What's New



July 2018
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ANNOUNCEMENTS

  • July 30th is World Day against Trafficking in Persons! This day aims to raise awareness of the situation of victims of human trafficking and is used to promote the need for their rights and lives to be protected. To learn more about human trafficking and USCCB/MRS' programs working to combat it, visit http://www.brycs.org/clearinghouse/anti-trafficking.cfm BRYCS highlighted resource list.
  • New Promising Practice! Youth Exchange Program provides virtual English language instruction for conflict-affected youth between 14-18 that improves English proficiency and fosters cross-cultural relationships between youth. The program uses free and accessible technology to reach students in otherwise difficult to reach areas.
  • Supporting Separated Children and Families, from the United States Conference of Catholic Bishops, Migration and Refugee Services (USCCB/MRS), includes resources to address the family separation issue, such as a step by step checklist for service providers, a fact sheet for impacted families, and information on the ORR National Call Center.
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EVENTS

  • The Family Focused Treatment Association’s 32nd Annual Conference will be held July 8-11, 2018 in Atlanta, Georgia. The theme for this year's conference is "Hope, Healing and Partnership" a reminder that as treatment professionals, we must work together for success—whether that partnership represents a caseworker and foster parent, a treatment team, or multiple agencies providing a continuum of care.
  • The Evaluators' Institute's Summer Program will take place July 9-21, 2018 in Rockville, Maryland. Courses are designed to increase understanding of the basic knowledge, skills, and attitudes essential to produce valid and useable evaluations. The program is designed for evaluation professionals who do not have substantive formal training in evaluation; for those who wish to brush up on recent developments; for those who are seeking a systematic understanding of evaluation practice; and for individuals who are approaching evaluation practice as a new endeavor.
  • Immigrant Student Success: Strategies and Tools for K-12 and Adult Educators, a free online workshop from The Immigrant Learning Center (ILC), will take place July 10 and 11, 2018, from 11:00 a.m. to 2:00 p.m. EST. Join experts nationwide for six hours of innovative lesson planning, interactive activities, and strategies to combat bias and trauma.  
  • The 2018 National Family and Community Engagement Conference, "Organize. Harmonize. Amplify", will take place July 11-13, 2018 in Cleveland, Ohio. This event brings together school and district administrators, educators, families and students to focus on solutions that enhance and expand engagement through family-school-community partnerships.
  • Supporting Newcomer Students through Parent Civic Engagement in Schools, will take place July 19, 2018 at 1PM EST. This BRYCS webinar will provide resettlement staff and refugee community leaders with information on how refugees can become more civically engaged with their local school systems. Opportunities such as providing input on budgets and weighing in on school board policies and regulations will be discussed. Learn about refugee parental rights, such as receiving information in a language one understands, that impact civic engagement. Finally, learn about the new Every Student Succeeds Act (ESSA) and how it may affect refugee students and families.
  • Domestic Human Trafficking Professional Development Training, a St. Thomas University School of Law initiative, will take place July 23 - July 27, 2018 in Miami, Florida. The training focuses on equipping case managers, investigators, and other anti-trafficking professionals with robust knowledge-base and practical tools to carry out their anti-trafficking work with proficiency and compassion.
  • "I Have, "I Am," & "I Can": Serving Students with Interrupted Formal Education, will take place August 9, 2018 at 1PM EST. This BRYCS webinar will focus on students with interrupted formal education: who they are and the challenges they face as they struggle to succeed in school and society.  Professionals who work with SIFE learners will gain an understanding of where these students have been and why they may have gaps in their academic knowledge.  Recommendations will be given for both classroom interventions and community supports to assist these students close the academic gap with their peers and build internal resilience for long-term social and emotional health.  This webinar is based on a book by the presenters:  Students with Interrupted Formal Education:  Bridging Where They Are and What They Need by Corwin Press.
  • The 2018 CCUSA Annual Gathering is taking place from September 12-14, 2018 in Buffalo, New York. Proposals are now being accepted. Special consideration will be given to proposals that further the Catholic Charities’ Strategic Priorities: Affordable Housing; Integrated Health & Nutrition; Immigration & Refugee Services; Leadership Development & Catholic Identity; Disaster Services; Social Enterprise Initiatives; Advocacy & Social Policy Initiatives.
  • Working Effectively with Muslim Youth and Their Families, from the Midwest Regional Children's Advocacy Center, is a two-part presentation bringing attention to potential bias, as well as providing a foundational overview of Muslim customs and practices, emphasizing the continuum of diversity of practice within the religion. Participants will leave the sessions with a greater understanding of Muslim demographics, globally and locally, as well as information regarding how best to engage with Muslim youth and Muslim families. Part one takes place on October 11, 2018. Part two takes place on October 25, 2018.

Call for Papers

  • The Society for the Study of the Multi-Ethnic Literature of the United States (MELUS) has announced a call for proposals for their 2019 conference panel which will be January 3-6, 2019. They are seeking fresh and timely perspectives on how the recent experiences of immigrants are shaping the literary traditions of the U.S. All approaches to literature and narrative media are welcome.
  • Connecting Emerging Scholars and Practitioners to Foster Critical Reflections and Innovation on Migration Research, from Emerging Scholars and Practitioners on Migration Issues (ESPMI), brings together emerging scholars and practitioners from a diverse range of geographic regions, disciplines, and professions to launch four knowledge clusters in the field of forced migration. Conducted through online and in-person activities, the clusters will engage students, early career professionals, researchers, community workers, advocates, and artists, experienced scholars and practitioners, to facilitate discussion and collaboration for innovation in migration research and practice. (Description from source)
  • Call for Submissions! The Child Welfare Journal is looking for articles that extend knowledge in any child/family welfare or related service; on any aspect of administration, supervision, casework, group work, community organization, teaching, research, or interpretation; on any facet of interdisciplinary approaches to the field; or on issues of social policy that bear on the welfare of children and their families. The deadline is rolling.
  • Migration Studies is seeking high quality research on human migration in all its manifestations, and particularly work that presents: comparative findings with relevance beyond a single case study; new methodological techniques and insights; or new theoretical takes on the drivers, dimensions and impacts of migration.
  • Migration Letters is inviting papers on the following topics: migration and security, intra-rural migration, conflict and migration, health and migration, trafficking, asylum migration, development and migration, immigrant integration, return
    migration, psychology of migration, migration and SMEs, gender issues, migration research and scholars. The deadline is rolling.
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FUNDING

  • STEM + Computing K-12 Education (STEM+C), from the National Science Foundation, supports research and development that builds on evidence-based teacher preparation or professional development activities that enable teachers to provide excellent instruction on the integration of computation and STEM disciplines. Apply by July 2, 2018.
  • America is Home Initiative, from the Cities for Citizenship, is a four-year program to help municipalities and community partners encourage U.S. citizenship among eligible immigrants and increase naturalization application rates. Apply by July 12, 2018.
  • Dr. Adawia Alousi STEM Scholarship Fund for Muslim Women supports American Muslim women to obtain education within STEM (science, technology, engineering and mathematics) fields – placing highest priority on immigrants and refugees. Apply by July 13, 2018.
  • Refugee Technical Assistance Program, from the Department of Health and Human Services (HHS), aims to equip ORR-funded state refugee programs and ORR-funded refugee service providers with the specialized TA, resources and training needed to appropriately address barriers that refugees may encounter while trying to access community-based services, education, employment, and specialized care. Apply by July 30, 2018.
  • Diverse Democracy Grants, from Teaching Tolerance (TT), aims to help students become empowered voting advocates in their communities and encourage older high school students to register and vote. Awards range from $500 to $5,000 for classroom or school projects and up to $10,000 for projects on the district level. Applications will be accepted on a rolling basis until August 31, 2018.
  • ALDI Smart Kids Program, provides funding and gift cards to organizations that promote kids being active and healthy. The grant support students, teams and programs that provide kids with a smart foundation for healthier lives and that encourage kids to be active in the areas of education, physical activity, nutrition, socializing and the arts. The application deadline is rolling.
  • Physical Activity Grants, from Good Sports, give all kids the lifelong benefits of sport and physical activity by providing equipment, apparel and footwear to community programs and schools. Good Sports aims to increase the total amount of kids that are active, enhance a program’s ability to maintain the athletes they currently serve, lower participation fees and develop new programs. The application deadline is rolling.
  • The KLA-Tencor Foundation Grant Program, from KLA-Tencor, strives to make a positive and lasting impact on people’s lives and encourage others to take action as well. The program invests in creative ideas that support educational programs and institutions with an emphasis on STEM, health and wellness programs/providers and local community enrichment programs.The application deadline is rolling.
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RESOURCES

Migration & Resettlement Awareness

  • "Factors Influencing Decision Making by People Fleeing Central America," from Forced Migration Review, interviews people who have fled violence and reveals some of the reasoning behind people's decisions to flee and why internal flight is often not a viable option.
  • History of Refugee Protection, a timeline from Refugee Studies Centre, examines refugee protection from a historical perspective, encouraging the rethinking of fundamental concepts and categories for the present. See how perceptions about refugees, refuge and protection are repeated throughout centuries and are intertwined in the social and political constellations of their times. (Description from source)
  • Cultural Competence in Working with People from Refugee Backgrounds, from STARTTS, considers the impact that torture and other traumatic experiences in the context of persecution, political conflict, organized violence and forced displacement, have on resettlement processes, understanding a new culture, and finding a sense of belonging.

For Refugee/Immigrant Children & Youth

  • National Scholarship for Immigrants and Refugees, from CharterUp, aims to give hope to refugees and immigrants in search of the American Dream. Applicants must be born outside of the U.S. and currently enrolled (or accepted) as a full-time undergraduate student at an accredited U.S. college or university. The scholarship applicant must submit a 500-word essay that declares his/her personal vision and demonstrates the potential to achieve that vision. Undocumented students can apply for this scholarship. Apply by July 25th, 2018.
  • Faraway Home, tells the story of Desta, whose father must leave for Ethiopia because his mother, Desta's grandmother, is ill. Uncertain about her father's leaving, Desta imagines what Ethiopia is like when she listens to her father's stories. Recommended for grades Pre-K-2.
  • Leaving My Homeland: A Refugee's Journey from Syria, tells the story of five-year-old Roj, whose home is bombed during the civil war that has been raging in his homeland of Syria. He and his family are forced to flee the country secretly by boat, and they end up in a camp for refugees in Europe. Interspersed with facts about Syria and its people, this narrative is common to many refugees fleeing the country. Recommended for grades 3-6.

Cultural Orientation/Integration

  • "Refugees in Towns: Experiences of Integration," from Forced Migration Review, focuses on the impact refugees have on the border towns they settle in, looking at the local level to better understand urban integration as a process shared by refugees and host communities alike.
  • Resources for Highly Skilled Refugees, from Higher, provides information on programs and resources for job readiness and education as well as job development and foreign degree certification to better assist highly skilled refugees in obtaining employment that matches their skill level or, ideally, in their previous field.

Child Welfare/Families

  • "Unaccompanied Migrant Children in the United States: Predictors of Placement Stability in Long Term Foster Care," from Children and Youth Services Review, examines the placement stability of unaccompanied youth while in long term foster care from 2012 to 2015, and how pre-migration, transit, and post-placement risk factors are each associated with placement changes for these children. The results of this study are discussed considering the need to adopt a global perspective in child welfare that interprets children's behavior in the larger context of pre-migration experiences and culture. (Description from source)
  • "The Refugee Crisis and the Rights of Children: Perspectives on Community‐Based Resettlement Programs," from New Directions for Child and Adolescent Development, aims to bring attention to the difficulties child refugees must endure and to highlight those practices and approaches that are helping child refugees reach their full potential. The article reviews the situation of child refugees in numbers, exploring their geographic concentration as well as their access to basic services, including early childhood development, with a special emphasis on community‐based programs and initiatives that have proven to be particularly effective in addressing the needs of resettled child refugees (Description from source).
  • "The Rights of Families and Children at the Border," from Philosophical Foundations of Children's and Family Law, examines the role of the family in immigration policy. The article discusses the family in relation to refugee and asylum policy, considering both when family ties should be given weight in refugee protection decisions and when harm to a family member should, on its own, be grounds for applying for refugee protection.

Early Childhood

  • Dual Language Learners: A National Demographic and Policy Profile, from Migration Policy Institute (MPI), provides a socio-demographic sketch of dual-language learners (DLL) at both the national level and in the 30 states with the most DLLs, providing data on age and enrollment, race/ethnicity, income and poverty levels, parental English proficiency and educational attainment, and top home languages spoken in DLL households. Factsheets are available for 30 states and the U.S.

Education

  • Supporting Your Children in School, from Cultural Orientation Resource Exchange (CORE), helps providers working in refugee resettlement navigate the education system which can be challenging for refugee families arriving to the United States with school-aged children. The lesson plan includes a video, Education Fact Sheet, Podcast and slideshow in multiple languages.
  • Educating Refugee and Immigrant Students, from Montana State University, explores refugee and immigrant students' various assets and limitations and will cover refugee backgrounds and the immigration process, intercultural communication in the classroom, trauma, tips for using evidence-based, content area literacy and language acquisition techniques in any class, and refugee family engagement.  This online graduate level Professional Development course is for academic credit.
  • In the Classroom and Beyond: Supporting Refugee Students, an archived webinar from Cities of Migration and Emerging Scholars and Practitioners on Migration Issues (ESPMI), discusses the experiences of refugee students in the classroom and beyond, current educational policy gaps when it comes to supporting refugee students, and successful strategies that teachers, resettlement officers, and school administrators can use to ease the transition for refugee students in schools. (Description from source)
  • Support for Immigrant and Refugee Students: Fostering a Safe and Inclusive Learning Environment in California's PreK-12 Schools, from Californians Together, provides a multi-pronged approach toward creating a safe learning environment for students of all backgrounds. The curriculum includes workshops, guides and resources for immigrant families.

Youth

  • Identity and the 2nd Generation: Creating Homeland Connections, an archived webinar from Diaspora IdEA, discusses the importance of helping youth feel personally connected to their countries of heritage and how second and subsequent generations construct their identities and strengthen their ties to their homelands.

Health/Mental Health

  • "Listening to Refugees: How Traditional Mental Health Interventions May Miss the Mark," from International Social Work, analyzes the dynamics of the mental health of recently resettled refugees. Interviews were conducted with 30 resettled refugees from five countries who had received treatment for depression, post-traumatic stress symptoms, or anxiety. Themes generated from the interviews emphasized the need for strong group-based social support as well as a focus on practical needs (Description from source).
  • A Practical Guide to Therapeutic Work with Asylum Seekers and Refugees, is an interdisciplinary guide for professionals on how to achieve effective, therapeutically informed care for refugees. The guide aims to create a safe, welcoming environment for asylum seekers in all stages of their journey to improve their psychosocial wellbeing and mental health.
  • "Working with Refugees in the U.S.: Trauma-Informed and Structurally Competent Social Work Approaches," from Advances in Social Work, explores the benefits of an ecological perspective in guiding interventions that support refugees. The article focuses on understanding the impact of both the initial trauma experiences and the trauma experienced when migrating and resettling to promote policies, social work training, and clinical practice that further the health and well-being of refugees and society.

Female Genital Cutting (FGC)

Anti-Trafficking 

Program Development

  • The UNESCO Project Planner is an innovative tool that encourages youth to identify a problem in their communities and then carry out a project. The planner is available in 6 languages and is designed to help users design and implement a project from planning to evaluation. 

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