Refugee families often arrive in the UK traumatized and disorientated, having been forced by persecution to leave their own countries. Good early years provision is essential for refugee children, helping them and their carers to rebuild their lives.
The question of immigration is a perennial hot topic in politics around the world. What gets far less attention is what happens to immigrants after their arrival--how they integrate into their newly chosen societies. This book draws on fieldwork in London and eastern England, analyzing and critiquing the effectiveness of recent policies that aim to promote integration and social cohesion. Successful management of immigration, Jill Rutter argues, requires a greater emphasis on the social aspects of integration and opportunities for meaningful social interactions between migrants and long-settled residents, particularly in workplaces.
This text examines the causes of conflict which force families to flee and explains why they arrive in Britain as refugees. The testimonies of young refugees is included to help children empathize with the difficulties of being uprooted and trying to make a new life in a strange place.
*Can theory-driven interventions using social cognition models change health behaviour? * How should theoretical models be adapted for intervention? * What are the implications for policy and practice? For many years, social cognition models have been at the forefront of research into predicting and explaining health behaviours. Until recently, there have been few attempts to go beyond prediction and understanding to intervention - but now the position has changed, and a number of excellent interventions have been set up. The purpose of this book is to bring them together in one volume. After an introductory chapter on the models and interventions to be included, there are nine chapters that each address a particular behaviour or set of behaviours, written by the authors of the interventions themselves. Chapters 2 to 4 examine risk-related behaviours (safer-sex; smoking; exposure to radon gas); Chapters 5 to 7 turn to health-enhancing behaviours and screening (reducing fat intake; uptake of vitamin C; breast self-examination; participation in cervical and colorectal cancer screening); and Chapters 8 to 10 explore road safety (speeding by drivers; pedestrian behaviour; and cycle helmet use). The chapters follow a common structure: a presentation of the 'epidemiological facts' about the behaviour and why an intervention was needed; an outline of the way in which the theoretical model being used was adapted for the intervention; a presentation of the experimental results; and a discussion of their theoretical and practical implications. The book ends with a chapter of commentary on the challenges of devising theory-based interventions. Following on from the highly successful Predicting Health Behaviour edited by Mark Conner and Paul Norman, this book will be recognised as a ground-breaking text in the psychology of health, for students, researchers and practitioners alike.
In almost every country of the world today Jews have found a home, but for centuries they were forced to migrate from one place to another. This history traces the migration of Jewish communities over the last 3,500 years.
Since the first edition of this work was published in 2001, important new legislation has altered the prospects of refugee children. The first is the Race Relations Amendment Act (2000), which came into force in April 2002, the second the new Asylum Act. An information source for all those working with the children of refugees and asylum-seekers. It describes the backgrounds of 35 of the major refugee groups in Britain, including Albanians, Eastern European Roma and people fleeing the former Soviet Union, Iraq and Iraqi Kurdistan. It notes how educational provision for pupils for refugee communities has progressed and describes those which have proved effective in promoting their learning, from preschool through the statutory years and up to age 19. Topics include healthcare issues, emotional and psychological issues, using the expressive arts with young refugees and on parental involvement and family literacy.
There are over 18 million refugees in today's world. They have escaped conflict and human rights abuses. Television has brought the experiences of refugees into everyone's sitting room. And the 1990s have seen an increased number of refugees fleeing to Western Europe. "Refugees: we left because we had to" can be used in many areas of the school curriculum. The information and activities in the book enable students to develop concepts and skills demanded in the National Curriculum and by examination boards. "Refugees: we left because we had to" is of particular relevance to the teaching of English, history, geography, religious education, sociology and social studies, integrated humanities, modern studies, integrated humanities, modern studies and personal and social education.
This is a first person account by two refugee children from Kosova, in the format of a Literacy Hour reader. They talk about their lives, their families, their reasons for leaving Kosova and their hopes for the future. It is designed to help children develop empathy with refugees.
In England, the number of immigrants has increased markedly since 1989. This diverse group includes refugees, labor migrants and people arriving in the UK to join family or to study. Many families have complex economic and political reasons for migration. Migrant children, including refugees, need educational support that is flexible and takes into account the variety of past experiences. Yet in many parts of the UK, immigration status is used to determine what provision children get, as well as how their teachers view them. Worlds on the Move describes new research into the responses of schools and child welfare agencies to the changing migration patterns. It explores the asylum-migration nexus, transnational families, community solidarity and the debates about pupil mobility in the UK, and presents new material about the hidden community of West Africans, and about economic migrants from Portugal and Poland.
There are probably over 120,000 asylum-seeking and refugee children in the UK from many different countries of origin. This report identifies gaps in present knowledge and presents a research strategy to meet some of these gaps. report examines present service provision, including universal services such as education, healthcare and social service support, as well as targeted provision provided by statutory and voluntary sector organisations, including refugee community groups. It provides background information about these children and considers how recent legislative change has affected this group, highlighting some of the current issues facing young refugee children and their carers.
For many years, social cognition models have been at the forefront of research into predicting and explaining health behaviours. Until recently, there have been few attempts to go beyond prediction and understanding to intervention - but now the position has changed, and a number of excellent interventions have been set up. The purpose of this book is to bring them together in one volume.
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