What's New

December 2016


  • Educating Refugee and Immigrant Students, The Refugee Center Online's (RCO) new professional development course for educators and education professionals is now available! The course content helps educators understand the experiences of refugee youth, learn about the specific needs of refugees and other recent immigrants, and access resources that support successful classroom environments and learning for all students. Teachers and professionals will learn specific strategies for the classroom and school and be supported in bringing the strategies into practice. Research shows teacher-reported benefits for the whole class, including deeper content understanding and increased active participation in class by both ELL and non-ELL students. The course is delivered entirely online via videos, readings, and supplemental links and resources. Opportunities to participate in group online forums with other educators are built into the course. The course can be started, paused, and restarted at any time. It is appropriate for educators will all levels of experience and for teachers of all ages. The RCO would like to thank BRYCS for their support and expertise in the development of this course.
  • Highlighted Resource List on Immigration Raids! BRYCS created this list to assist service providers in working with migrant families and to help immigrant communities. It includes the following topical areas: know your rights; additional resources for migrants; resources for service providers; community preparedness; and the impact of raids on families.
  • New TA question on BRYCS' Blog! Join the discussion and help answer a question on translation tools for young children.
  • International Migrants Day is December 18th! This year, IOM is calling for people to remember the refugees and migrants who have lost their lives or have disappeared while trying to reach safe harbor. Learn more about the current refugee situation by looking at the Migration & Resettlement Awareness section of BRYCS' Newsletter.


Call for Papers

  • The International Journal of Migration and Border Studies is pleased to announce a call for papers for its issues in 2017. Articles covering a large spectrum of topics addressing the development of international, transnational and national immigration policies viewed in a broad sense are welcome. The deadline to submit a paper is December 31, 2016.
  • To celebrate World Social Work Day 2017 and to contribute to the Global Agenda of Social Work and Social Development, Social Work Education: The International Journal has announced an international competition for social work students. Entries should report and/or promote on the following topics: social justice; challenge stereotypes and make an impact on the lives of both the people that they seek to support; and on students’ understanding of themselves and of the role of social work in the 21st century. These projects should make reference to the part played by social work/social care students. Submissions are due by January 15, 2017.


  • Garrett Lee Smith Campus Suicide Prevention Grant, from the Center for Mental Health Services, assists colleges and universities in building essential capacity and infrastructure to support expanded efforts to promote wellness and help-seeking of all students. Additionally, this grant will offer outreach to vulnerable students, including those experiencing substance abuse and mental health problems who are at greater risk for suicide and suicide attempts. The deadline to apply is December 7, 2016. 
  • Farm to School Grant Program, from the U.S. Department of Agriculture, assists organizations in implementing farm to school programs that improve access to local foods in eligible schools. Applications are due December 8, 2016. 
  • Annie E. Casey's Foundation's Emerging Scholars Making Connections Research Initiative supports research projects that utilize the Making Connections data sets and address significant questions that will advance knowledge related to low-income families, children and neighborhoods. Deadline for applications is December 15, 2016. 
  • Library Grant from the Laura Bush Foundation for America's Libraries provides funds to schools so that they can extend, update, and diversify the book and print collections in their libraries with the goal of encouraging students to develop a love of reading and learning. Applications are due by December 16, 2016.
  • Cooperative Agreements for Adolescent and Transitional Aged Youth Treatment Implementation, from the Center for Substance Abuse Treatment, provides funding to states, territories, and tribes to improve treatment for adolescents and/or transitional aged youth with substance use disorders (SUD) and/or co-occurring substance use and mental disorders by assuring youth state-wide have access to evidence-based assessments, treatment models, and recovery services. Applications are due December 20, 2016.
  • Planning and Developing Infrastructure to Improve the Mental Health and Wellness of Children, Youth and Families in American Indian/Alaska Natives (AI/AN) Communities, from the Center for Mental Health Services, provides tribal and urban Indian communities with tools and resources to plan and design a holistic, community-based, coordinated system of care approach. These grants are intended to increase the capacity and effectiveness of mental health systems serving AI/AN communities. Applications are due December 20, 2016.
  • Cooperative Agreements for Expansion and Sustainability of the Comprehensive Community Mental Health Services for Children with Serious Emotional Disturbances, from the Center for Mental Health Services, are for organizations to improve behavioral health outcomes for children and youth with serious emotional disturbances and their families. Applications are due January 3, 2017.
  • NJHI Next Generation Community Leaders, from the Robert Wood Johnson Foundation, provide communities with the resources and tools to engage teams of 10-15 youth and build their skills and capacity to become future community leaders. Applications are due January 12, 2017.
  • Finish Line Youth Foundation Grants support opportunities for kids to participate in community-based youth athletic programs and camps that emphasize active lifestyles and improvements to facilities and/or renovations to existing buildings, grounds, and property. Applications are accepted from January 1 to March 31, 2017.    
  • Teacher Vision Grants, from American Electric Power, supports projects that have an academic focus and a goal to improve student achievement. AEP has a special interest in science, mathematics, technology, electrical safety, the balanced study of energy and the environment, and energy efficiency. Teachers of pre-K through Grade 12 who live or teach in the AEP service area or in communities with major AEP facilities are eligible to apply. Applications are due February 24, 2017.


Migration & Resettlement Awareness

  • Maintaining Public Trust in the Governance of Migration, from the Transatlantic Council on Migration, outlines the principal and interlinked challenges that policymakers face and reflects on why it is so crucial for immigration policymakers to win back public confidence, as well as the role of sound migration governance in doing so.
  • Child Migration and Human Rights in a Global Age provides a comprehensive account of the widespread but neglected global phenomenon of child migration, exploring the complex challenges facing children and adolescents who move to join their families, those who are moved to be exploited, and those who move simply to survive. (Description from source)
  • Are We Listening? Acting on Our Commitments to Women and Girls Affected by the Syrian Conflict, from International Rescue Committee (IRC), sheds light on the condition of women and girls inside Syria and those who have fled the conflict for safety in Lebanon, Jordan, Turkey and Iraq. It provides analysis of the impact of the Syrian regional conflict on women and girls and contains recommendations to more effectively address the needs of women and girls in humanitarian settings.

For Refugee/Immigrant Children & Youth

  • Dear Primo: A Letter to My Cousin is the story of two cousins, one in America and one in Mexico, and how their daily lives are different yet similar. There is also an accompanying tip sheet that provides ways to explore Latino culture, traditions, and heritage and broaden cultural understanding among the kids you serve. 
  • Podcasting the Immigrant Experience, from Share My Lesson, teaches students how to create a podcast to tell an immigrant's story. The goal of the lesson plan is to have students more fully understand the immigrant experience.

Cultural Orientation/Integration

  • Towards a Whole-of-Society Approach to Receiving and Settling Newcomers in Europe, from Migration Policy Institute, examines the new integration challenges that Europe faces in the context of broader societal challenges such as political fragmentation, uncertainty and social unrest. The report assesses where integration has worked—and where it hasn't—and analyzes the prognosis for the most recent cohort of newcomers. The report also sets out the main policy tradeoffs inherent to these challenges and identifies the most promising approaches to integration policy and programming.
  • Public Libraries and Refugees, from the International Federation of Library Associations and Institutions, provides examples and stories of the role public libraries are playing in the refugee crisis, particularly in Europe. It is meant to be a starting point for shared experience and inspiration and demonstrates the power of libraries to make a difference in people's lives.
  • Fotonovelas, from the Federal Trade Commission, are based on complaints to the FTC from Spanish speakers and offer practical tips to help detect and stop common scams. The stories are free and available in Spanish.
  • Building Relationships with the Muslim Community, from Not in Our Town, highlights ways your agency can reach out to your community to ensure safety, prevent hate violence and bridge differences. The webinar features law enforcement professionals with experience working with community members and discusses their agency's outreach efforts to the Muslim community, local elected officials and diverse community members to de-escalate tensions and foster safety and inclusion.
  • Neighbors Together: Promising Practices to Strengthen Relations with Refugees and Muslims, a toolkit from Welcoming America, provides promising practices to counter anti-refugee and anti-Muslim backlash and work towards a positive community vision.

Child Welfare/Families

Early Childhood

  • A Study of Pregnancy and Birth Outcomes among African-Born Women Living in Utah, from Migration Policy Institute, compares the perinatal complications experienced by African-born Black women—the majority of whom are assumed to be refugees, based on their low education levels and countries of origin—with those of U.S.-born White, non-Hispanic women who gave birth in Utah between 2002 and 2008. Numerous significant differences between these two groups are identified.



Health/Mental Health

  • Factsheet for Caregivers on Complex Trauma, from The National Child Traumatic Stress Network (NCTSN), defines complex trauma and its signs and symptoms, explains its effects, and provides recommendations for how parents can help their children build resilience and recover. 
  • Refugee Wellness Country Guide: Democratic Republic of Congo (DRC), from Gulf Coast Jewish and Family Services, provides historical background, practical insights, and everyday applications for resettlement workers, mental health providers, and physicians. It can also be utilized as an outreach or educational tool for those community partners working with individuals resettled from DRC.
  • Love, War, and Healing in the Democratic Republic of the Congo, from HealTorture.org, recognizes that clinicians working with survivors of torture could benefit from a more systematic approach to couples and family therapy. The webinar highlights a relational intervention in torture treatment and explores qualitative research outcomes in multi-couple group interventions.
  • Clinical Practice Guidelines- Female Genital Cutting, from the Society of Obstetricians and Gynaecologists of Canada, provides health care professionals with information to strengthen their knowledge and understanding of the practice and directions with regard to the legal issues related to the practice. Additionally, it covers clinical guidelines for the management of obstetric and gynaecological care and guidance on the provision of culturally competent care to adolescents and women with FGC.


  • Hidden in Plain Sight, from the Urban Institute, is an interactive resource related to a recent study on labor trafficking in the United States.
  • National Survey of Residential Programs for Victims of Sex Trafficking, from the Illinois Criminal Justice Information Authority (ICJIA), provides information on a survey conducted to learn about residential programs for trafficking victims in the U.S. with the goal of creating a national inventory of programs for this unique population. Through this national survey, it was found that a total of thirty-three residential programs currently operating in the United States offer services exclusive to trafficking victims, including two programs in Illinois. (Description from source)

Program Development

  • Vision, Values, and Voice: A Communications Toolkit, from the Opportunity Agenda, described techniques and themes to help to set the public discourse, as well as public policy. It also focuses on identifying universal themes and values that tie together a range of issues.
  • Children's Services Certificate of Excellence, from Relias Learning and the National Council for Behavioral Health, better prepare the juvenile justice, child welfare, educational, healthcare, and behavioral health care workforce to provide easy access to affordable, comprehensive care for children experiencing mental illness and addiction.