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

10/15/2019 FOSTERING 1 2 3 4 5 RESILIENCE IN REFUGEE Refugee 101 Resilience Refugee Family Strengths-based Review & Wellbeing Strategies Conclusion Overview of Introduction to CHILDREN & indicators of refugees globally, in Factors that affect Review of strengths- Summary and wrap- resilience in refugee the U.S., and in the health and based strategies to up FAMILIES Nebraska populations wellbeing of refugee foster refugee children and families wellbeing SESSION OUTLINE 2 1 “WHAT WOULD YOU CARRY?” REFUGEE 101 You are sitting with your family We will cover the following: when a friend calls, notifying you  Who are Refugees? that a rebel militia has entered your town. You estimate that you have  Global Situation of approximately 5 minutes to leave Refugees your home undetected in order to cross the border into safety.  Refugees in Nebraska What would you bring with you? 3 WHO ARE REFUGEES? GLOBAL SITUATION OF 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 5 6 1

10/15/2019 GLOBAL SITUATION OF REFUGEES GLOBAL SITUATION OF REFUGEES 7 8 U.S. REFUGEE RESETTLEMENT REFUGEES IN NEBRASKA  Largest number of refugees per capita in 2016 (Pew Research Center, 2016)  Resettlement and ethnic community- based organizations Source: wikimedia  High secondary migration, including rural Nebraska  Range of health and social service agencies “Light the Way for Refugees &  New Americans Task Force (NATF) Immigrants” Vigil, Omaha 9 Source: Washington Post, 2017 10 2 WHAT IS RESILIENCE? RESILIENCE Positive adaptation in face of extreme adversity  (Masten & Powell, 2003) We will cover the following:  Defining Resilience Capacity to navigate and negotiate resources that   Fostering promote wellbeing (Ungar, 2006; Tippens, 2017, 2019) Resilience “World building” & meaning-making (Nordstron, 1998; Walsh, 2003)  11 12 2

10/15/2019 Discussion Write – Pair - Share 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. What indicators of resilience have you observed working with refugee Dr. Ann S. Masten clients and communities? Professor College of Education & Human Development University of Minnesota Factors that Foster Refugees’ Resilience 3 Cultural, Policy, REFUGEE FAMILY Eco-Social Maintaining traditions, HEALTH & supportive policies, network of community resources WELLBEING Community Support from peers, ethnic communities, religious We will cover the following: networks, and organizations  Children’s Health Family, Household and Wellbeing Family support, intergenerational living, social role(s)  Refugee Families Individual Language, Adapted from Tippens, J. A. (2019). Urban Congolese refugees’ social capital and community resilience during a Spirituality period of political violence in Kenya: A qualitative 16 study. Journal of Immigrant & Refugee Studies , 1-18. REFUGEE CHILDREN’S HEALTH RISKS REFUGEE WELLBEING IS A CHILDREN’S ISSUE  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) Image: CNN Source: UNICEF, 2017 3

10/15/2019 REFUGEE CHILDREN’S HEALTH RISKS REFUGEE CHILDREN’S HEALTH RISKS  Physical health  Mental health & psychosocial wellbeing  Physical disabilities (Andersson, 1995; de Jong, 2010; Tamashiro, 2011)  Exposure to trauma and violence (Fazel et al., 2014)  Nutrition (maternal & child) (Bhutta et al., 2013)  Maternal mental health (Betancourt et al., 2007; Fazel et al., 2014; T ol et al., 2011)  Communicable disease risk (e.g., cholera, malaria, STIs) (Jafari et al., 2011)  Family separation, & inconsistent caregiving (Fazel et al., 2014)  Chronic diseases (e.g., diabetes) (Elliott et al., 2018; Rehr et al., 2018) REFUGEE FAMILIES & WELLBEING REFUGEE FAMILIES & WELLBEING Lewig, Arney, & Salveron, 2009 Lewig, Arney, & Salveron, 2009 21 22 4 REFUGEE FAMILIES & WELLBEING STRENGTHS-BASED PROGRAMS AND STRATEGIES We will cover the following:  Strengths-based approach overview  Strategies to work with children and families Lewig, Arney, & Salveron, 2009 23 24 4

10/15/2019 Why Use a Strengths-Based Approach? Why Use a Strengths-Based Approach? Identifies and strengthens supportive networks and community resilience Why Use a Strengths-Based Approach? Why Use a Strengths-Based Approach? Fosters trust among Fosters trust among service providers, clients, service providers, clients, and their families and and their families and Helps clients recognize communities communities and celebrate their unique strengths and cultural assets Identifies and Identifies and strengthens supportive strengthens supportive networks and networks and community resilience community resilience 10 Principles for a Strengths-Based Approach Why Use a Strengths-Based Approach? Approaches Strategies Fosters trust among Base services on individuals’, families’, and communities’ strengths 1 Empowering orientation service providers, clients, and empower them to do things for themselves and their families and Helps clients recognize Understand and value culture as a source of strength: work with communities and celebrate their 2 Cultural humility clients to develop a sense of cultural pride and to find ways to unique strengths and maintain traditions while adjusting to a new place cultural assets Develop supportive relationships between program staff and clients 3 Relationship-based orientation (and their families and communities) Improve relationships within and Focus on strengthening families, communities, and other sources of 4 Goal-oriented and helps across families and communities support clients identify stepping Active partnering between family Recognize clients’ supportive networks and foster trust between those stones for success Identifies and 5 members and program staff networks and program staff strengthens supportive networks and Adapted from: Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based community resilience practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society , 85 (3), 326-334. 5

10/15/2019 10 Principles for a Strengths-Based Approach Discussion Approaches Strategies Write – Pair - Share Be sensitive to a community’s history and acknowledge how this may 6 Community orientation contribute to both challenges and strengths the resettlement context Build relationships with service providers outside of refugee Knowledge of community-based 7 resettlement to be able to refer refugees to the full spectrum of providers available resources Family- and community-centered Include the family (including “fictive kin”) and community rather than 8 orientation focus services on specific individuals or clients What are some strengths-based Work with individuals, families, and communities to identify long-term strategies you use in your work? 9 Goal-orientation goals; help identity the stepping stones needed to meet these goals Adapt services to meet the diverse needs of individuals, families, and 10 Individualization 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. STRATEGIES TO WORK WITH STRATEGIES TO WORK WITH REFUGEE CHILDREN & FAMILIES 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.  Engage Community and Religious Leaders  Build Relationships with Parents  Identify important stakeholders in each refugee community.  Develop diverse (community) advisory boards to help guide your work.  Be respectful, adaptable, and use (gentle) humor to foster trust.  Use refugee resettlement agencies and ethnic community-based organizations as resources.  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) EXAMPLE 1: SUPPORT PARENTING IN A NEW PLACE EXAMPLE 2: CULTURALLY -RESPONSIVE CHILDCARE  Provide parents with information about laws in the U.S. /  Consider the importance of food (e.g., Muslim children Nebraska (e.g., child protection laws) will likely not eat pork)  Create a list of local supports and services to give to  Consider inviting grandparents or other community parents when children enter program elders into classroom and daycare settings to share  Consider how you will share information (e.g., PTA, culture working group, pamphlets, etc.) 35 36 6