Thematische Bibliographien / Newly arrived refugee adolescents

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Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Newly arrived refugee adolescents"

Hoffman, Lisa, Shifa Podikunju-Hussain und Melissa Fry. „Seeing “RED” to Serve Students: An Example of Advocacy for Counseling Services for Refugee and Immigrant Adolescents“. Journal for Social Action in Counseling & Psychology 10, Nr. 1 (28.12.2018): 38–61. http://dx.doi.org/10.33043/jsacp.10.1.38-61.

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The purpose of this study was to examine to what extent a U.S. newcomer school for adolescent English language learners lacked adequate mental health services for immigrant students. School counseling professionals at this school sought data to advocate for additional mental health professionals without asking inappropriately invasive questions about family legal immigration status. Leveraging the expertise of school administrators, refugee resettlement experts, and university researchers yielded a creative method for collecting student demographic information without violating student privacy. Looking specifically at refugee students from high-conflict backgrounds (the “refugees likely to have experienced distress” or “RED” variable) allowed researchers to pinpoint psychosocial acculturation differences in comparison with other immigrant students. A survey of students revealed differences in reported attitudes toward school and perceptions of discrimination among refugees from high-conflict backgrounds compared to other immigrants and refugees from lower-conflict backgrounds. Findings also supported the notion that immigrant students were likely to have experienced trauma prior to enrolling in this school. Results of this engaged scholarship allowed the resident school counselor to advocate effectively for a full-time mental health counselor position for newly arrived secondary students.

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McNeely, Clea A., Lyn Morland, S. Benjamin Doty, Laurie L. Meschke, Summer Awad, Altaf Husain und Ayat Nashwan. „How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities“. Journal of School Health 87, Nr. 2 (11.01.2017): 121–32. http://dx.doi.org/10.1111/josh.12477.

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Gwynn, Lisa, Ashley Barash, Devina J. Dave und Tulay Koru-Sengul. „A Retrospective Analysis of Blood Lead Levels in Newly Arrived Immigrant Children, Miami-Dade County, Florida, 2013-2016“. Public Health Reports 135, Nr. 6 (15.09.2020): 763–70. http://dx.doi.org/10.1177/0033354920949535.

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Objective The Centers for Disease Control and Prevention’s (CDC’s) recommendation for blood lead level (BLL) screening of refugee children is to test new arrivals aged 6 months to 16 years. No such recommendations exist for testing immigrant children. Our objective was to provide evidence in support of creating lower age-specific guidelines for BLL screening for newly arrived immigrant populations to reduce the burden of unnecessary BLL testing. Methods We conducted a 3-year (2013-2016) retrospective analysis of BLLs of 1349 newly arrived immigrant children, adolescents, and young adults aged 3-19 who visited the University of Miami Pediatric Mobile Clinic in Miami, Florida. We obtained capillary samples and confirmed values >5 μg/dL via venous sample. The primary outcome was BLL in μg/dL. The main predictor variable was age. We further adjusted regression models by poverty level, sex, and ethnicity. Results Of 15 patients with a BLL that warranted further workup and a lead level of concern, 9 were aged 3-5 and 6 were aged 6-11. None of the adolescent and young adult patients aged 12-19 had a lead level of concern. Nearly half of the patients (n = 658, 48.8%) lived in zip codes of middle to high levels of poverty. Conclusion This study provides evidence to support the creation of lower age-specific guidelines for BLL screening among newly arrived immigrant children and adolescents. Future studies should elucidate appropriate age ranges for BLL testing based on epidemiologic evidence, such as age and country of origin.

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Sastre, Lauren R., und Lauren Haldeman. „Diet, Physical Activity and Weight-Related Behaviors, Changes and Risks with Newly-Arrived (< 1 Year) Immigrant and Refugee Adolescents (Ages 12–17)“. Journal of Immigrant and Minority Health 22, Nr. 2 (11.01.2020): 282–90. http://dx.doi.org/10.1007/s10903-020-00970-2.

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Hettich, Nora, Franziska Anna Seidel und Lydia Yao Stuhrmann. „Psychosocial Interventions for Newly Arrived Adolescent Refugees: A Systematic Review“. Adolescent Research Review 5, Nr. 2 (25.02.2020): 99–114. http://dx.doi.org/10.1007/s40894-020-00134-1.

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Colvin, Janet W. „Voices of Newly Arrived Refugee Women“. Journal of Intercultural Communication Research 47, Nr. 6 (10.10.2018): 581–95. http://dx.doi.org/10.1080/17475759.2018.1530292.

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Mahoney, Annette M. „Newly Arrived West Indian Adolescents“. Journal of Immigrant & Refugee Services 1, Nr. 1 (09.04.2002): 33–48. http://dx.doi.org/10.1300/j191v01n01_04.

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Pottie, Kevin, Christina Greenaway, Ghayda Hassan, Charles Hui und Laurence J. Kirmayer. „Caring for a newly arrived Syrian refugee family“. Canadian Medical Association Journal 188, Nr. 3 (11.01.2016): 207–11. http://dx.doi.org/10.1503/cmaj.151422.

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Joshua, Paul Robert, Mitchell M. Smith, Alaric Sek Kai Koh, Lisa Anne Woodland und Karen Zwi. „Australian Population Cohort Study of Newly Arrived Refugee Children“. Pediatric Infectious Disease Journal 32, Nr. 2 (Februar 2013): 104–9. http://dx.doi.org/10.1097/inf.0b013e31827075c2.

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Brady, Jacqueline A., Meghan L. Underhill-Blazey, Pamela J. Burke, Christina S. Lee, Elizabeth P. Howard und Lisa V. Duffy. „Experiences of School Nurses Caring for Newly Arrived Immigrant and Refugee Children“. International Journal of Educational Reform 30, Nr. 4 (12.02.2021): 271–99. http://dx.doi.org/10.1177/1056787921991512.

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Newly arrived immigrant and refugee children are faced with significant physical and mental health issues and often rely on school nurses for care and connection to healthcare. The purpose of this qualitative phenomenological study was to explore urban public school nurses’ experiences caring for newly arrived children. Data were collected through one-time in-depth semistructured interviews with school nurses ( n = 20). Three relational themes were identified: (1) Trials and Triumphs: Telling Stories About Newly Arrived Children; (2) Walk a Mile in My Shoes; and, (3) Being a Trusted Health Navigator. The Role of School Nurses in the Context of Trauma emerged as the constitutive pattern. The current study enhances our understanding of the unique role played by school nurses as they address the profound needs of newly arrived children and their families, many of whom have survived trauma and face a number of barriers to accessing care.

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Dissertationen zum Thema "Newly arrived refugee adolescents"

Nilsson, Grip Mina, und Ylva Liljedahl. „Friends don’t come easy- but most find a way: A qualitative study of refugee adolescents’ relationships with their peers“. Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92703.

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A significant proportion of Sweden’s population consists of immigrants and refugees, many of whom are adolescents. Resettlement in a new host culture could be extra challenging during adolescence due to the additional burden that developmental tasks bring to the refugee adolescents’ daily life. One of the most important developmental tasks during adolescence is the development of functional relationships with peers. Previous research on refugee adolescents and peer relationships has often been quantitative and much focus has lied on the pathological outcomes and adversities that this population faces. Therefore, this study aimed to investigate how refugee adolescents experienced peer relationships from their point of view, taking in the full spectrum of experiences. Furthermore, this study aimed to highlight the strengths and resilience this population posits. Specifically, the study used qualitative methodology to examine how newly arrived refugee adolescents experienced interpersonal relationships with peers and how they dealt with challenges faced. The sample of the study were 33 newly arrived refugee adolescents (Mage = 14.9, SD = .91; 55% females). Data was gathered through semi-structured interviews and analyzed through inductive thematic analysis. Themes of language, quality of relationships, and integration appeared central for refugee adolescents’ experience of peer relationships. Despite the difficulties that this population faced, they showed great capacity in overcoming challenges. The findings indicate that peer relationships are a central part of refugee adolescents' adjustment and well-being, and that there is a strong motivation and capacity to overcome difficulties and create functional relationships among newly arrived refugee adolescents.

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Carlsson, Stark Sandra, und Marina Hjertton. „Hälsobeteenden och Attityder till Hälsa hos Nyanlända Ungdomar - Hur Påverkar Asylprocessen?“ Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58805.

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Sefer, Ibrahim. „Newly arrived children's art / story book 2004“. [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.

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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).

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Szántó, Oscar. „Teaching English as a Foreign Language to Newly Arrived Students: Challenges and Opportunities“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30535.

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The purpose of this study was to find out what a sample selection of teachers in Malmö and Lund, Sweden, perceived to be the most common strengths and challenges of newly arrived students when learning English as a Foreign Language (EFL). The study was conducted as there have been very few studies so far in Sweden on this particular subject, as well as an influx of newly arrived students in the recent years. The two research questions ask what the most common strengths and challenges for newly arrived students are, as well as, how the participating teachers meet the perceived challenges. Four qualitative interviews were constructed based on interviews and questionnaires used in similar studies, and then analyzed using tape analysis. The results showed that all four participants agreed that background factors (such as possible trauma) played a big part, and affected how quickly students go from introductory programs into regular Swedish high school, as well as a lacking vocabulary. Since the findings in this study is coherent with findings in similar studies, it becomes obvious that further action needs to be taken to ensure that our newly arrived students learn what they need to, and get the help they deserve.

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Leung, Wing Yan. „Adjustment to the father-child relationship of newly arrived adolescents in Hong Kong /“. access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?mphil-ss-b21471472a.pdf.

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Thesis (M.Phil.)--City University of Hong Kong, 2006.
"Submitted to Department of Applied Social Studies in partial fulfillment of the requirements for the degree of Master of Philosophy" Includes bibliographical references (leaves 159-173)

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Mörck, Jansson Christine. „Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms“. Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.

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The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.

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Nilsson, Anna. „Nyanlända elever och idrottsundervisning“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27535.

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Refugees have been migrating to Sweden over the past decade. Integrating newly arrived students is therefore a highly relevant topic for the Swedish schools. This research overview presents different sources concerning teaching physical education to newly arrived students. The purpose with the research overview is to investigate how newly arrived students perceive the teaching in physical education, how the teaching can be shaped to ensure integration and what factors are important to create an including teaching experience for newly arrived students in the subject physical education. Using a number of identified key words, searches on databases have been conducted to find sources. The selection has been based on relevance regarding suitable content based on the research questions. The result shows that language difficulties are a fact, and that many students find physical education entertaining but some activities challenging due to lack of previous education in their country of origin. Furthermore, it shows that there is a need for further research and that teachers can facilitate the newly arrivals’ learning experiences by ensuring that the students get to know each other properly. Suggested further research is for example a field study combining lesson observations with qualitative interviews with the newly arrived students and their teachers.

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Polater, Aysenur. „The role of the NGOs in the integration of the newly arrived: the case of the Swedish Cross : A comparative perspective on the two large refugee resettlements in the 90s and 2010s in the context of integration initiatives“. Thesis, Uppsala universitet, Historiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424923.

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Lagerkvist, Karin, und Henrietta Landin. „“Vi måste se till helheten” : Distriktssköterskans upplevelse av arbetet med nyanlända flyktingar med fokus på jämlik hälsa“. Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16049.

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Det finns en ojämlikhet i hälsan hos utsatta grupper i samhället, där nyanlända flyktingar är en växande patientgrupp. Syftet är att beskriva distriktssköterskans upplevelse av arbetet med nyanlända flyktingar inom primärvården med fokus på jämlik hälsa. Det är en kvalitativ intervjustudie med induktiv ansats där nio intervjuer genomförts på vårdcentraler i Västra Götaland och Halland. Kvalitativ innehållsanalys har gjorts enligt Elo och Kyngäs. Resultatet presenteras i kategorierna Det viktiga mötet, Den helhetstänkande distriktssköterskan och Den komplicerade organisationen. Det framkommer att distriktssköterskan har en viktig roll i att möta den nyanlända flyktingen och det är viktigt att se helheten kring patienten, att i mötet uppmärksamma hela situationen patienten befinner sig. Där är psykisk ohälsa och den sociala situationen värdefull att uppmärksamma. Lyhördhet, en god kommunikation med hög kvalité på tolk är nödvändigt, vilket även är viktiga delar för en jämlik vård. Det behövs även organisatoriska förutsättningar som tillräckligt med tid avsatt och att samverkan med andra kring patienten fungerar, där finns det ett behov av förbättringsarbete. Det finns hinder för nyanlända flyktingar med att komma i kontakt med hälso-och sjukvården och distriktssköterskan fyller en viktig funktion att informera, vägleda och lotsa rätt. Distriktssköterskorna upplever att det finns ett stort behov av hälsofrämjande åtgärder.

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Mohammad, Noura. „Mina klasskamrater kallar mig för den nya främmande : En kvalitativ studie om nyanlända elevers upplevelser av att börja om i ny skola“. Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5500.

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Syftet med uppsatsen är att belysa och analysera hur nyanlända ungdomar beskriver sina upplevelser av att börja om i en ny skola, i ett nytt land. Uppsatsen handlar om att förklara och belysa flyktingungdomars upplevelser av att börja om i ny skola och lära sig ett nytt språk och skaffa nya vänner och vad denna utmaning innebär. Med uppsatsen vill jag belysa språket och skolans betydelse för nyanlända elevers delaktighet. Min studie är baserad på kvalitativa metoder och jag har genomfört kvalitativa intervjuer med sex deltagare som har erfarenheter av att vara en nyanländ elev. Analysen av studien gjordes med IPA (Interpretative phenomenological analysis). IPA är en kombination mellan fenomenologi och hermeneutik. Teoretiska utgångspunkter är den sociokulturella teorin och postkolonial teori. Med sociokulturell teori analyserar jag delaktighetens och gemenskapens betydelse för lärandeprocessen bland nyanlända elever. Jag använder postkolonial teori för att analysera den postkoloniala ordningen i vår nutida skola. Jag har kommit fram till att nyanlända elever står inför en svår utmaning när de börjar skolan. Deltagarna upplevde att det var svårt att skaffa vänner, lära sig ett nytt språk och bli en del av samhället. Deltagarna upplevde både delaktighet och utanförskap i skolan och de har blivit utsatta för kränkning, stigmatisering och mobbning. Skolan hade en viktig roll i nyanlända elevers liv, speciellt under de första åren i Sverige eftersom nyanlända träffade jämnåriga och nya människor i skolan. Svenska språket är ett krav för att nyanlända ska klara sig och bli delaktiga i skolan. Det kräver lång tid för nyanlända elever att bli accepterade i skolan, lära sig ett nytt språk och anpassa sig till det nya landet.
The aim of this study is to illuminate and analyze how newly arrived adolescents describe their experiences of starting over in a new school, in a new land. The essay will explain and illuminate the refugee adolescents’ experiences of starting over in a new school and learn a new language and make new friends and what this challenge mean for them. The essay describes the language- and the school's impact on newly arrived students’ participation. My study is based on qualitative methods, based on interviews with six individuals who have the experience of being a newly arrived student. The analysis of the study was made with IPA (Interpretative phenomenological analysis). IPA is a combination of phenomenology and hermeneutic perspective. Theoretical premises are the socio-cultural theory and postcolonial theory. With socio-cultural theory I explain and analyze the participation and community importance for the learning process among newly arrived students. I use postcolonial theory to analyze the post-colonial order in our current school. I have found that newly arrived students are facing a difficult challenge when they start school. The participants experienced that it was difficult to make friends, learn a new language and become part of the community. The participants experienced both inclusion and exclusion in school and they have been exposed to violations, stigmatization and bullying. The school had an important role in the newly arrivals' lives, especially during the first years in Sweden because in school they meet peers and new people. Swedish language is a requirement for new arrivals so they will cope with life and get involved in school. It takes a long time for newly arrived students to be accepted in school, learn a new language and adapt to the new country.

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Bücher zum Thema "Newly arrived refugee adolescents"

Baobaid, Mohammed, Lynda Ashbourne, Abdallah Badahdah und Abir Al Jamal. Home / Publications / Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada. 2. Aufl. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137983.

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The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.

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Marsh, Kathryn. Music in the Lives of Refugee and Newly Arrived Immigrant Children in Sydney, Australia. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199737635.013.0030.

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Buchteile zum Thema "Newly arrived refugee adolescents"

Davies, Alex P. „A Photo-Narrative of the Sociolinguistic and Sociocultural Identities of a Refugee Adolescent“. In Opening Up Education for Inclusivity Across Digital Economies and Societies, 233–50. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch012.

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One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”

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Lueck, Kerstin, und Leonhard Dokalik-Wetzstein. „Tackling the “Refugee Crisis” and Meeting the Educational Needs of Newly Arrived Refugees“. In Refugee News, Refugee Politics, 94–108. Routledge, 2018. http://dx.doi.org/10.4324/9781351049634-12.

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Rotich, Jerono P., und Tiffany Fuller. „Promoting Culturally Sensitive Strategies to Enhance Physical Education among Immigrant and Refugee Youth“. In Handbook of Research on Global Issues in Next-Generation Teacher Education, 347–65. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch020.

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Given the prevalence of overweight and obesity among immigrant and refugee children and youth in America, there is a growing need for physical education, physical activity and sports professionals to incorporate culturally and socially responsive strategies into their programs and activities According to Ike-Chinaka (2013), obesity has been identified as a chronic disease that emerges among immigrant populations after they settled in the United States of America. This chapter will focus on the challenges of newly arrived immigrants and refugee youth, and determinants of participation in physical activity and sports. Additionally, the chapter offers some culturally and socially sensitive tips and strategies that professionals in physical education, physical activity and sports can incorporate into their programs and activities so as to increase the participation among newly arrived immigrants and refugee youth.

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Rotich, Jerono P., und Tiffany Fuller. „Promoting Culturally Sensitive Strategies to Enhance Physical Education among Immigrant and Refugee Youth“. In Immigration and the Current Social, Political, and Economic Climate, 285–304. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch015.

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Tecle, Aster S., An Thi Ha und Rosemarie Hunter. „Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities“. In Continuing Education and Lifelong Learning in Social Work, 130–44. Routledge, 2019. http://dx.doi.org/10.4324/9780203702147-10.

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Bradley, Linda, Rima Bahous und Ali Albasha. „Mobile literacy among Syrian refugee women teachers“. In CALL and complexity – short papers from EUROCALL 2019, 57–62. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.986.

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This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers’ professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology.

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Primdahl, Nina Langer, Alaa Nached und Morten Skovdal. „Socio-ethical considerations in peer research with newly arrived migrant and refugee young people in Denmark“. In Peer Research in Health and Social Development, 163–75. Routledge, 2021. http://dx.doi.org/10.4324/9780429316920-16.

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Taylor, Amy Murrell. „Clothing Bodies“. In Embattled Freedom, 157–73. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469643625.003.0008.

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This chapter describes the clothing obtained and worn by the men, women, and children newly arrived in the war’s refugee camps. With little clothing accumulated during slavery, and with many stresses on that clothing during their journeys into the camps, the refugees had significant clothing needs. Men were usually issued military uniforms, either new ones for those who enlisted or used ones for those who worked as army laborers. But women and children had to rely on the clothing relief provided by missionaries and agents of other northern benevolent organizations. The chapter focuses on the issuance of that clothing relief and the ways in which white, northern relief workers tried to make it serve as a vehicle for preparing refugee women for freedom and citizenship. This occurred through the establishment of stores that would encourage good consumerism while limiting women’s choices to clothing that would mark their racial subordination. Black women, however, determined to wrest control of their bodies from white people, resisted many of these efforts and worked to dress themselves according to their own traditions and desires.

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Marble, Andrew. „Will It Play in Peoria?“ In Boy on the Bridge, 27–34. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178028.003.0004.

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The chapter is set in June 1952 in Peoria, Illinois, on the eve of high school graduation. Told from the perspective of Donna Bechtold, John Shalikashvili’s girlfriend, the chapter raises the theme of nature vs. nurture by introducing Shalikashvili as a newly arrived refugee in the United States, showing his capacity for empathy and tenderness, and giving a sense of the aristocratic ideals he brought with him to the New World. By contrasting Bechtold’s terrible home life, particularly her abusive mother, with her guesses at how wonderful Shalikashvili’s family must be, it introduces the theme of the influence that parents and upbringing have on our development. It also prepares the reader for the following three chapters, each of which is told mainly from the perspective of a different Shalikashvili relative.

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Noguera, Pedro A. „From the Crisis of Connection to the Pursuit of our Common Humanity“. In Humanitarianism and Mass Migration, 291–307. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297128.003.0015.

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This paper explores the “crisis of connection” and the way in which the “empathy gap” has become manifest in the treatment of refugee children in schools, and in modern society generally. Despite the fact that schools in the US have historically played a central role in integrating new immigrants into American society, they are increasingly ill equipped and unprepared to respond adequately to the needs of the new wave of refugees and unaccompanied minors. Moreover, with growing hostility toward immigrants expressed by politicians, civic groups and the media, public willingness to assist schools in serving the newly arrived has eroded. This paper examines the role of schools in overcoming the crisis of connection by drawing attention to schools and districts that have responded with compassion, empathy and a willingness to develop creative solutions to address the critical needs of immigrant and refugee children. Drawing on research carried out at several such schools and through the analysis of several case studies, the paper shows how education can overcome xenophobia and hostility in schools by promoting trust, belonging, student voice, and building on recognition of "common interests" that transcend differences based on nationality and legal status.

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