Berit Berg, Professor in S ocial W ork , NTNU and Head of Research, NTNU Social Research

1. CHALLENGES AND GOOD PRACTICE IN THE RECEPTION OF UNACCOMPANIED CHILDREN - PERSPECTIVES FROM NORWAY Berit Berg, Professor in SocialWork, NTNU and Head of Research, NTNU Social Research

2. My presentation • Based on results from research projects funded by • Ministry of Children and Equality and Ministry of Justice • Norwegian Directorate for Children, Youth and Family Affairs • Project period: 2013-2016 • Research institution: NTNU Social Research • Objective: Monitoring living conditions and quality og life for unaccompanied minors • Children’s perspectives

3. Data and methods • Case studies in 12 municipalities • Interviews with service providers, teachers, child welfare, health services and management • Interviews with unaccompanied minors • Home visits • Case studies in Reception Centres and Care centres • Surveys to • Unaccompanied minors • Reception centres and care centres • Municipalities with unaccompanied minors

5. Composition of the group • A complex group • Country of origin • Age • Gender • Arrivals 2000-2014: 300-2 500 annually • Arrivals 2015: 5 300 • 1 of 4 are under 15 years of age • 2 of 3 are from Afghanistan • 8 of 10 are boys

6. Vulnerable groups • Children and youth • Unaccompanied minors • Women exposed to extreme violence and control • Traumatised refugees • Asylum seekers with chronical diseases or disabilities Minimum Standards for the reception of asylum seekers, European Union

9. Asylum situation - UMA • More than one half of children and youth report emotional problems • Worries • Depression • Nervousness • Fear • Head ache and stomach pains • Main conclusion – unaccompanied minors are in need of closer follow-up, more support from adults and assistance to handle emotional challenges (Berg og Tronstad, 2015)

11. Controversial issues • Limited residence permit for unaccompanied minors • Challenging care and living conditions for unaccompanied minors with limited residence permit • Forced return of Afghan unaccompanied minors • Methods of age assessment

12. The refugee process • Refuge • Asylum process • Resettlement or return? • Integration or repatriation? • Transnational lives

13. Challenges • Loneliness and struggles in everyday life • Independency vs the need for help/support • Reconstructing social networks and joining after school activities seen as important tasks after settlement • Difficult meeting/getting to know Norwegian youth • Tight budgets as a main concern

14. Strengths and Difficulties (SDQ)

15. Double identities • Victim - survivor • Resources - problems • Dependent - independent • Children - adults • Refugee – youth How do they handle this dualism? How do we handle it?

16. Housing arrangements • Shared housing • Studios • Studios with follow up • Foster care • Living with relatives • Institution • Family home

17. School and language training • Lack of education or interrupted education from their countries of origin • Difficult to organise efficient and age adequate educational facilities • Dilemmas • Language training first – and then continue with ordinary education? • More emphasise on age than school results when deciding on school facilities? • Focus on work rather than education?

18. A need for «a kinder egg» • Language training • Complete education • Prepare for working life Three different qualification systems requires • Collaboration • Smooth transitions • Flexibility

20. International experiences I Whether they are placed in foster care or in residential settings, separated children should be cared for by suitable professionals who understand their cultural, linguistic and religious needs and who have an understanding of those issues that affect separated asylum seeking and migrant children. Separated Children in Europe Programme, Statement of Good Practice (1999 and 2004), UNHCR and Save the Children

21. Internasjonale erfaringer II Successful care arrangements for unaccompanied refugee children should help them to form a secure-enough base from which they can make the transition from childhood to adulthood within the context of secure and lasting, appropriate attachments that can be maintained through time and across geographical boundaries (...) Good Practice Guide, BAAF 2001

22. Internasjonale erfaringer III Schooling plays a central role in the social integration and adjustment of unaccompanied children. Teachers and peers nor only become the agents of socialization for separated children attending schools in receiving countries, but also structure their first encounters with a larger society. (CERIS 2003)

23. Recommendations • Better mapping before resettlement • Focus on both child welfare and refugee background • Taylor made housing facilities • Holistic approach – housing, school, health, integration • More adult support • Focus om integration and building network • Active use of after care • Recommendations on system level: • Organisation • Legislation • Competence

24. Refugee situation Strains Extreme experiences Loss Betrayal Uncertainty Unsescure situation in homeland Refugee status Exile situation Potential Individual resources Resources in the network Resources in the service system VULNERABILITY FACTORS RISK FACOTORS PROTECTION FACTORS

25. Past, present, future • Building bridges between past and present • Enabling refugees to handle traumatic experiences • Normalising the daily routines – school, leisure, social network • Inclusion • Confidence, acceptance, recognition, respect, care «A sense of coherence» (Antonovsky)

26. RefugeMoktar Paki Pudenik, 2009

27. Contact information Berit Berg Department of Social work, NTNU berit.berg@svt.ntnu.no Projects and publications NTNU Social Reserach, Diversity and Inclusion https://samforsk.no