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

– Lisa.sterling@boiseschools.ordLisa.sterling@boiseschools.ord Jacque Parenti Jacque Parenti

– Jacque.parenti@boiseschools.orgJacque.parenti@boiseschools.org Katie Webber Katie Webber

– Catherine.webber@boiseschools.orgCatherine.webber@boiseschools.org