Awareness, Understanding, and Action: Working with Refugees in the School Setting

1. Awareness, Understanding, and Action: Working with Refugees in the School Setting Idaho Conference on Refugees Boise Idaho February 5, 2013 Lisa Sterling, Ph.D., NCSP Jacque Parenti, M.S., NCSP Katie Webber, Ed.S. School Psychologists Boise School District

2. Introductions • Get to know presenters • Get to know audience

3. WORKSHOP DESCRIPTION • AWARENESS of the challenges faced by our youth as they enter Idaho schools • UNDERSTANDING the myriad of issues that they may face including mental health problems, disabilities, and stigma surrounding accessing programs and services • Taking ACTION and building the capacity to meet the needs of this population in the school setting

4. Boise School District • Approximately 2200 students in ELL programs • Over 100 languages spoken by students

5. Borah High School Bridge Program: • For students new to country • Currently have 77 students in grades 10-12 • Students are from 22 countries and speak more than 40 languages Borah ELL Program: • 250 students

6. Boise Parents of English Learners (BPEL) The purpose of BPEL is to help parents of English learners access information, discuss relevant topics, and provide input for program improvement. Borah High School recently hosted the Rice Festival.

7. AWARENESS • Get to know cultures in your community • Research the countries, cultures, customs, practices, language

10. AWARENESS • What have refugees been through? • Surviving many years of civil conflict and political terror that killed thousands, possibly even family members and friends • Years in chaos of war and refugee camp • Physical injury, assault, illness, malnutrition • Stressful life events and little control over those events • Separation from family members • Forced prematurely into adult roles • Deprived of school, health care, social services • Continuous worry about family left behind • Abruptions to daily life and routine • Loss of possessions, familiar environment, family members, friends, neighbors • Need to survive in a completely new and unknown environment Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp; The Center for Victims of Torture

11. AWARENESS • Stress on refugees • Bad news from home • Racial or ethnic discrimination • High crime residential areas • Language, service, transportation barriers • Inadequate education • Economic stress • Psychological and physical effects of trauma • Role reversal The Center for Victims of Torture

12. AWARENESS • Refugee students • Many refugees have limited formal schooling • Many refugees are pre-literate in their native language • Many refugees have no experience with Western society • Many refugees are pre-technological • Many refugees were born in camps and never knew life outside the camps Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp

13. AWARENESS • Refugee parents • Many parents have a difficult time transitioning to American life • Many parents assimilate slower than their children • Many parents have economic and resettlement burdens Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp

14. AWARENESS • Common trauma reactions • Fears, worries • Physical complaints • Attention, memory problems • Nightmares, sleep problems • Post-traumatic play • Regression, separation anxiety • Anger, hostility, aggression • Apathy, withdrawal, avoidance • Sadness, depression • Survivor guilt • Risky, dangerous behavior The Center for Victims of Torture

15. AWARENESS • Mental Health • Stigma and shame • “Crazy” • Spiritual beliefs regarding disabilities • Internalizing and Externalizing problems • Views of Western medicine and counseling • Lack of early intervention services and prenatal care in prior country

16. UNDERSTANDING • Survival skills may appear maladaptive (e.g. fighting, stealing) • School was not always a safe place • Fight or flight response • Identity • Traditional, native culture • New culture, wanting to fit in • Issues that affect American youth also affect refugee youth (identify, independence) • Role reversal and shift of power with parent and children • Discrepancy with American parenting practices

17. UNDERSTANDING • Recognize the trauma and stress of the entire family • Came to the U.S. to escape trauma yet find that they often carry the trauma with them • Power-shift places them in a dependent position • Collaborate with those providing assistance to others in the family (elementary, junior high, parents, elders) Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools www.healthinschools.org

18. UNDERSTANDING • Don’t make assumptions • Environment: materials, terminology, sitting in desks, restrooms, playground • Interactions: comfort level with authority figures, level of understanding, fear of reprimand • Safety: Getting on a bus, leaving home, walking to school, corporal punishment • Daily Life: American customs, hygiene, involving parents in school events Tips for Teachers Helping Refugee Children Transition to American Schools (2006) International Rescue Committee www.rescue.org

19. UNDERSTANDING • Parent Involvement • American view of parental involvement • School staff often correlate parents “showing up” with their level of interest in their child’s education • Barriers to getting to school (interpreter, transportation, child care, work schedule) • Families may not be aware this is an expectation or be familiar with school procedures (e.g. grades, homework) • Families may be uncomfortable discussing their children in a negative way • Families may be intimidated • Many parents view teachers as experts and may not realize they have a right to speak up about their child’s education Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight www.Brycs.org; Tips for Teachers from International Rescue Committee www.rescue.org

20. UNDERSTANDING • Language • Receptive • Expressive • Silent period http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php

21. ACTION • Need for a safe place and security • Education for teachers (notebooks, handouts) • Build cultural competence • Consult with specialists inside and outside of school (SLP, psychologist, counselor, resettlement agency, doctors, social workers, law enforcement, etc.) • Opportunities for them to teach you something about their culture. Let them help others instead of always being on the receiving end—empower them • Celebrate diversity in school-spotlight cultures, bread/rice night, talent show

22. ACTION • 10 Tips for Schools • Embrace diversity and accept the challenges • Be flexible in communication • Communicate clearly • Utilize community resources and cultural brokers • Reach out and offer support to parents and families • Create liaisons with cultural community leaders and organizations • Foster community partnerships with school activities • Be aware of your own cultural views • Develop a resource “bank” of interpreters, resources, medical providers, community • Make services available to all students Children of Immigrants and Refugees: What the Research Tells Us from The Center of Health and Health Care in Schools www.healthinschools.org

23. ACTION • Strategies for engaging parents • Build relationships with families • Safety, support, caring, trust • Help with other issues (housing, medical, employment) • Stronger families = stronger students • School activities—identify barriers • Welcoming school environment • Translated/interpreted documents and conversations • “I need to speak to you” card • Break down the stigma • Avoid “mental health” or other stigmatizing terms and focus on behaviors (e.g. anger, sadness) • Normalizing Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools www.healthinschools.org; Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight www.Brycs.org; Partnering with Parents and Families to Support Immigrant and Refugee Children at School (2009) from the Center of Health and Health Care in Schools www.healthinschools.org

24. ACTION • Strategies for working with students • Mentoring relationships • Classroom and school orientation • Peer buddies • Provide clear behavioral expectations • Directly teach appropriate behaviors • Provide safety, structure, nurturance, and consistency • Prepare for transitions • Use art, writing, drawing for expression • Recognize their strength and resiliency • Recognize symptoms of PTSD • Share concerns with parents • Link to outside supports Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs ww.doe.state.in.us/lmmp; The Center for Victims of Torture

25. ACTION: Interviews • Home visit • Importance of interpreter • Caution in using siblings to interpret • Build rapport and trust • Explain reason for asking questions • Talk to all family members-gives “permission” for all parties to speak • Asking “why” (e.g. why wasn’t she in school?)

26. ACTION: Interviews • What do you think caused your child’s difficulty? • When did you first have concerns? • Comparison to siblings • Is this typical in your culture? • What goals do you have for your child? What would you like to see them doing in 5 or 10 years? • What does your child do on a typical day? What do your other children do? • Literacy in native language • Previous school experiences • Trauma • Medical background (head injury, seizure, malaria, prematurity) • Developmental milestones • Listen…they have a story to tell

27. ACTION: Collaboration • Resettlement agencies • School liaisons • Medical • Counseling • Specialists • Law Enforcement, School Resource Officer (SRO)

28. RESOURCES: Books • “The Arrival” by Shaun Tan • “Home of the Brave” by Katherine Applegate • “Middle of Anywhere” by Mary Pipher • “Long Way Gone: Memoirs of a Boy Soldier” by Ishmael Beah • “They Poured Fire on Us: True Story of Three Lost Boys of Sudan” by Benson Deng, Alephonsion and Benjamin Ajak • “First They Killed My Father,” “Lucky Child” by Loung Ung • “My Name is Yoon” by Helen Recorvits • “Listen to the Wind” by Greg Mortensen and Susan Roth • “Route to Peace” by Fidel Nshombo

29. RESOURCES: Local and National • World Refugee Day June 20, 2013 • International Women’s Day March 8, 2013 • Idaho Office for Refugees Community Coordination • See vendors at the conference • The Flicks • Farmer’s Market

30. RESOURCES: Online • Bridging Refugee Youth and Children’s Services(www.brycs.org) • International Rescue Committee Youth Backgrounders(http://www.rescue.org/sites/default/files/migrated/where/united_states_salt_lake_city_ut/refugee-backgrounders.pdf) • U.S. Committee for Refugees and Immigrants(www.refugees.org) • Cultural Orientation Resource Center(www.culturalorientation.net) • Spring Institute for Intercultural Learning(www.spring-institute.org) • The Center for Victims of Torture(www.cvt.org)

31. RESOURCES: Webinars • Center for Health and Health Care in the Schools (www.healthinschools.org) • Children’s Hospital for Refugee Trauma and Resiliency at Children’s Hospital Boston (http://childrenshospital.org/clinicalservices/Site3448/mainpageS3448P0.html) • National Child Traumatic Stress Network (www.nctsn.org)

32. CLOSURE ACTIVITY • Share one thing you will tell a colleague when you return to work or school. • Share one strategy you will implement or idea you will try when you return to work or school. • Share one resource you will explore after this workshop.

33. REFERENCES Children of Immigrants and Refugees: What the Research Tells Us from The Center of Health and Health Care in Schools www.healthinschools.org Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom the Center of Health and Health Care in Schools www.healthinschools.org Involving Refugee Parents in Their Children’s Education (2007) Monthly spotlight www.Brycs.org Mental Health of Refugees (1996) UNHCR/WHO http://www.unhcr.org/publ/PUBL/3bc6eac74.pdf Partnering with Parents and Families to Support Immigrant and Refugee Children at School (2009) from the Center of Health and Health Care in Schools www.healthinschools.org Preproduction and The Silent Period (http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php) Refugee Students in American Classrooms by Olga Tuchman at the Indiana Dept. of Education Language Minority and Migrant Programs www.doe.state.in.us/lmmp The Center for Victims of Torture (www.cvt.org) Tips for Teachers Helping Refugee Children Transition to American Schools (2006) International Rescue Committee www.rescue.org

34. CONTACT INFORMATION • Lisa Sterling • Lisa.sterling@boiseschools.ord • Jacque Parenti • Jacque.parenti@boiseschools.org • Katie Webber • Catherine.webber@boiseschools.org