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In the last few years, the number of unaccompanied youths arriving in Europe has increased steadily. During their settlement in host countries, they are exposed to a great variety of vulnerabilities, which have an impact on their mental health. This research examines the effects of participation in a mentoring programme on the psychological and educational […]
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Formal educational qualification is increasingly built into immigrant selection systems in many countries, but in a global context, the transferability and portability of such qualifications has been questioned. In 2013, Canada introduced the requirement for a formal assessment of educational credential equivalence for applicants in the skilled worker category. In this study, we use a […]
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Austria – How do these young people, most of them seeking asylum, represent relationships in a mentorship programme (CBO run, connects trained adult volunteers with young people)? How they perceive their relationships and make sense of mentoring. Two multilingual group interviews with young people who participated in a pilot programme providing ‘godparents for URMs’. Most […]
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This qualitative study examines the transnational family support that unaccompanied youths receive, and the complementary support received from formal mentors in the new context. Participants were young people aged between 17 and 24 residing in the Barcelona Metropolitan Area or adjacent municipalities and mostly from Northwest African countries (mainly Morocco). Our findings from twenty semi-structured […]
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This study evaluated the feasibility of Family Empowerment (FAME), a preventive multifamily program for asylum seeker families in the Netherlands. FAME aims to reinforce the parent-child relationship, family functioning, and social support. We used an uncontrolled pre-test-post-test design, embedded in a mixed-methods approach. FAME was offered to 46 asylum seeker families, mostly originating from Eritrea, […]
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Parenting effectively after resettlement is a significant challenge faced by many former refugees. This study considers experiences of the Positive Parenting Programme (Triple P), an evidence-based parenting program; specifically, its perceived utility in assisting refugee background parents. This includes identifying amendments to better meet these parents’ needs. This New Zealand-based study involved interviewing seven refugee […]
The U.S. Department of Health and Human Services’ Office of Refugee Resettlement (ORR) provides longer-term resettlement and integration services, such as limited cash and medical assistance employment preparation and placement, English language training, and a variety of other services. As a population eligible for ORR services, you and your family can work with resettlement agency […]
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Since 2015, an enormous number of refugees have migrated to Germany. To obtain qualifi ed jobs, many of them attend prevocational preparation classes. The aims of these classes are mainly the acquisition of German language skills and preparation for subsequent vocational education and training. This paper examines (1) the transitions of young refugees after prevocational […]
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Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those characteristics. The authors propose a standard set of 70 indicators—the In-Service Teacher Training Survey Instrument—for reporting on professional development programs as a prerequisite for understanding the characteristics […]
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A 2019 United Nations (UN) report declared the need for educational support by teachers for immigrant and refugee children across the world. These children directly or indirectly experience trauma throughout the migration process, which manifests in different aspects of their development. At the educational level, trauma can affect children’s ability to concentrate and learn. Trainings […]
