Journal articles: 'Refugee background youth'

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Amirazodi, Elmira, Michelle Turcotte, and Andrea Hunter. "OBESITY TRENDS AND RISK FACTORS AMONG REFUGEE CHILDREN/YOUTH: A SCOPING REVIEW." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e46-e46. http://dx.doi.org/10.1093/pch/pxy054.118.

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Abstract BACKGROUND Overweight and obese children are at a heightened risk of adult-onset health complications including hypertension, cardiovascular disease, type 2 diabetes, certain cancers, and psychosocial complications. These disorders can begin in childhood, which increases the likelihood of early morbidity and mortality. In parallel, over the past two decades, the global population of refugees has grown substantially. OBJECTIVES Given the rapid increase of refugee populations in Canada, it is important to understand how obesity and overweight patterns for refugee children and youth differ from those of native-born populations. To date, no review has comprehensively documented weight gain trends and risk factors in paediatric refugee populations. DESIGN/METHODS A scoping review of the literature was conducted using Medline, CINAHL, and EMBASE for publications in English from August 1991 to April 2017. A total of 11 articles were identified relating to prevalence and risk factors for becoming overweight/obese in refugee children and youth aged 0 to 18 years old after arrival in a high-income setting. RESULTS Paediatric refugees were at increased risk of rapid weight gain after migration. After living in a HIC for 1.5 to 9 years, refugee children demonstrated a prevalence of obesity that ranged from 1.4 to 21%. The prevalence of overweight children and youth ranged from 5.7 to 22.8%. Refugee children and youth had a steeper increase in their BMI compared with non-refugees (P < 0.001). Younger children (< 2 years) experienced an increase in BMI at a slower rate (P = 0.002) than older children and youth. A longer length of stay in HICs was associated with an increase in BMI percentile among refugee children. Populations of Eastern European, African, and Middle Eastern ethnic backgrounds demonstrated a higher risk of becoming overweight/obese in comparison to other paediatric refugees or non-refugee children. CONCLUSION This review demonstrates that despite methodological differences between the 11 included studies, 6 of them consistently demonstrate a direct relationship between increased BMI and length of residence in HICs among refugee children. Multiple studies (n=7) emphasize the need for culturally tailored prevention strategies including timely orientation to nutrition in HICs. Preventing the development of obesity among refugee children is crucial for reducing the short and long-term health consequences associated with childhood obesity.

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Michalovich, Amir. "Digital Media Production of Refugee-Background Youth: A Scoping Review." Journalism and Media 2, no. 1 (January 28, 2021): 30–50. http://dx.doi.org/10.3390/journalmedia2010003.

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Reviews of research have provided insights into the digital media production practices of youth in and out of school. Although such practices hold promise for the language and literacy education of refugee-background youth, no review has yet integrated findings across studies and different digital media production practices to explore this promise. This scoping review summarizes and discusses the key findings from research on varied types of digital media produced specifically by refugee-background youth in and out of school. It situates digital media production practices in the context of this diverse population, which experiences forced migration, and highlights 5 main themes from findings in 42 reviewed articles. Digital media production afforded refugee-background youth: (1) Ownership of representations across time and space; (2) opportunity to expand, strengthen, or maintain social networks; (3) identity work; (4) visibility and engagement with audiences; and (5) communication and embodied learning through multimodal literacies.

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Kaur, Pardeep, Ripudaman Minhas, Tali Filler, and Nazi Torabi. "148 A Chair at the Table: A Scoping Review of the Participation of Refugee Adults and Youth in Healthcare Research and Policy Design." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e102-e102. http://dx.doi.org/10.1093/pch/pxab061.116.

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Abstract Primary Subject area Global Child and Youth Health Background The current refugee crisis is described as the largest humanitarian crisis of all time. Refugees often face psychosocial complexity and multi-dimensional healthcare needs. Community-Based Participatory Research (CBPR) methods have been previously employed successfully in designing health programs for refugee children, youth and their families, and in building strong research partnerships in refugee communities. Objectives To review the evidence in the involvement of refugee adults, youth and children in CBPR processes. Design/Methods A scoping review was performed, using Arksey & O’Malley’s methodological framework. A literature search in Medline, PubMed, PsycINFO, CINAHL, Embase and Scopus for articles published until August 2020 was conducted. Articles were included if they focused on CBPR or Participatory Action Research as the methodological framework, had refugee involvement and discussed healthcare and health policy. Data extracted included ethno-racial data, country of origin, purpose of CBPR, refugee CBPR involvement and its influence on health care research and policy. Results 4125 articles were identified in the database searches. After removal of duplicates, 2077 articles underwent title and abstract review by two authors, yielding a kappa-statistic of 0.85. Fourteen studies were included in the final analysis. Of these, 35.7% (5/14) included refugee children/youth in their CBPR methods. The purpose of the CBPR methods for 60% (3/5) of the articles focused on mental health promotion-related strategies. The other 40% (2/5) of articles focused on reproductive health. Eighty percent (4/5) of the studies included refugees in the inception of the research problem and in knowledge translation efforts, whereas none were involved in seeking funding. All studies included refugee participants in the study design and engaging community/recruitment. However, there were varying degrees of involvement of refugees in the data analysis (40%, 2/5), knowledge translation (40%, 2/5) and scale up (20%, 1/5). All studies did not distinguish between the level of CBPR involvement of children and adolescents. Conclusion There is scarce literature describing the involvement of refugee children, youth and their families in research. CBPR has been identified as a methodology with the potential to make substantial contributions to improving health and well-being in traditionally disenfranchised population groups. As the needs of refugee communities are so diverse, efforts should be made to include refugees in all stages of the research process. This scoping review demonstrates that levels of involvement in CBPR processes amongst refugee children, youth and adults may not be differentiated, and as such, may conflate their needs and experiences. Barriers to full participation in research processes should be examined further in order to eliminate health disparities and build capacity amongst refugee communities.

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Hatoss, Aniko, and Terry Sheely. "Language maintenance and identity among Sudanese-Australian refugee-background youth." Journal of Multilingual and Multicultural Development 30, no. 2 (March 2009): 127–44. http://dx.doi.org/10.1080/01434630802510113.

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Chen, Jiaying, Ellenor Mittendorfer-Rutz, Lisa Berg, Marie Norredam, Marit Sijbrandij, and Peter Klimek. "Associations between Multimorbidity Patterns and Subsequent Labor Market Marginalization among Refugees and Swedish-Born Young Adults—A Nationwide Registered-Based Cohort Study." Journal of Personalized Medicine 11, no. 12 (December 5, 2021): 1305. http://dx.doi.org/10.3390/jpm11121305.

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Background: Young refugees are at increased risk of labor market marginalization (LMM). We sought to examine whether the association of multimorbidity patterns and LMM differs in refugee youth compared to Swedish-born youth and identify the diagnostic groups driving this association. Methodology: We analyzed 249,245 individuals between 20–25 years, on 31 December 2011, from a combined Swedish registry. Refugees were matched 1:5 to Swedish-born youth. A multimorbidity score was computed from a network of disease co-occurrences in 2009–2011. LMM was defined as disability pension (DP) or >180 days of unemployment during 2012–2016. Relative risks (RR) of LMM were calculated for 114 diagnostic groups (2009–2011). The odds of LMM as a function of multimorbidity score were estimated using logistic regression. Results: 2841 (1.1%) individuals received DP and 16,323 (6.5%) experienced >180 annual days of unemployment during follow-up. Refugee youth had a marginally higher risk of DP (OR (95% CI): 1.59 (1.52, 1.67)) depending on their multimorbidity score compared to Swedish-born youth (OR (95% CI): 1.51 (1.48, 1.54)); no differences were found for unemployment (OR (95% CI): 1.15 (1.12, 1.17), 1.12 (1.10, 1.14), respectively). Diabetes mellitus and influenza/pneumonia elevated RR of DP in refugees (RRs (95% CI) 2.4 (1.02, 5.6) and 1.75 (0.88, 3.45), respectively); most diagnostic groups were associated with a higher risk for unemployment in refugees. Conclusion: Multimorbidity related similarly to LMM in refugees and Swedish-born youth, but different diagnoses drove these associations. Targeted prevention, screening, and early intervention strategies towards specific diagnoses may effectively reduce LMM in young adult refugees.

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Ziaian, Tahereh, Emily Miller, Helena de Anstiss, Teresa Puvimanasinghe, Maureen Dollard, Adrian Esterman, Helen Barrie, and Tamara Stewart-Jones. "Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study." JMIR Research Protocols 8, no. 7 (July 31, 2019): e12632. http://dx.doi.org/10.2196/12632.

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Background Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo). Objective The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation. Methods The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes. Results The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019. Conclusions This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees. International Registered Report Identifier (IRRID) DERR1-10.2196/12632

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Block, Karen, and Lisa Gibbs. "Promoting Social Inclusion through Sport for Refugee-Background Youth in Australia: Analysing Different Participation Models." Social Inclusion 5, no. 2 (June 29, 2017): 91–100. http://dx.doi.org/10.17645/si.v5i2.903.

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Sports participation can confer a range of physical and psychosocial benefits and, for refugee and migrant youth, may even act as a critical mediator for achieving positive settlement and engaging meaningfully in Australian society. This group has low participation rates however, with identified barriers including costs; discrimination and a lack of cultural sensitivity in sporting environments; lack of knowledge of mainstream sports services on the part of refugee-background settlers; inadequate access to transport; culturally determined gender norms; and family attitudes. Organisations in various sectors have devised programs and strategies for addressing these participation barriers. In many cases however, these responses appear to be ad hoc and under-theorised. This article reports findings from a qualitative exploratory study conducted in a range of settings to examine the benefits, challenges and shortcomings associated with different participation models. Interview participants were drawn from non-government organisations, local governments, schools, and sports clubs. Three distinct models of participation were identified, including short term programs for refugee-background children; ongoing programs for refugee-background children and youth; and integration into mainstream clubs. These models are discussed in terms of their relative challenges and benefits and their capacity to promote sustainable engagement and social inclusion for this population group.

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Logie, Carmen H., Moses Okumu, Isha Berry, Miranda Loutet, Robert Hakiza, Daniel Kibuuka Musoke, Simon Mwima, Uwase Mimy Kiera, Clara MacNamee, and Peter Kyambadde. "Social contextual factors associated with lifetime HIV testing among the Tushirikiane urban refugee youth cohort in Kampala, Uganda: Cross-sectional findings." International Journal of STD & AIDS 33, no. 4 (February 5, 2022): 374–84. http://dx.doi.org/10.1177/09564624211069236.

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Background Urban refugee youth may live in social contexts characterized by structural drivers of HIV such as poverty and violence. Knowledge gaps remain regarding HIV testing practices among urban refugee youth, despite the increasing trend toward refugee settlement in urban contexts. This study examined social contextual factors associated with lifetime HIV testing among urban refugee youth in Kampala, Uganda. Methods We conducted a community-based study with a peer-recruited cohort of urban refugee youth aged 16–24 years living in Kampala’s informal settlements, and present baseline cross-sectional findings. We conducted descriptive statistics and logistic regression to examine socio-demographic (e.g., gender and age), material (e.g., income insecurity and education), relational (e.g., social support), and symbolic contexts (e.g., HIV-related stigma and intimate partner violence (IPV]) associated with lifetime HIV testing. Results Participants ( n = 450) had a mean age of 20.4 years (standard deviation: 2.4 years), most lived in Uganda for 1–5 years (53.2%), and less than half reported lifetime HIV testing (43.4%). In multivariable analyses, odds of lifetime HIV testing were higher among youth with secondary school education or higher (adjusted odds ratio (aOR]: 2.30, 95% confidence interval (CI]: 1.27–4.17), currently employed (aOR: 1.79, 95% CI: 1.03–3.10), and reporting IPV (aOR: 3.61, 95% CI: 1.43–9.10). Having children was marginally associated with HIV testing (aOR: 2.17, 95% CI: 0.98–4.81, p = 0.052). Conclusions Findings demonstrate suboptimal HIV testing and the importance of tailored strategies to reach urban refugee youth who are unemployed and have limited formal education. There is a need to meaningfully engage urban refugee youth to create enabling environments for sexual health.

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Harding, Natasha, Lynne McCormack, and Sally Fitzpatrick. "Mental Health and Wellbeing Impacts of Societal Attitudes Towards Forcibly Displaced Young People." Social Science Protocols 4 (July 22, 2021): 1–10. http://dx.doi.org/10.7565/ssp.v4.5481.

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Background: In less time than it takes to read this sentence, someone somewhere in the world will be forcibly displaced. With exponential increases in displacement likely to continue, research into the resettlement experiences and mental health of forcibly displaced people is essential. There is an abundance of research pertaining to the mental health and wellbeing of refugee populations and research that investigates societal attitudes towards refugees. However, there is a little research on the direct impacts of societal attitudes on the mental health and wellbeing of those from a refugee-like background, particularly young people. Method: This scoping review seeks to systematically explore the academic and grey literature around both positive and negative societal attitudes in host countries, and the subsequent positive and negative impacts on young people from a refugee-like background. The search strategy consists of synonyms for the four basic constructs (youth, displaced people, mental health, attitudes). Six scholarly databases and grey literature will be searched. To be included in the Review, papers must study the affective component of attitudes in host countries, as well as reporting on the mental health impacts on young people from a refugee-like background. Findings will be thematically analysed using NVivo and presented in the full Scoping Review.

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Miller, Emily, Tahereh Ziaian, Helena de Anstiss, and Melanie Baak. "Ecologies of Resilience for Australian High School Students from Refugee Backgrounds: Quantitative Study." International Journal of Environmental Research and Public Health 19, no. 2 (January 10, 2022): 748. http://dx.doi.org/10.3390/ijerph19020748.

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Forced displacement of refugees, currently at record levels, leads to increased cultural diversity in many countries with benefits and challenges for individuals, communities, and societies. Refugees often face significant stressors both pre- and post-migration, and hence are at increased risk of poor mental health and wellbeing. Children and adolescents make up a significant proportion of refugees globally, and hence mental health supports for these young people are crucial. Current mental health research often uses pathologized approaches that focus on trauma, although there is growing literature highlighting the importance of a sense of belonging and the reduction in discrimination and social exclusion, emphasizing strengths and agency of individuals and communities. Resilience is often noted for its positive influence on mental health and wellbeing; however, research regarding how mechanisms of resilience function is still developing. This study investigated mental health and wellbeing of refugee-background Australian youth to better understand the role and function of resilience. Findings suggest that intersecting social ecologies, such as those within family, school, or community networks, contribute to development of identity and a sense of belonging for youth, which together form a resilient system that provides resources for wellbeing. Adaptations of school policy and practice can support positive mental health and wellbeing outcomes by contributing to and developing resilient environments, such as through building connections to family, improving positive recognition of cultural identity for individuals and across the whole school community, and actively working to minimize discrimination.

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van der Ent, Barbara, and Talitha Stam. "De ervaringen van jonge statushouders met de schoolsluiting vanwege COVID-19." Mens & Maatschappij 96, no. 3 (September 1, 2021): 385–410. http://dx.doi.org/10.5117/mem2021.3.005.vand.

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Abstract The experiences of refugee youth with school closure due to COVID-19: A qualitative study on increasing educational inequality of young people from Syria in Rotterdam This paper focusses on the experiences of Syrian refugee youth in Rotterdam with the first school closure (spring 2020), due to COVID-19 policy measures. Based on repeated qualitative interviews with 19 boys and girls – before, during and after the school closure – we examine how Syrian refugee youth have experienced the school closure, and how this influence their educational position by using the four central tasks of education of . Syrian refugee youth in our study emphasize that online education is more difficult to understand and stress they miss their friends at school. Moreover, their circumstances at home are not ideal for online learning, and therefore reaching the appropriate level of education becomes harder. This paper highlights the importance of the social aspect of education. Whereas going to school normally also stimulate friendships and their socialization in Dutch society, the school closure makes this more challenging. Especially for refugee youth school has extra relevance for reasons of e.g. mental health, resiliency, and socialization. Through our case studies, we argue that the school closure contributes to an accumulation of risks and inequalities. We conclude that the school closure will likely increase educational inequality for young people with a refugee background and makes their educational position more vulnerable.

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Logie, Carmen H., Moses Okumu, Jean-Luc Kortenaar, Lesley Gittings, Naimul Khan, Robert Hakiza, Daniel Kibuuka Musoke, et al. "Mobile Health–Supported Virtual Reality and Group Problem Management Plus: Protocol for a Cluster Randomized Trial Among Urban Refugee and Displaced Youth in Kampala, Uganda (Tushirikiane4MH, Supporting Each Other for Mental Health)." JMIR Research Protocols 11, no. 12 (December 8, 2022): e42342. http://dx.doi.org/10.2196/42342.

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Background Although mental health challenges disproportionately affect people in humanitarian contexts, most refugee youth do not receive the mental health support needed. Uganda is the largest refugee-hosting nation in Africa, hosting over 1.58 million refugees in 2022, with more than 111,000 living in the city of Kampala. There is limited information about effective and feasible interventions to improve mental health outcomes and mental health literacy, and to reduce mental health stigma among urban refugee adolescents and youth in low- and middle-income countries (LMICs). Virtual reality (VR) is a promising approach to reduce stigma and improve mental health and coping, yet such interventions have not yet been tested in LMICs where most forcibly displaced people reside. Group Problem Management Plus (GPM+) is a scalable brief psychological transdiagnostic intervention for people experiencing a range of adversities, but has not been tested with adolescents and youth to date. Further, mobile health (mHealth) strategies have demonstrated promise in promoting mental health literacy. Objective The aim of this study is to evaluate the feasibility and effectiveness of two youth-tailored mental health interventions (VR alone and VR combined with GMP+) in comparison with the standard of care in improving mental health outcomes among refugee and displaced youth aged 16-24 years in Kampala, Uganda. Methods A three-arm cluster randomized controlled trial will be implemented across five informal settlements grouped into three sites, based on proximity, and randomized in a 1:1:1 design. Approximately 330 adolescents (110 per cluster) are enrolled and will be followed for approximately 16 weeks. Data will be collected at three time points: baseline enrollment, 8 weeks following enrollment, and 16 weeks after enrollment. Primary (depression) and secondary outcomes (mental health literacy, attitudes toward mental help–seeking, adaptive coping, mental health stigma, mental well-being, level of functioning) will be evaluated. Results The study will be conducted in accordance with CONSORT (Consolidated Standards of Reporting Trials) guidelines. The study has received ethical approval from the University of Toronto (#40965; May 12, 2021), Mildmay Uganda Research Ethics Committee (MUREC-2021-41; June 24, 2021), and Uganda National Council for Science & Technology (SS1021ES; January 1, 2022). A qualitative formative phase was conducted using focus groups and in-depth, semistructured key informant interviews to understand contextual factors influencing mental well-being among urban refugee and displaced youth. Qualitative findings will inform the VR intervention, SMS text check-in messages, and the adaptation of GPM+. Intervention development was conducted in collaboration with refugee youth peer navigators. The trial launched in June 2022 and the final follow-up survey will be conducted in November 2022. Conclusions This study will contribute to the knowledge of youth-tailored mental health intervention strategies for urban refugee and displaced youth living in informal settlements in LMIC contexts. Findings will be shared in peer-reviewed publications, conference presentations, and with community dissemination. Trial Registration ClinicalTrials.gov NCT05187689; https://clinicaltrials.gov/ct2/show/NCT05187689 International Registered Report Identifier (IRRID) DERR1-10.2196/42342

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Crespo-Andrade, Cristina, Ana Francisca Trueba, María Sol Garcés, and Graham Pluck. "Multicomponent Intervention Associated with Improved Emotional and Cognitive Outcomes of Marginalized Unemployed Youth of Latin America." Social Sciences 11, no. 4 (April 1, 2022): 155. http://dx.doi.org/10.3390/socsci11040155.

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Mass migration and people seeking political refuge are critical social issues facing Latin America. Ecuador has the largest population of recognized refugees in the region. Youths from a migration background have an increased risk of becoming NEET (Young people not in employment, education, or training). Such youths struggle more with mental health problems than non-NEET peers. Being a refugee, NEET further increases the risk of having mental health problems and may be linked to lower cognitive functioning, which could maintain exclusion and unemployment. This intervention study was performed with a group of young people of different nationalities who were refugees or belonged to other vulnerable groups attending a six-week employability-support intervention in Ecuador. In order to assess the impact of the intervention, a range of measures of executive cognitive function, mental health, and the potential for positive change were used. We found that post-intervention, the group reported significantly less psychological distress and better self-esteem, self-efficacy, and cognitive response inhibition than before the intervention. We conclude that multicomponent interventions may effectively improve the psychological functioning of vulnerable NEET groups in the Latin American context.

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Tozer, Meryan, Nigar G. Khawaja, and Robert Schweitzer. "Protective Factors Contributing to Wellbeing Among Refugee Youth in Australia." Journal of Psychologists and Counsellors in Schools 28, no. 1 (January 16, 2017): 66–83. http://dx.doi.org/10.1017/jgc.2016.31.

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The present study examined protective factors associated with the wellbeing of 93 youth from a refugee background resettled in Brisbane, Australia. Wellbeing was defined as an absence of psychological distress and the presence of subjective wellbeing. Students at Milpera State High School, a special English language school, completed a battery of questionnaires. Hierarchical multiple regression analyses examined the relationship between protective factors and wellbeing, while controlling for sociodemographic characteristics. The results indicated that higher levels of school connectedness and acculturation were significantly associated with lower levels of psychological distress. Further, higher levels of school connectedness, acculturation and resilience, in addition to having a permanent visa, were significantly associated with higher levels of subjective wellbeing. Notably, 55% of the variance in subjective wellbeing was explained jointly by these factors. School connectedness, acculturation, resilience, and visa certainty were instrumental in enhancing aspects of wellbeing in the present sample of students from a refugee background. Implications for refugee-related policy and strategies in schools, mental health services, and at broader governmental levels are discussed.

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Schachner, Maja K., Linda Juang, Ursula Moffitt, and Fons J. R. van de Vijver. "Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background." European Psychologist 23, no. 1 (January 2018): 44–56. http://dx.doi.org/10.1027/1016-9040/a000312.

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Abstract. Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant- and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school- and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.

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Li, Xuemei, and Marina Grineva. "Academic and Social Adjustment of High School Refugee Youth in Newfoundland." TESL Canada Journal 34, no. 1 (May 1, 2017): 51–71. http://dx.doi.org/10.18806/tesl.v34i1.1255.

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This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due not only to language difficulties and educational gaps, but also to differences in educational systems, school cultures, and student-teacher dynamics between their previous school- ing and what they encountered in Newfoundland. They had to cope with social isolation and different practices of body language, dress code, personal hygiene, and sexual orientation. The study also identified inadequacies in the current curriculum, teacher in-service education, and diversity initiatives in the school system. Cet article porte sur les enjeux complexes liés à l’adaptation académique et sociale que vivent de jeunes réfugiés dans une école secondaire à Terre-Neuve-et-Labrador, une province où les nouveaux arrivants sont peu nombreux mais où le pourcentage de réfugiés parmi les nouveaux arrivants est élevé. Les données pour ce e étude qualitative incluent des documents provenant d’autorités scolaires et d’enseignants d’ALS, des notes découlant d’observations en classe, des ques- tionnaires qualitatifs auprès de 15 élèves nouvellement arrivés, et des entrevues auprès de 6 élèves réfugiés et de 3 enseignants. Les résultats indiquent que les jeunes réfugiés sont confrontés non seulement à des difficultés linguistiques et des lacunes d’éducation, mais également à des différences dans les systèmes éducatifs, dans les cultures scolaires et dans la dynamique entre les élèves et les enseignants qui distinguent leurs expériences pédagogiques précédentes de celles qu’ils vivent à Terre-Neuve. Ils devaient faire face à l’isolement social et aux pratiques différentes relatives au langage corporel, au code vestimentaire, à l’hygiène personnel et à l’orientation sexuelle. L’étude a également identifié des lacunes dans le pro- gramme d’études actuel, dans le perfectionnement professionnel des enseignants et dans les initiatives scolaires portant sur la diversité.

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Hall, Georgia, Michelle V. Porche, Jennifer Grossman, and Sviatlana Smashnaya. "Practices and Approaches of Out-of-School Time Programs Serving Immigrant and Refugee Youth." Journal of Youth Development 10, no. 2 (June 1, 2015): 72–87. http://dx.doi.org/10.5195/jyd.2015.409.

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Opportunity to participate in an out-of-school time program may be a meaningful support mechanism towards school success and healthy development for immigrant and refugee children. This study extends existing research on best practices by examining the on-the-ground experiences of supporting immigrant and refugee youth in out-of-school time programs. Findings from semi-structured interviews with program directors in 17 Massachusetts and New Hampshire programs suggest a number of program strategies that were responsive to the needs of immigrant and refugee students, including support for the use of native language as well as English, knowing about and celebrating the heritage of the students’ homeland, including on staff or in leadership individuals with shared immigrant background, and giving consideration to the academic priorities of parents. The development of such intentional approaches to working with immigrant and refugee youth during the out-of-school time hours will encourage enrollment of, and enhance effectiveness with, this vulnerable population.

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Rana, Meenal, DesirÉe Baolian Qin, Laura Bates, Tom Luster, and Andrew Saltarelli. "Factors Related to Educational Resilience among Sudanese Unaccompanied Minors." Teachers College Record: The Voice of Scholarship in Education 113, no. 9 (September 2011): 2080–114. http://dx.doi.org/10.1177/016146811111300905.

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Background/Context Educational resilience is defined as having successful outcomes in school despite the adversities one has faced in life. There is a dearth of research on a particularly high-risk group—unaccompanied refugee minors who are separated from their parents by war and lack the protection and advocacy provided by adult caretakers. Purpose This qualitative study explores the factors associated with educational resilience among unaccompanied Sudanese refugee youth who experienced extreme trauma and chronic adversity prior to being placed with American foster families in 2000–2001. Setting The setting includes Lansing and neighboring communities in Michigan. Participants Nineteen Sudanese refugees (mean age—15 years at the time of resettlement; gender—17 males, 2 females) who had been placed in a foster care program for unaccompanied refugee minors in the United States participated in the retrospective interviews. We interviewed 20 parents from 15 families, including five couples, 3 married mothers interviewed alone, 2 single fathers, and 5 single mothers. Research Design The study used a qualitative research design by using open ended semi-structured interviews in which the participants were comfortable speaking about their experiences, yet the researchers were able to follow the interview protocol. With the assistance of the resettlement agency (Lutheran Social Services of Michigan), we sampled for diversity in the foster families to obtain a sample of youth who were exposed to diverse families and circumstances. With the help of foster parents and the assistance of a Sudanese cultural consultant, we recruited at least one youth from each of these families, with the exception of two families. Data Analysis The transcribed interviews were coded thematically. A three-step coding procedure was used: open, axial, and selective coding. Findings All youth in our study came to the United States with “education” as their primary goal. Many youth had a desire to help those left in Africa and to rebuild Sudan. All the youth interviewed had achieved at least a high school diploma, and all but three had either completed or were enrolled in higher education. Personal attributes, relationships, and community support/opportunities helped the youth in overcoming the challenges that they faced in terms of educational attainment in the United States. Conclusions/Recommendations This study confirmed the important roles of parents, teachers, and school counselors in educational success for at-risk youth. The challenges noted by the youth and their foster parents provided useful information for possible changes in policy that could enhance their success.

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Shapiro, Shawna. "Familial Capital, Narratives of Agency, and the College Transition Process for Refugee-Background Youth." Equity & Excellence in Education 51, no. 3-4 (October 2, 2018): 332–46. http://dx.doi.org/10.1080/10665684.2018.1546151.

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O’Mara, Ben, and Anne Harris. "Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth." Race Ethnicity and Education 19, no. 3 (March 3, 2014): 639–58. http://dx.doi.org/10.1080/13613324.2014.885418.

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Jaafar, Ahmad, Eiman Al-Hashemi, Aban Bahabri, Mohammed Alrowayshed, Andrea Hunter, and Elisabeth Canisius. "63 A Needs Assessment of Syrian Refugee Families Regarding a Children & Youth Health Promotion Program in Arabic." Paediatrics & Child Health 25, Supplement_2 (August 2020): e26-e26. http://dx.doi.org/10.1093/pch/pxaa068.062.

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Abstract Background Refugee families, particularly children and youth, are considered a vulnerable population. They face many health concerns, including barriers to accessing the healthcare system, which may stem from lack of familiarity with the health care system. Despite the great efforts Canada is putting forward to address newcomer needs, there are limited health promotion efforts directed at Arabic-speaking refugee families, particularly in the wake of the influx of Syrian families since 2015. In fact, there is a lack of well-structured, evidence-based, health promotion program, specifically focusing on Arabic-speaking refugee children and youth. Objectives Design/Methods We took a qualitative approach, in which semi-structured interviews were audio-recorded, transcribed, translated, coded and analyzed using a qualitative framework technique. Six focus groups were conducted, in which a total of 25 Arabic-speaking refugee parents were interviewed by Arabic-speaking interviewers. Results Among the 25 participants, 18 reported that they were not aware of existing health promotion presentations in our local area. Moreover, none of the 7 participants who were aware of such presentations have ever attended any. The major reason reported is not being invited to attend. Additionally, of the 25 participants, 24 have expressed their desire of having a child and youth health promotion program in Arabic. Among the most requested topics to be presented include medication coverage and pharmacy access in Canada, first-aid management, dental care, interpretation services, healthy lifestyle, fever measurement and management, prevention of unintentional injuries, navigating the Canadian healthcare system and mental health. Moreover, several factors were described to facilitate the families’ attendance to the health promotion presentations. These include presenting about topics of relevance to the refugee families, having the presentations in Arabic, providing parking spaces, having someone to accompany the families’ children during the presentations, arranging the presentations over the weekend or after 5 pm during the weekdays and holding the presentations in a place close to where the families live. Conclusion Arabic-speaking refugee families describe strong interest in attending in-person health promotion sessions in Arabic, focusing on child and youth health, and outline diverse topics of interest.

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Nene Khalema, Ernest. "Linking Blackness to Criminality : A Critical Appraisal of Literature on "Crimmigration" Tropes of Canadian Youth of Somali Descent." Journal of Somali Studies 7, no. 2 (December 1, 2020): 101–23. http://dx.doi.org/10.31920/2056-5682/2020/7n2a5.

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Theories that critique linking African youth to crime are predicated around a larger discussion on social exclusion, strain, and politics of racialization. While the nexus between blackness and criminality have long been cemented in mainstream discourses in the United States of America and the United Kingdom, the intersection of blackness and other markers of difference such as migration status, class, race, and religious identity and crime has not been critically examined in the literature. In Canada, African migrant youth from diverse refugee, class, ethno-cultural, and religious backgrounds undergo tremendous stereotyping as they navigate integration pathways into Canadian society. Although youth integration prevention strategies have been developed, implemented, and systematically evaluated for other underserved youth in Canada (i.e. indigenous and/or First Nations youth), culturally informed interventions aimed at African migrant youth from Somali backgrounds have not been judiciously explored. In this systematic review of the literature, I argue that understanding the extant research on Somali-Canadian youth is crucial for advancing knowledge on crime prevention interventions and filling gaps in the evidence base. By identifying the gaps, trends, and synergies in the scholarly discourse, this review provides a framework that highlights the necessity of rigor in studies that contribute to solutions rather than linking Canadian youth of Somali background to criminality.

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Logie, Carmen, Moses Okumu, Robert Hakiza, Daniel Kibuuka Musoke, Isha Berry, Simon Mwima, Peter Kyambadde, et al. "Mobile Health–Supported HIV Self-Testing Strategy Among Urban Refugee and Displaced Youth in Kampala, Uganda: Protocol for a Cluster Randomized Trial (Tushirikiane, Supporting Each Other)." JMIR Research Protocols 10, no. 2 (February 2, 2021): e26192. http://dx.doi.org/10.2196/26192.

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Background HIV is the leading cause of mortality among youth in sub-Saharan Africa. Uganda hosts over 1.43 million refugees, and more than 83,000 live in Kampala, largely in informal settlements. There is limited information about HIV testing uptake and preferences among urban refugee and displaced youth. HIV self-testing is a promising method for increasing testing uptake. Further, mobile health (mHealth) interventions have been effective in increasing HIV testing uptake and could be particularly useful among youth. Objective This study aims to evaluate the feasibility and effectiveness of two HIV self-testing implementation strategies (HIV self-testing intervention alone and HIV self-testing combined with an mHealth intervention) in comparison with the HIV testing standard of care in terms of HIV testing outcomes among refugee/displaced youth aged 16 to 24 years in Kampala, Uganda. Methods A three-arm cluster randomized controlled trial will be implemented across five informal settlements grouped into three sites, based on proximity, and randomization will be performed with a 1:1:1 method. Approximately 450 adolescents (150 per cluster) will be enrolled and followed for 12 months. Data will be collected at the following three time points: baseline enrollment, 8 months after enrollment, and 12 months after enrollment. Primary outcomes (HIV testing frequency, HIV status knowledge, linkage to confirmatory testing, and linkage to HIV care) and secondary outcomes (depression, condom use efficacy, consistent condom use, sexual relationship power, HIV stigma, and adolescent sexual and reproductive health stigma) will be evaluated. Results The study has been conducted in accordance with CONSORT (Consolidated Standards of Reporting Trials) guidelines. The study has received ethical approval from the University of Toronto (June 14, 2019), Mildmay Uganda (November 11, 2019), and the Uganda National Council for Science and Technology (August 3, 2020). The Tushirikiane trial launched in February 2020, recruiting a total of 452 participants. Data collection was paused for 8 months due to COVID-19. Data collection for wave 2 resumed in November 2020, and as of December 10, 2020, a total of 295 participants have been followed-up. The third, and final, wave of data collection will be conducted between February and March 2021. Conclusions This study will contribute to the knowledge of differentiated HIV testing implementation strategies for urban refugee and displaced youth living in informal settlements. We will share the findings in peer-reviewed manuscripts and conference presentations. Trial Registration ClinicalTrials.gov NCT04504097; https://clinicaltrials.gov/ct2/show/NCT04504097. International Registered Report Identifier (IRRID) DERR1-10.2196/26192

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Robertson, Zoë, Sandra Gifford, Celia McMichael, and Ignacio Correa-Velez. "Through their eyes: seeing experiences of settlement in photographs taken by refugee background youth in Melbourne, Australia." Visual Studies 31, no. 1 (January 2, 2016): 34–49. http://dx.doi.org/10.1080/1472586x.2015.1128845.

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Lems, Annika, Sandy Gifford, and Raelene Wilding. "New myths of OZ: the Australian beach and the negotiation of national belonging by refugee background youth." Continuum 30, no. 1 (December 14, 2015): 32–44. http://dx.doi.org/10.1080/10304312.2015.1117572.

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Dean, Judith, Marion Mitchell, Donald Stewart, and Joseph Debattista. "Sexual health knowledge and behaviour of young Sudanese Queenslanders: a cross-sectional study." Sexual Health 14, no. 3 (2017): 254. http://dx.doi.org/10.1071/sh16171.

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Background Forced migration is associated with sexual vulnerability. However, little is known about the sexual health literacy and needs of refugee-background youth post resettlement. Methods: Conducted in partnership with the Queensland Sudanese community, this study used a cross-sectional survey to explore the sexual health knowledge, attitudes and behaviours of a convenience sample of 16- to 24-year-old Sudanese-background youth in Australia (n = 229). Results: Sexually transmissible infection (STI) and HIV knowledge scores were generally low, although they were found to significantly improve the longer participants had lived in Australia (P < 0.001). Female participants reported significantly higher levels of both STI and HIV knowledge compared with the male cohort (P < 0.001). The aggregated sexual risk behaviour score suggests generally low levels of risk-taking behaviour. However, of the 140 sexually active participants, 3.1% reported a STI diagnosis, 9.0% reported sex leading to a pregnancy and 33.1% reported they had experienced unwanted sex. Participants also reported engaging in behaviours such as anal sex (33%) and sharing injecting drug equipment. Conclusions: Patterns of sexual behaviour among this predominately refugee-background group are not dissimilar to those of other young Australians. Nonetheless, the self-reported patterns of risk behaviour combined with the low and inaccurate levels of sexual health knowledge suggest this group of young people remain sexually vulnerable, particularly early within their resettlement experience. Culturally and contextually informed sexual health interventions are needed early within the resettlement experience.

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Keles, Serap, and Brit Oppedal. "Social Support From Friends Among Unaccompanied Young Refugees." European Journal of Health Psychology 29, no. 1 (January 2022): 50–60. http://dx.doi.org/10.1027/2512-8442/a000098.

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Abstract. Background: Social support is an important resource and source of self-esteem and belongingness for all children and youths. Yet, for unaccompanied asylum-seeking and refugee minors, who leave their home countries without a caretaking adult, extra-familial social, supportive networks in exile may be crucial for their well-being. We propose that their origin in collectivist cultures involves resources for re-establishing social networks in countries of resettlement. Aim: The overall aim of this study is to examine if cultural factors such as values and self-construals are associated with variations in perceived social support from friends among unaccompanied young refugees. We propose a model in which related self-construals mediate the association between collectivist values and perceived friend support. Method: We collected cross-sectional self-report questionnaire data from 611 unaccompanied young refugees (84.5% male; Mage = 18.49 years, SD = 2.57 years) who had been granted residence in Norway. Results: Structural equation analyses revealed that higher levels of collectivist values were associated with stronger related self-construals, which, in turn, were positively associated with stronger perceived support from friends. However, related self-construals only acted as a partial mediator. Limitations: The generalizability of our findings to other groups of immigrant children and youth and/or to unaccompanied refugees in other countries is unknown and should be examined in future studies. Conclusion: Our results contribute new theoretical knowledge about how the development of social supportive relationships in the diaspora is embedded in cross-cultural contexts. Maintaining aspects of one’s heritage culture can promote resilient outcomes among unaccompanied young refugees.

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Rowe, Cassandra, Rose Watson-Ormond, Lacey English, Hillary Rubesin, Ashley Marshall, Kristin Linton, Andrew Amolegbe, Christine Agnew-Brune, and Eugenia Eng. "Evaluating Art Therapy to Heal the Effects of Trauma Among Refugee Youth." Health Promotion Practice 18, no. 1 (July 9, 2016): 26–33. http://dx.doi.org/10.1177/1524839915626413.

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Background. Art therapy uses the creative process to encourage personal growth and alleviate symptoms of mental illness. The Art Therapy Institute provides programs for refugee adolescents from Burma to decrease their trauma-related symptoms. This article describes and discusses the methods and findings from an evaluation of this program. The challenges of assessing art therapy with this population and assessment tool gaps are explored and suggestions for future evaluations discussed. Method. Four validated clinical assessment tools were administered to 30 participants at baseline and follow-up to measure symptoms of anxiety, depression, and behavioral problems. Focus group discussions with clinicians were used to assess the evaluation. Results. Nearly all participants had experienced one or more traumatic events. At baseline, results showed a higher prevalence of depression than national rates among adolescents. Follow-up results showed improvements in anxiety and self-concept. Qualitative findings suggest that specific benefits of art therapy were not adequately captured with the tools used. Discussion. This evaluation showed some effects of art therapy; however, symptom-focused assessment tools are not adequate to capture clients’ growth resulting from the traumatic experience and this unique intervention. Future evaluations will benefit by using an art-based assessment and measuring posttraumatic growth.

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Tinkler, Alan, and Barri Tinkler. "Chapter 4: Understanding Community through Critical Service-Learning: Preparing Future Teachers to Enact School Reform Principles that Empower Youth." Teachers College Record: The Voice of Scholarship in Education 123, no. 13 (April 2021): 1–16. http://dx.doi.org/10.1177/016146812112301305.

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Background/Context A number of states across the United States are seeking to implement school redesign efforts to support greater equity and to empower youth. Because these initiatives require teachers to implement strategies they typically have not experienced as learners, there is a need for models to prepare them to enact these innovations. Research has shown that service-learning can provide a view into educational experiences that are different from what teacher candidates experienced in their own schooling. Purpose/Focus of Study The state of Vermont recently legislated school reform that includes three elements: (1) proficiency-based learning, (2) personalized learning, and (3) flexible pathways to graduation. Enacting these mandates requires fostering youth voice. When redesigning our courses to model these principles, we added a critical service-learning experience to a content literacy course in our teacher education program, providing one-on-one academic support to resettled refugee youth. This qualitative study explores the learning outcomes of that service-learning experience. In addition, this study examines how these learning outcomes relate to the knowledge, skills, and dispositions needed to enact school reform efforts focused on empowering youth. Research Design This interpretive study examines the critical service-learning experience embedded in a content literacy course. Candidates provided weekly academic support to resettled refugee youth in one of three community centers. There were 18 participants in the study. Data collection included reflection papers, an anonymous questionnaire, and interviews with selected participants. Conclusions/Recommendations Data analysis demonstrates that the service-learning experience (1) cultivated an awareness of individual learners, (2) increased the understanding of pedagogical practices for diverse learners, (3) fostered a sense of cultural humility, and (4) broadened understanding of the community. Taken together, these impacts help prepare future teachers to enact school reform in ways that empower youth.

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Kheirallah, Khalid A., Caroline O. Cobb, Jomana W. Alsulaiman, Abdallah Alzoubi, Cosima Hoetger, Wendy Kliewer, and Fawaz Mzayek. "Trauma exposure, mental health and tobacco use among vulnerable Syrian refugee youth in Jordan." Journal of Public Health 42, no. 3 (November 20, 2019): e343-e351. http://dx.doi.org/10.1093/pubmed/fdz128.

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Abstract Background Little is known about tobacco use among youth exposed to armed conflicts, or the influence of trauma on tobacco use in this context. This study examined patterns of smoking by tobacco product and gender among Syrian refugee youth living in host communities in Jordan and assessed the associations of post-traumatic stress disorder (PTSD) and depression symptoms, trauma exposure and social support with current smoking status in boys and girls. Methods Syrian refugee students (mean [standard deviation] age = 14.9 [1.33] years) were identified through the public school system. Data were collected using an online Arabic questionnaire that included questions about demographics, trauma exposure, current smoking (cigarette and waterpipe), PTSD, depression and perceived social support. Logistic regression was used to assess the adjusted effects of independent variables on current smoking status. Results One in 7 boys and one in 14 girls were current smokers, with boys reporting greater tobacco use than girls. Among boys, current smokers reported significantly higher family member loss and lower perceived family social support than nonsmokers; among girls, current smokers also reported significantly higher family member loss as well as greater PTSD symptoms and lower perceived significant other/special person social support. Conclusions Tobacco use is established among this vulnerable group. The findings highlight the potential role of psychosocial support for tobacco prevention and cessation strategies.

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Leo, Aaron. "Success and Failure in the “Land of Opportunities”: How Social Class Informs Educational Attitudes Among Newcomer Immigrants and Refugees." American Educational Research Journal 57, no. 4 (September 19, 2019): 1567–91. http://dx.doi.org/10.3102/0002831219876596.

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Despite the wide-ranging scholarship on the educational attitudes held by native-born members of the middle and working class, few researchers have examined the impact of class on the attitudes of new arrivals. This article addresses this gap using data gathered through an ethnographic study conducted among 30 newly arrived refugee and immigrant youth from varying class backgrounds. Although all the students expressed high aspirations, those from a middle-class background were more likely to view academic performance in individualistic terms than their working- and lower-class peers, who were more critical of meritocracy. Optimistic views of opportunity may motivate students to overcome barriers, yet they may also obscure the significance of class disparities in education and foster a sense of self-blame among failing students.

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Khawaja, Nigar G., and Lakshmi Dhushyanthakumar. "Strengths and difficulties questionnaire-teacher: Investigating its factor structure and utility with culturally and linguistically diverse students." Journal of Psychologists and Counsellors in Schools 30, no. 1 (February 26, 2020): 43–57. http://dx.doi.org/10.1017/jgc.2019.23.

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AbstractThe Strengths and Difficulties Questionnaire (SDQ), with its three forms (youth, parent and teacher version), is widely used to assess emotional and behavioural disorders in children and adolescents. The present study examined the factor structure and psychometric properties of the teacher version of the scale (SDQ-T) with adolescents from culturally and linguistically diverse (CALD) background. It also explored the impact of demographic factors on the mental health outcomes of CALD adolescents in the school setting as indicated by SDQ-T. Teachers from a Special English language transitional school in Brisbane, Australia completed the SDQ-T for 175 culturally and linguistically diverse adolescents. The exploratory factor analysis indicated a 23-item scale with a four-factor structure: Prosocial Behaviour, Hyperactivity, Emotional Symptoms, and Behavioural Problems. The revised scale had sound internal consistency. Findings indicated that CALD adolescents from refugee backgrounds scored higher on Emotional Symptoms, Conduct and Peer Problems, and SDQ total difficulties. There were no differences on subscale scores based on gender or English language proficiency. SDQ-T emerged as a promising scale that can be used to understand CALD adolescents’ postmigration emotional experiences, risks and protective factors. The implications of the SDQ-T in schools with adolescents from migrant and refugee backgrounds are discussed.

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Smith, Yda J., and Chelsea A. Day. "“So I think that back then if I had not gone to College Prep, I don’t think I could reach this far.”." Studies in Social Science Research 3, no. 3 (August 8, 2022): p37. http://dx.doi.org/10.22158/sssr.v3n3p37.

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Refugees relocated to Western countries often experience adversity in regard to achieving a high quality of life in a Western context where financial security is generally linked to educational achievement. Many refugee youth arrive in the United States without the ability to speak, read, or write in English with little background in formal education making it hard for them to fully benefit from their time spent in public schools which results in decreased opportunities to advance into higher education. In 2020, qualitative interviews were conducted with four young women of the Karen ethnic group in Burma/Myanmar who had arrived in the U.S. when they were very young. They attended a college prep class taught by occupational therapy students and all attended college. They were asked to describe their experience with the class. Using thematic analysis, the following themes were identified: Confidence Lacking/Confidence Building, The Need for Doing, It’s a Hard Life, and Seeking Comfort in Communication and Support. It is clear that the group had a significant positive impact on the participants’ access to and success in college. Results indicate that educational groups designed to support access to higher education would be of benefit to former refugees in Western countries.

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Leps, Caroline, Jessica Monteiro, Tony Barozzino, Ashna Bowry, Meb Rashid, Michael Sgro, and Shazeen Suleman. "110 Interim Federal Health Program (IFHP): Survey of Access & Utilization by Pediatric Health Care Providers." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e79-e80. http://dx.doi.org/10.1093/pch/pxab061.090.

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Abstract Primary Subject area Public Health and Preventive Medicine Background Canada is currently facing an increasing number of refugees and refugee claimants, yet Canadian health professionals are underutilizing the system intended to provide these individuals with healthcare. The Interim Federal Health Program (IFHP) provides temporary healthcare coverage for those who are ineligible for provincial or territorial insurance, including resettled refugees and asylum seekers. Research suggests there are ongoing challenges around the program such as who is covered and what services are covered. Objectives The objective of this study was to assess Canadian pediatricians’ current understanding and utilization of the IFHP, and perceived barriers to its utilization. Design/Methods A one-time survey was administered via the Canadian Paediatric Surveillance Program. The ten question adaptive survey was available in English or French, in either paper or electronic format. Survey responses were collected for 6 weeks in early 2020 with two reminders sent prior to survey closing. In addition to descriptive statistics, multinomial logistic regressions were built to examine pediatrician use of the IFHP, work with IFHP-covered patients, and provider characteristics associated with registration and use. Results Of the 2,753 pediatricians and pediatric subspecialists surveyed, there were 1006 respondents (36.5% response rate). 52.2% of respondents had provided care to the IFHP-eligible patients in the previous 6 months. Of those participants, only 26.4% were registered IFHP providers, and just 10% could identify all services covered by the IFHP (Figure 1). Knowledge of 80% or more of supplemental benefits was associated with registration status (adjusted odds ratio [aOR] 1.92; 95% CI 1.09 - 3.37). Amongst those who knew they were not registered, 70.2% indicated they did not know they had to register. aOR demonstrated that those with fewer years of practice had higher odds of not knowing that they had to register (aOR 1.22; 95% CI 1.01 - 1.49) Conclusion We demonstrate that the IFHP is poorly utilized by pediatric providers, with low registration rates and poor understanding of the IFHP-covered supplemental services, even among those who have recently provided care to the IFHP-eligible patients. Efforts to improve registration and knowledge of the IFHP are essential to improving access to health care for refugee children and youth. Funding: Study funded by the CPSP Resident Research Grant

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Quaynor, Laura. "Connections and Contradictions in Teacher Practices for Preparing Globally Minded Citizens in Two IB Public Schools." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–38. http://dx.doi.org/10.1177/016146811511700903.

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Background/Context With 13 million immigrants arriving in the United States between 2000 and 2010, immigration is at its highest level in a century. At the same time, there has been an exponential increase in the number of IB PYP and MYP schools in the United States, from 88 registered in 1997 to 1,470 in 2013. Much of this increase has been in Title I schools serving diverse populations. This work examines classroom practice at the intersection of these phenomena. Purpose Within two different schools that offer IB programs and serve substantial numbers of immigrant and refugee youth, how do teachers prepare youth for citizenship? Setting This study took place at two public middle schools in suburban neighborhoods in the southeastern United States. Population Participants included seven middle school teachers, two administrators, and 27 sixth-grade students from 11 different countries. Intervention/Program/Practice Both schools were registered as IB World Schools. Research Design This article reports on a comparative case study of six classrooms in two International Baccalaureate schools. Data Collection and Analysis The author shares findings based on 65 classroom observations over the course of one semester, nine interviews with adult teachers and administrators. Data was analyzed using a phenomenological approach, beginning with analyzing data from each classroom, then from each school, and finally comparing themes between classrooms and students in the two schools. Data analysis began with codes based on theoretical frameworks for citizenship. Findings/Results A wide divergence in teacher practice was observed, with some practices exemplifying a flexible teacher orientation towards global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom. Other practices exemplified a fixed teacher orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom. Conclusions/Recommendations Based on the differences in implemented curricula in the two schools across classrooms, the author proposes expanding frameworks for understanding global education. Global education can be implemented with a flexible or fixed orientation, as educators design activities and present content in ways that recognize or disregard students’ identities and experiences. The study suggests that the use of International Baccalaureate programs is no guarantee of a global education connected to the experiences of immigrant and refugee youth. Modifications in teacher practice and school structures are necessary in order to make global education relevant to diverse youth.

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Gausman, Jewel, Areej Othman, Maysoon Otoom, Abeer Shaheen, and Ana Langer. "Youth as Navigators: A Study Protocol to Incorporate Narrative and Visual Methods Into Research on Adolescent Sexual and Gender Development Among Syrian and Jordanian Youth." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882222. http://dx.doi.org/10.1177/1609406918822220.

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Background: The determinants of adolescent sexual and reproductive health originate in childhood and may stem from prepubescent experiences. There has been limited research on adolescent sexual and reproductive health from a life-course perspective globally, especially in the Middle East. Youth in Jordan are exposed to rigid social expectations and gender roles, which may influence sexual and reproductive health outcomes. The ongoing conflict in Syria and refugee crisis is thought to have altered community norms thereby influencing experiences that lead toward sexual development. Aim: This study seeks to understand how social, cultural, environmental, and biological factors influence adolescent sexual development and reproductive health among Jordanian and Syrian youth. This study will explore how social and gender norms have influenced adolescent sexual development across the life cycle related to key transitions between childhood and adulthood. Study Design and Methods: Sixty-four Jordanian and Syrian males and females aged between 15 and 19 years will be recruited by convenience from community centers in four cities across Jordan. This study will integrate both visual and narrative qualitative methods. By constructing a visual time line during semistructured in-depth interviews, we seek to give youth control in the retelling of their own life stories. Ethics and Discussion: This study has received ethical approval from both international and local institutional review boards. The findings of this study will provide important data on emergent priorities in the field of adolescent sexual and reproductive health, such as those related to gender, sexual maturation, and social norms, that will be of national, regional, and global significance.

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Bellino, Michelle J., Vidur Chopra, and Nikhit D’Sa. "“Slowly by Slowly”: Youth Participatory Action Research in Contexts of Displacement." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 145–71. http://dx.doi.org/10.1177/01614681221087302.

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Background/Context: Despite substantial evidence documenting the benefits of community involvement in the decisions that impact their lives, much humanitarian action in settings of displacement continues to be driven by the interests and funding streams of donors and international agencies. These dynamics particularly marginalize youth, who fall between interventions designed for children and opportunities for voice and agency that are reserved for adults. As youth-centered approaches have proliferated across diverse fields, pointing to the important insights gleaned from positioning young people as experts on their own lives, we rarely have a sense of how young people were included in the research or planning processes carried out, or the extent to which these processes reflect issues that local youth populations consider meaningful and relevant to their everyday lives. Youth Participatory Action Research (YPAR) aims to redress the limitations of traditional approaches, recognizing youth as co-researchers with the agency to shape the inquiry process, positioning them as both knowledge producers and agents of social justice beyond the research context. Purpose/Objective/Research Question/Focus of Study: Youth agency is central to YPAR, but interpretations and enactments of this agency are often implicitly bounded by nation-state constructs of legality and citizenship. How do we apply this approach in contexts where youth populations lack legal citizenship status and experience habitual threats to spatial movement, freedom of expression, and social belonging? In this paper we explore how youth locate openings to enact the agency that YPAR assumes of them, and the dilemmas that emerge as they aspire to address local challenges and contribute to the common good in contexts of forced displacement. Research Design: We examine these questions in the context of YPAR collaborations we carried out with displaced youth living in refugee camps and urban settlements in three country contexts: Burundi, Jordan, and Kenya. We approached YPAR collaborations with distinct research methods, positionalities, timelines, and varying levels of resources and institutional support. In each case, granting youth agency as co-researchers, we implicitly and explicitly raised questions about how young people come to understand the limits to their rights and agency, when forcibly displaced by conflict. Conclusions/Recommendations: Across the three collaborations detailed in this text, we underscore the ways that YPAR became a novel, and at times a radical, form of democratic citizenship education for a youth population traditionally positioned as passive recipients of both school curriculum and humanitarian aid. Notwithstanding significant challenges, we point to ways that this approach “slowly by slowly” created openings for young people to make claims on their rights and organize towards changes. It underscores the empowering potential of developing young people’s civic capacity and instilling their rights to understand and interact with their communities in exile.

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Daukste-Silasproģe, Inguna. "Andreja Johansona jaunības gadu Rīga: atmiņas un kultūrvēsturiskas impresijas." Aktuālās problēmas literatūras un kultūras pētniecībā: rakstu krājums, no. 25 (March 4, 2020): 85–98. http://dx.doi.org/10.37384/aplkp.2020.25.085.

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The article focuses on two books of the poet, essayist, cultural historian Andrejs Johansons (1922–1983), contemplations and reminiscences “Rīgas svārki mugurā” (‘Dressed in Riga suit’, 1966) and “Visi Rīgas nami skan” (‘All the Houses of Riga are Ringing’, 1970). On the one hand, they include a very personal (biographical) layer of memory, and, on the other, they can also be viewed in the context of collective memory, as they are associated with the memories of many refugees of the World War II – about the lost Latvia, Riga and home. In May 1945, Johansons, leaving Kurzeme and Liepāja by one of the last refugee boats, also took with him the memories that were later recounted in the two books. The sense of belonging to a place is important for the author; this feeling is symbolically reflected in the titles of both books. But this belonging to a place becomes more capacious – it includes events, memories and a certain time of life. While writing these books, Johansons was able to return to Riga to see it with the eyes of his youth. In both books, Johansons has marked (almost topographically marked on the map) places where he had lived and walked, and studied, enriching these places with a broader context. On the one hand, they are youth memories, and on the other, they are the unfulfilled craving and lost paradise of a long-lived, wise and educated exile. The significant value of both books is the wide cultural and historical background, historical digressions, thorough source studies and research, and a panoramic view of Riga, the capital of Latvia. The memory and reflection books about Riga by Johansons are changing, and because of this changing character, they are more than just memories. They are rich cultural, historical, and personal sketches. They make it possible to feel and even visually see Riga of the late 20s to early 40s of the 20th century. These books can inspire a 21st-century reader, a resident of Riga; they can stimulate to explore and find out about the city through its historical changes. The two books have become encyclopaedic editions that vividly and amply reveal the time, era, historical and cultural context, personalities and their destinies. Johansons’s books about Riga encourage us to look at the image of Riga in the literary works and memories of other writers, gaining a more colourful view.

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Burton, Jennifer, and Saskia Van Viegen. "Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds." Journal of Adolescent & Adult Literacy 65, no. 1 (June 28, 2021): 75–84. http://dx.doi.org/10.1002/jaal.1178.

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Hess, Julia Meredith. "Creating New Futures: Settling Children and Youth from Refugee Backgrounds, edited by Mary Crock." Refuge: Canada's Journal on Refugees 32, no. 1 (May 6, 2016): 89–91. http://dx.doi.org/10.25071/1920-7336.40390.

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Cheung, Bonnie, Pardeep Kaur, Shazeen Suleman, and Ripudaman Minhas. "85 Exploring reporting of ethno-racial identity and immigration status in published studies on children new to Canada: An integrative scoping review." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e61-e62. http://dx.doi.org/10.1093/pch/pxab061.067.

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Abstract Primary Subject area Global Child and Youth Health Background Children immigrating to Canada may face racism and xenophobia depending on their ethno-racial background and immigration status. In Canada, immigration statuses include economic or family immigrants, resettled government or privately sponsored refugees, or asylum seekers, while some have no formal immigration status, otherwise considered undocumented. Research supporting newcomer child health should account for their immigration status and ethno-racial identity to capture the impact of discrimination. Objectives To critically examine the reporting of ethno-racial data and immigration status in published literature on the health needs of newcomer children to Canada. Design/Methods An integrative scoping review was performed, using the methodological framework outlined by Arksey & O’Malley. A literature search in Medline, PsycINFO, Scopus, Embase and Cochrane Central for articles published until July 2019 was conducted. Inclusion criteria were original research studies on newcomer children (0-18 years) in Canada in English or French from 2009 onwards. After undergoing title and abstract review, we extracted descriptions of participant immigration status and ethno-racial identity. Results 4147 articles were identified. After removal of duplicates, 2632 articles underwent title and abstract review, with a kappa-statistic of 0.93, suggesting high inter-rater agreement. Seventy-five studies were included in the final analysis. Overall, there were no consistent descriptions of immigration status or ethno-racial identity. Of the 75 articles included for final analysis, only 27% (20/75) described their participants’ immigration status in some capacity; the majority (75%) of these did not separate out participants by their immigration status (15/20) and of these, 67% combined all types of refugee and economic immigrant statuses together (10/15). With respect to ethno-racial data, the majority of studies (65%, 49/75) did not report on their participants’ ethno-racial identities. Of those that did, 65% (17/26) reported their participants’ ethnicity alone, while only 15% (4/26) reported their race alone and 19% (5/26) reported both race and ethnicity. Conclusion Our scoping review demonstrates that many studies focusing on newcomer children to Canada do not consistently collect and analyze their participants’ immigration status or ethno-racial identity. In doing so, studies may falsely conflate the experiences of newcomer children and ignore the impact of racism and xenophobia on their access to care, leading to worsening stigma and access to care. We suggest that research that often informs evidence-based guidelines for newcomer children should consider immigration status and ethno-racial identity to consider the impact of xenophobia and racism and improve health outcomes.

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Van Viegen, Saskia. "Translanguaging for and as learning with youth from refugee backgrounds." Australian Journal of Applied Linguistics 3, no. 1 (April 30, 2020): 60–76. http://dx.doi.org/10.29140/ajal.v3n1.300.

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Posselt, Miriam, Nicholas Procter, Charlotte de Crespigny, and Cherrie Galletly. "Merging perspectives: obstacles to recovery for youth from refugee backgrounds with comorbidity." Australasian Psychiatry 23, no. 3 (May 5, 2015): 293–99. http://dx.doi.org/10.1177/1039856215584512.

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Chen, Shiqi, and Robert D. Schweitzer. "The Experience of Belonging in Youth from Refugee Backgrounds: A Narrative Perspective." Journal of Child and Family Studies 28, no. 7 (May 2, 2019): 1977–90. http://dx.doi.org/10.1007/s10826-019-01425-5.

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Francis Cain, Tashana, and Dawn E. Trussell. "Methodological challenges in sport and leisure research with youth from refugee backgrounds." World Leisure Journal 61, no. 4 (September 16, 2019): 303–12. http://dx.doi.org/10.1080/16078055.2019.1661106.

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Abkhezr, Peyman, Mary McMahon, and Pieter Rossouw. "Youth with refugee backgrounds in Australia: Contextual and practical considerations for career counsellors." Australian Journal of Career Development 24, no. 2 (June 2015): 71–80. http://dx.doi.org/10.1177/1038416215584406.

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Birtwell, Jonathan, Robin Duncan, Jennifer Carson, and Jessica Chapman. "Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 112–39. http://dx.doi.org/10.32674/jcihe.v12iwinter.1954.

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Although progress has been made in increasing access at the primary and secondary level, only 1% of youth with refugee backgrounds are enrolled in tertiary education compared to 36% globally. Recent research suggests that tertiary education is fundamental in restoring dignity, security and hope for students with refugee backgrounds as well as preventing engagement with harmful fundamentalist ideologies. Given these potential benefits it is essential to better understand the barriers and develop initiatives to improve participation of students with refugee backgrounds in tertiary education. The main challenges faced by such students in Malaysia are a lack of information about existing opportunities, poor knowledge of the application process and insufficient soft skills required to gain access. This paper presents a case study of the CERTE Bridge Course in Malaysia, which was designed to address the above challenges and ‘bridge’ the gap between secondary and tertiary education for students with refugee backgrounds. Bourdieu’s theory of capital, habitus and field is used to explore the impact of the CERTE Bridge Course on participant’s success in achieving access to higher education. The research used pre- and post-surveys with each cohort to understand educational attainment, goals and interests and allow participants to self-assess development in soft skills. It is argued that the CERTE Bridge Course helped students navigate access to higher education by providing ways for them to develop social capital through improved communication skills and access to a network of sympathetic higher education admissions officers. Students also developed cultural capital and developed their habitus in a way that allowed them to negotiate access by presenting their skills in more recognisable ways in the field of higher education in Malaysia. Finally, the research highlights several immovable barriers in the field and identifies lesser discussed forms of capital, such as aspirational and resilience, as playing an important role in facilitating access.

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Pink, Matthew A., John W. Mahoney, and John E. Saunders. "Promoting positive development among youth from refugee and migrant backgrounds: The case of Kicking Goals Together." Psychology of Sport and Exercise 51 (November 2020): 101790. http://dx.doi.org/10.1016/j.psychsport.2020.101790.

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Sampson, Robyn, and Sandra M. Gifford. "Place-making, settlement and well-being: The therapeutic landscapes of recently arrived youth with refugee backgrounds." Health & Place 16, no. 1 (January 2010): 116–31. http://dx.doi.org/10.1016/j.healthplace.2009.09.004.

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McMichael, C., S. M. Gifford, and I. Correa-Velez. "Negotiating family, navigating resettlement: family connectedness amongst resettled youth with refugee backgrounds living in Melbourne, Australia." Journal of Youth Studies 14, no. 2 (August 25, 2010): 179–95. http://dx.doi.org/10.1080/13676261.2010.506529.

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Journal articles on the topic 'Refugee background youth'

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