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Segment outline: Sociological and psychological aspects of migration and cross-cultural transition among children and youth and the implications for social work practice Ben Gurion University of the Negev


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Segment outline: Sociological and psychological aspects of migration and cross-cultural transition among children and youth and the implications for social work practice
Ben Gurion University of the Negev

2014

Dr. Alvin Lander


Subject area

Practice

Working hours

60 hours

Thematic description


The course provides students with abilities to use relevant sociological and psychological theories (developmental theory, family systems, traumas, psychological disorders, etc.) learnt previously in international children and youth migration issues. They will aid the students to understand the life situation of children and youth in case of migration.

Students will be aided to integrate these theories with practice theory in order to formulate beginning therapeutic interventions in the process of planned change.



The course develops students' ability to use cultural and anthropological theories and concepts (cultural structure concept, semiotic concept of culture) for communication with children, adolescents and youth from multi-ethnic groups. It will help to understand clearly origins of cultural differences and to find effective methods for solving social and socio-psychological youth problems.

Teaching schedule

6 sub-segments (introduction, conclusion and 4 cases), 4 hours for introductory and concluding sub-segments, 5 hours for each case related sub segment
Lessons 1-3: Introduction to social work practice with children and adolescents experiencing migration and cross national transition
Dallos, R. (2006). Attachment narrative therapy: Integrating narrative systemic and attachment therapies. Berkshire England: Open University Press, pp. 10-34.
LaRoche, M., & Maxie, A. (2003). Ten considerations in addressing

cultural differences in psychotherapy. Professional Psychology Research and Practice, 34, 2, 180-186.

Lessons 4-5: An immigrant adolescent from Russia: Psychological, sociological and social work perspectives
Carranza, M. (2007). Building resilience and resistance against racism and discrimination among Salvadorian female youth in Canada. Child and Family Social Work, 12, 390-398.
Costigan, C., Koryzma, C., Hua, J., & Chance, L. (2010). Ethnic identity, achievement and psychological adjustment: Examining and resilience among youth from immigrant Chinese families in Canada. Cultural Diversity and Ethnic Minority Psychology, 26, 2, 264- 273.
Costigan, C., & Koryzma, C. (2011). Acculturation and adjustment among immigrant Chinese parents: Mediating role of parenting efficacy. Journal of Counseling Psychology, 58, 2, 183-196.
Pine, B., & Drachman, D. (2005). Effective child welfare practice with immigrant children and their families. Child Welfare, 84, 5, 537- 562.

Lessons 6-7: The immigrant child from Ethiopia: Psychological, sociological and social work perspectives
Graham, E., & Jordan, L. (2011). Migrant parents and the psychological well being of left behind children in Southeast Asia. Journal of Marriage and Family, 73, 763-787.
Mazzucato, V., & Schans, D. (2011). Transnational families and the well being of children: Conceptual and methodological challenges. Journal of Marriage and Family, 704-712.
Orellana, M., Thorne, B., Chee, A., & Lam, W.S. E. (2001). Transnational childhoods: The participation of children in processes of family migration. Social Problems, 48, 4, 572-

591.
Pottinger, A. (2005). Children's experience of loss by parental migration in inner city Jamaica. American Journal of Orthopsychiatry, 73, 4, 485-496.

Lessons 8-9: The adopted child from Africa: Psychological, sociological and social work perspectives
Angel, B., Hjern, B., & Ingleby, D. (2001). Effects of war and organized violence on children: A study of Bosnian refugees in Sweden. American Journal of Orthopsychiatry, 7, 1, 4-15.
Bejenaru, A., & Roth, M., (2012). Romanian adoptive families: Stressors, coping strategies and resources. Child and Youth Services Review, 34, 1317-1324.


Juffedr, F., & Tieman, W. (2009). Being adopted: Internationally adopted children's interest and feelings. Social Work, 52, 5, 635-647.
Lee, M., Lee, R., Troupe, F., & Vennum, a. (2010). Voices of foster parents of Sudanese refugee youths: Affirmations and insights. International Social Work, 53, 807-821.

Lessons 10-11: The refugee adolescent from Africa: Psychological, sociological and social work perspectives
Baolian Qin, D. (2008). Doing well vs. Feeling well: Understanding family dynamics and the psychological adjustment of Chinese immigrant adolescents. Journal of Youth and Adolescence, 27, 22-35.

Bates, L., Baird, D., Johnson, D., Lee, R., Luster, T., & Rehagen, C. (2005). Sudanese refugee youth in foster care. Child Welfare, 84, 631-648.


Kohli, R. (2006). The sound of silence: Listening to what unaccompanied asylum seeking children say and do not say. British Journal of Social Work, 36, 707-721.
Kohli, R. (2006). The comfort of strangers: Social work practice with unaccompanied asylum seeking children and young people in the UK. Child and Family Social Work, 11, 1-10.

Lessons 12-13: Planned change with immigrant and transitioning children and youth: Models and perspectives. Course conclusion and student feedback
Becker-Weidman, A., & Hughes, D. (2008). Dyadic development psychotherapy: An evidence based treatment for children with complex trauma and disorders of attachment, Child and Family Social Work, 13, 329-337.
Bloch, L., & Guillory, P. (2011). The attachment frame is the thing: Emotion focused family therapy in adolescence. Journal of Couple and Relationship Therapy, 10, 229-245.
Cohen, J., Mannarino, A., & Murray, L. (2011). Trauma-focused CBT for youth who experience ongoing traumas. Child Abuse and Neglect, 35, 637-646.
Esquivel, G., Oades Ses, G., & Jarvis, M. ( 2010). Culturally sensitive narrative interventions for immigrant children and adolescents. New York: University Press of America.
Yohani, S. (2008). Creating an ecology of hope: Arts based interventions with refugee children. Child and Adolescent Social Work Journal, 25, 309-323.


Learning outcomes


Students will be able:

  • to identify the sociological and psychological problems in a certain case

  • to choose an appropriate sociological and psychological theory

  • to apply methods of cultural analysis soft multiculturalism

  • to describe origins of cultural differences

  • to select proper methods for improving misunderstanding

  • to form temporary children teams of different cultural groups.

  • to identify cultural paradigms clash issues (isolationism, assimilation, soft and hard strategies of multiculturalism (1) and integration (2) in social pedagogy

Bibliography

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Lander, I. (2008). Using family attachment narrative therapy to heal the wounds of twinship: A case study of an 11 year old boy. Child and Adolescent Social Work Journal, 25, 367-383.
Lander, I. (2011-2012). Motivational interviewing with immigrant Soviet parents in the Israeli child welfare system. Illinois Child Welfare, 6, 1, 1-16.
Lander, I. (2012). Incorporating forgiveness therapy in healing the complex trauma of parental incarceration. Child and Adolescent Social Work Journal,29, 1, 1-19.
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Wissink, I., Dekovic, M., Yagmur, S., Jan Stams, G., & de Haan, M. (2008). Ethnic identity, externalizing problem behavior, and the mediating role of self esteem among Dutch, Turkish- Dutch and Moroccan-Dutch adolescents. Journal of Adolescence, 31, 223-240.


Wong, Y., Tran, K., Schwing, A., Cao, L., Phung Huang Ho, P., & Tram Nguyen, Q. (2011). Vietnamese American immigrant parents: A pilot parenting intervention. The Family Journal: Counseling and Therapy for Couples and Families, 19, 3, 314- 321.
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Teaching and learning and assessment

problem-based learning

case studies

student reflection and discussion
100 percent of course mark based upon submission of portfolio of five reflections from learning group


International perspective / orientation on international student audience

Students take the case material of four children with different backgrounds (an immigrant child from Ethiopia, an immigrant adolescent from Russia, as well as a child adoptee and refugee youth from Africa) – the international nature of the issues.

The course will include e-learning part (guest lecturer will make presentation using our EL System). Reading assignments will be selected from the bibliographic resource pools presented, according to themes emergent in classroom discussion of case studies.



Learning material

Real case materials, interview section, tasks, role playing

Teaching staff

Professors from various partner universities, guest lectures


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