving Refugee Parents in Their Children’s Education ; Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight (2007) Monthly spotlight www.Brycs.org; Partnering with Parents and Families to Support Immigrant and Refugee ; Partnering with Parents and Families to Support Immigrant and Refugee Children at School (2009) from the Center of Health and Health Care in Schools Children at School (2009) from the Center of Health and Health Care in Schools www.healthinschools.org
ACTION ACTION
Strategies for working with students Strategies for working with students – Mentoring relationships Mentoring relationships – Classroom and school orientation Classroom and school orientation – Peer buddies Peer buddies – Provide clear behavioral expectations Provide clear behavioral expectations – Directly teach appropriate behaviorsDirectly teach appropriate behaviors– Provide safety, structure, nurturance, and consistency Provide safety, structure, nurturance, and consistency – Prepare for transitions Prepare for transitions – Use art, writing, drawing for expression Use art, writing, drawing for expression – Recognize their strength and resiliency Recognize their strength and resiliency – Recognize symptoms of PTSD Recognize symptoms of PTSD – Share concerns with parentsShare concerns with parents– Link to outside supports Link to outside supports
Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs
ww.doe.state.in.us/lmmp; The Center for Victims of Torture; The Center for Victims of Torture
ACTION: InterviewsACTION: Interviews
Home visit Home visit Importance of interpreter Importance of interpreter Caution in using siblings to interpret Caution in using siblings to interpret Build rapport and trust Build rapport and trust Explain reason for asking questions Explain reason for asking questions Talk to all family members-gives Talk to all family members-gives
“permission” for all parties to speak “permission” for all parties to speak Asking “why” (e.g. why wasn’t she in Asking “why” (e.g. why wasn’t she in
school?) school?)
ACTION: InterviewsACTION: Interviews
What do you think caused your child’s difficulty? What do you think caused your child’s difficulty? When did you first have concerns? When did you first have concerns? Comparison to siblingsComparison to siblings Is this typical in your culture?Is this typical in your culture? What goals do you have for your child? What would you like What goals do you have for your child? What would you like
to see them doing in 5 or 10 years? to see them doing in 5 or 10 years? What does your child do on a typical day? What do your What does your child do on a typical day? What do your
other children do?other children do? Literacy in native language Literacy in native language Previous school experiences Previous school experiences Trauma Trauma Medical background (head injury, seizure, malaria, Medical background (head injury, seizure, malaria,
prematurity) prematurity) Developmental milestones Developmental milestones Listen…they have a story to tell Listen…they have a story to tell
ACTION: Collaboration ACTION: Collaboration
Resettlement agencies Resettlement agencies School liaisons School liaisons Medical Medical Counseling Counseling SpecialistsSpecialists Law Enforcement, School Resource Law Enforcement, School Resource
Officer (SRO) Officer (SRO)
RESOURCES: BooksRESOURCES: Books
““The Arrival” by Shaun Tan The Arrival” by Shaun Tan ““Home of the Brave” by Katherine Applegate Home of the Brave” by Katherine Applegate ““Middle of Anywhere” by Mary Pipher Middle of Anywhere” by Mary Pipher ““Long Way Gone: Memoirs of a Boy Soldier” by Ishmael Beah Long Way Gone: Memoirs of a Boy Soldier” by Ishmael Beah ““They Poured Fire on Us: True Story of Three Lost Boys of Sudan” by They Poured Fire on Us: True Story of Three Lost Boys of Sudan” by
Benson Deng, Alephonsion and Benjamin Ajak Benson Deng, Alephonsion and Benjamin Ajak ““First They Killed My Father,” “Lucky Child” by Loung UngFirst They Killed My Father,” “Lucky Child” by Loung Ung ““My Name is Yoon” by Helen RecorvitsMy Name is Yoon” by Helen Recorvits ““Listen to the Wind” by Greg Mortensen and Susan Roth Listen to the Wind” by Greg Mortensen and Susan Roth ““Route to Peace” by Fidel NshomboRoute to Peace” by Fidel Nshombo
RESOURCES: Local and RESOURCES: Local and NationalNational
World Refugee Day June 20, 2013World Refugee Day June 20, 2013 International Women’s Day March International Women’s Day March
8, 20138, 2013 Idaho Office for Refugees Idaho Office for Refugees
Community Coordination Community Coordination See vendors at the conference See vendors at the conference The Flicks The Flicks Farmer’s Market Farmer’s Market
RESOURCES: Online RESOURCES: Online
Bridging Refugee Youth and Children’s Bridging Refugee Youth and Children’s ServicesServices (www.brycs.org)(www.brycs.org)
International Rescue Committee Youth International Rescue Committee Youth BackgroundersBackgrounders ((http://www.rescue.org/sites/default/files/migrated/where/united_states_salt_lake_city_ut/refugee-backgrounders.pdf))
U.S. Committee for Refugees and ImmigrantsU.S. Committee for Refugees and Immigrants ((www.refugees.org) )
Cultural Orientation Resource CenterCultural Orientation Resource Center ((www.culturalorientation.net) )
Spring Institute for Intercultural LearningSpring Institute for Intercultural Learning ((www.spring-institute.org) )
The Center for Victims of TortureThe Center for Victims of Torture ((www.cvt.org) )
RESOURCES: Webinars RESOURCES: Webinars
Center for Health and Health Care Center for Health and Health Care in the Schools in the Schools ((www.healthinschools.org))
Children’s Hospital for Refugee Children’s Hospital for Refugee Trauma and Resiliency at Trauma and Resiliency at Children’s Hospital Boston Children’s Hospital Boston ((http://childrenshospital.org/clinicalservices/Site3448/mainpageS3448P0.html))
National Child Traumatic Stress National Child Traumatic Stress Network Network ((www.nctsn.org) )
CLOSURE ACTIVITY CLOSURE ACTIVITY
Share one thing you will tell a Share one thing you will tell a colleague when you return to colleague when you return to work or school. work or school.
Share one strategy you will Share one strategy you will implement or idea you will try implement or idea you will try when you return to work or when you return to work or school. school.
Share one resource you will Share one resource you will explore after this workshop.explore after this workshop.
REFERENCESREFERENCES
Children of Immigrants and Refugees: What the Research Tells Us from The Children of Immigrants and Refugees: What the Research Tells Us from The Center of Health and Health Care in Schools www.healthinschools.orgCenter of Health and Health Care in Schools www.healthinschools.org
Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools the Classroom the Center of Health and Health Care in Schools www.healthinschools.orgwww.healthinschools.org
Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight www.Brycs.orgwww.Brycs.org
Mental Health of Refugees (1996) UNHCR/WHO Mental Health of Refugees (1996) UNHCR/WHO http://www.unhcr.org/publ/PUBL/3bc6eac74.pdfhttp://www.unhcr.org/publ/PUBL/3bc6eac74.pdf
Partnering with Parents and Families to Support Immigrant and Refugee Children Partnering with Parents and Families to Support Immigrant and Refugee Children at School (2009) from the Center of Health and Health Care in Schools at School (2009) from the Center of Health and Health Care in Schools www.healthinschools.orgwww.healthinschools.org
Preproduction and The Silent PeriodPreproduction and The Silent Period (http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php)(http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php)
Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp www.doe.state.in.us/lmmp
The Center for Victims of Torture (www.cvt.org) The Center for Victims of Torture (www.cvt.org) Tips for Teachers Helping Refugee Children Transition to American Schools (2006) Tips for Teachers Helping Refugee Children Transition to American Schools (2006)
International Rescue Committee www.rescue.orgInternational Rescue Committee www.rescue.org
CONTACT CONTACT INFORMATION INFORMATION Lisa SterlingLisa Sterling
– [email protected]@boiseschools.ord Jacque Parenti Jacque Parenti
– [email protected]@boiseschools.org Katie Webber Katie Webber
– [email protected]@boiseschools.org