Addressing Refugee Child Welfare Concerns in the Schools

  1. "Child Maltreatment Prevention and Parent Education". In Child Abuse and Culture.. Fontes, Lisa Aronson 176-199 page s . 2005. English This resource may be free from your local library or purchased from the publisher.

    This chapter discusses ways to improve the ability of child maltreatment prevention programs and parent education to reach immigrant and ethnic minority families. 

  2. "Children of the World: How We Created a Full-Service School". In Six Pathways to Healthy Child Development and Academic Success, edited by James P. Comer, Edward T. Joyner, and Michael Ben-Avie. Nebb, Grace 169-178 page s . 2004. English This resource may be free from your local library or purchased from the publisher.

    The principal of a formerly deprived and neglected Florida elementary school with a largely poor, immigrant and refugee population describes the school's transformation through partnerships with parents, foundations, universities, social and health service organizations, and government and civic organizations.

  3. Broadening the Base: School/Community Partnerships Serving Language Minority Students at Risk. Adger, Carolyn T. , Locke, Jennifer 26 page s . 2000. . http://crede.berkeley.edu/pdf/epr06.pdf

    Language minority students, including immigrants and the U.S.-born children of immigrants, may have to contend with a mismatch between the language and culture of their schools and those of their homes and communities. To broaden the base of support for these students and to help address their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs). This report outlines findings from a study of school/CBO partnerships that promote the academic achievement of language minority students. It describes the types of CBOs that partner with schools, the ways that partners work together, and the work that they do. Crucial elements of program success are discussed, as well as challenges that partnerships may face. There are recommendations from experienced partners that may benefit new partnerships.

  4. Child Abuse and Neglect Prevention: Reports from the Field and Ideas for the Future. Shaw, Rebecca , Kilburn, M. Rebecca 62 page s . April 2009. English . http://www.rand.org/pubs/working_papers/2009/RAND_WR632.pdf

    This report presents research on the prevention of child maltreatment in the United States.  The authors interviewed six experts and conducted a web survey of professionals in the field of child welfare to examine the current extent, quality and effectiveness of child maltreatment measures.  One of the six child welfare experts interviewed for the paper describes the unique challenges that arise in working with immigrant youth and families, such as language barriers and immigrations status that may restrict a family’s access to child welfare services. 

  5. Immigrant Youth in U.S. Schools: Opportunities for Prevention. Birman, Dina , Weinstein, Traci , Chan, Wing Yi 14-17 page s . 2007. This resource may be free from your local library or purchased from the publisher.

    This article first describes today's immigrants, then the stressors and challenges they face, and ends by offering suggestions for prevention and intervention strategies to promote the mental health and positive adjustment of immigrant children.  One of the main suggestions provided is to use parents as a resource to lessen the family acculturation gap, which often contributes to family conflict and misunderstanding. 

  6. National Center for Community Schools. Children's Aid Society . . http://www.childrensaidsociety.org/communityschools

    A community school is a public school that combines the best educational practices with a wide range of vital in-house health and social services to ensure that children are physically, emotionally and socially prepared to learn.  The Children’s Aid Society operates 21 community schools in New York City, many of which serve large numbers of refugees and immigrants.  In addition, Children's Aid operates the National Technical Assistance Center for Community Schools (NTACCS), which assists educators, community leaders, funders and policymakers in adapting the Children's Aid model nationally and internationally.

  7. Partnering with Parents and Families to Support Immigrant and Refugee Children at School. Center for Health and Health Care in Schools 19 page s . June 2009. English . http://www.rwjf.org/en/research-publications/find-rwjf-research/2009/06/partnering-with-parents-and-families-to-support-immigrant-and-re.html

    This issue brief describes the impact made by growing numbers of immigrant and refugee students entering American classrooms.  The brief also explains how families play an important role in student mental health and how schools can work with newcomer families in a culturally-sensitive way to provide school-based mental health services.

  8. Preventing Child Maltreatment. Birman, Dina , Weinstein, Traci , Chan, Wing Yi 216 page s . 2009. . http://futureofchildren.org/futureofchildren/publications/journals/journal_details/index.xml?journalid=71

    Previous volumes of “The Future of Children” examined primarily what happens to children and their families after the children are maltreated, but none explored how maltreatment might have been averted before it came to the attention of Child Protective Services.  Contributors to the current volume present the best available research on policies and programs designed to prevent maltreatment. They examine the gradual—and still partial—shift in the field of child maltreatment toward a “prevention perspective” and explore how insights into the risk factors for maltreatment can help target prevention efforts to the most vulnerable children and families. They assess whether a range of specific programs, such as community-wide interventions, parenting programs, home-visiting programs, treatment programs for parents with drug and alcohol problems, and school-based educational programs on sexual abuse, can prevent maltreatment. They also explore how CPS agencies, traditionally seen as protecting maltreated children from further abuse and neglect, might take a more active role in prevention.

  9. Schools and Refugee-Serving Agencies: How to Start or Strengthen Collaboration. Bridging Refugee Youth and Children's Services (BRYCS) 8 page s . 2009. English . http://www.brycs.org/documents/upload/Collaboration-FAQ-2.pdf

    This tool, which is the second tool of a toolkit for schools, will focus on community collaboration among schools, refugee resettlement agencies, and ethnic community based organizations.  While refugees bring with them a host of strengths, schools may need external partners to solve challenges related to interpreter access, funding, parent involvement, programming for students with interrupted formal education, out of school time opportunities for refugee youth, and more.

  10. Serving Recent Immigrant Students through School-Community Partnerships. Leaks, Rakeda , Stonehill, Robert M. 5 page s . 2008. . http://www.colorincolorado.org/article/26925

    This article examines how district and school partnerships with community-based organizations can help schools better meet the needs of recent immigrant students. In particular, the article provides some examples of promising strategies in which community-based organizations and districts work together to address linguistic and cultural differences, help newcomers gain new language skills and catch up academically with their peers, and provide educational and social support to immigrant families.
     

  11. Strengthening Families and Communities: 2009 Resource Guide. US Department of Health and Human Services, Children's Bureau, Office on Child Abuse and Neglect , Child Welfare Information Gateway , FRIENDS National Resource Center for Community-Based Child Abuse Prevention (CBCAP) 87 page s . 2009. English . https://www.childwelfare.gov/pubpdfs/2009guide.pdf

    This Resource Guide was developed to support service providers in their work with parents, caregivers, and their children, to prevent child abuse and neglect. It was created primarily to support community-based child abuse and prevention professionals who work to strengthen communities and support parents, caregivers, and their children. However, other such as policymakers, parent educators, family support workers, health care providers, program administrators, teachers, child care providers, mentors, and clergy, also will find the resources helpful. Chapters discuss: Laying the Groundwork; Working with Families; The Five Protective Factors; Engaging Your Community; Protecting Children; Resources; and Tip Sheets for Parents and Caregivers.

  12. The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Crosson-Tower, Cynthia 85 page s . 2003. . http://www.childwelfare.gov/pubs/usermanuals/educator/index.cfm

    This manual, designed to examine the roles that teachers, school counselors, school social workers, school nurses, special education professionals, administrators, and other school personnel have in helping maltreated children, provides the basis for the involvement of educators in combating the problem of child abuse and neglect. It also may be used by other professionals involved in child abuse and neglect interventions, such as child protective services, mental health, law enforcement, health care, and early childhood professionals, to gain a better understanding of the role of educators in child protection.

  13. The School Environment and Adolescent Well-Being: Beyond Academics. Marin, Pilar , Brown, Brett 11 page s . November 2008. English . http://childtrends.org/?publications=the-school-environment-and-adolescent-well-being-beyond-academics

    This brief is designed to be of particular interest to school principals, district staff, and others who are responsible for all aspects of school functioning. It should also be useful to those focusing on a narrower range of school functions (e.g., academics, health and safety, civic development) who want a better sense of how their concerns fit into the larger environment. The brief presents national estimates from a variety of sources on the school environment of adolescents in the areas of health, safety, social support, academics, and civic engagement.

  14. The School's Role in the Prevention and Intervention of Child Abuse and Neglect: A Manual for School Personnel (Revised). Sandau-Christopher, Debra , page s . 2000. English . http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED453495

    Because of the large number of children being maltreated, Colorado law mandates that suspected cases of child abuse be reported. It is essential that professionals working with children understand how to recognize and report suspected abuse. This handbook was written to assist teachers, counselors, and social workers in defining child abuse and neglect. It attempts to assist them in developing training programs that best address abuse issues. It begins by describing what child abuse is and some of the reasons an adult may resort to child abuse. Charts are included that will help educators identify behavioral and physical signs of sexual or physical abuse and neglect. Information is provided on how to respond to a child's disclosure of abuse. A model school reporting policy is mapped out on how school districts should report abuse within the state of Colorado and excerpts are included from the Colorado Law-Child Protection Act on reporting procedures that teachers and counselors need to follow. Classroom strategies for assisting the child victim focus on security; structure; identity; consistency; sense of belonging; approval; enhancement of positive self-concept; and support for the family. (Contains 13 references.) (JDM) ERIC No. ED453495

  15. Two Case Studies of Community Schools Serving Latino and Southeast Asian Children. Zetlin, Andrea G. , Ramos, Cecilia , Chee, Anthony 23-38 page s . March 2001. English This resource may be free from your local library or purchased from the publisher.

    Explores the impact of integrated services centers based in 2 community schools in Los Angeles, California, one serving an exclusively Latino population and the other serving a nearly exclusively Southeast Asian population. Both centers, housed respectively in Murchison Street School and Castelar Elementary School, are located in port-of-entry communities, serve very-low-income minority families, and have designed their integrated services operations to be culturally sensitive and responsive. Both offer a broad range of services to address basic as well as health and psychosocial needs. The 36 study participants came from families who had received intensive services over a school year. Among the key findings were that: (1) mothers at Murchison who attended counseling and parenting programs began to see the link between children's negative behavior and family problems and both accepted and recognized the benefit of the counseling services provided at Murchison; and (2) families at Castelar particularly noted positive changes in their children in terms of emotional control, focus, and behavior after receiving counseling. These school-based centers have become family support organizations that are working to promote self-sufficiency and growth for students and families experiencing chaotic life situations.

  16. Understanding Community Schools as Collaboratives for System Building to Address Barriers and Promote Well-Being. Center for Mental Health in Schools at UCLA 17 page s . March 2011. English . http://smhp.psych.ucla.edu/pdfdocs/communitycollab.pdf

    This resource examines school-community connections in general and "community schools" specifically.  Community schools typically focus on providing comprehensive, integrated services for students and families through partnerships with community agencies.  Refugee-serving agencies may be interested in learning about this model as it has the potential for strengthening refugee families and communities.