Life beyond Refuge: A System Theory of Change for Supporting Refugee Newcomers

Canada is internationally recognized as a leader in welcoming refugee newcomers. However, there is limited evidence about how well refugee newcomers fare after arriving in Canada, and the effectiveness of resettlement services and supports. A system theory of change was developed to guide assessments of complexity across the refugee-serving sector that seek to investigate refugees’ lived experiences and evaluate practice across multiple levels. This article describes the process of developing the system theory of change, Life Beyond Refuge, and the implications for community-level practice, public policy, and ultimately, resettlement outcomes for refugee newcomers.Le Canada est reconnu internationalement comme un chef de file dans l’accueil des nouveaux arrivants réfugiés. Cependant, il y a peu de données sur la manière dont les réfugiés se portent après leur arrivée au Canada et sur l’efficacité des services et des soutiens à la réinstallation. Une théorie systémique du changement a été développée afin de guider les évaluations de la complexité dans le secteur des services aux réfugiés qui cherchent à examiner les expériences vécues des réfugiés et à évaluer les pratiques à plusieurs niveaux. Cet article décrit le processus d’élaboration de la théorie systémique du changement Life Beyond Refuge et ce qu’elle implique pour la pratique au niveau communautaire, les politiques publiques, et, enfin, le bilan de la réinstallation des nouveaux arrivants réfugiés

A collaborative, school-based wraparound support intervention for fostering children and youth's mental health

Early mental health interventions are needed in response to a growing mental health crisis among children and youth. Schools are promising sites for early intervention because they have existing infrastructure for engaging with students. Specifically, collaborative initiatives involving community partnerships allow schools to leverage shared resources to deliver mental health support. However, more research is needed to guide the development of early interventions so that they effectively address students' mental health needs. The present study explored the role of collaborative, school mental health services in fostering children and youth's mental health, through All in for Youth, a wraparound model of support in Edmonton, Canada. Three research questions were addressed: What mental health concerns do children and youth experience? What are the factors that impact the use of collaborative school mental health services? Do collaborative school mental health services lead to perceived mental health impacts among children and youth? A multiple methods secondary analysis was conducted on school cohort data across seven elementary and junior high schools (n = 2,073 students), and interview and focus group data (n = 51 students, grades 2–9; n = 18 parents/caregivers). The quantitative findings indicated that 42.7% of students accessed any type of mental health service across the schools, with close to equivalent service use by gender (50.2% male, 49.5% female, 0.3% genderqueer) and grade (kindergarten-grade 9; M = 10%, SD = 1.9%, range = 6.3%−13%). Participants accessed mental health services in primarily individual or combined individual and group settings (72.9%) and as an informal client (75.1%). The interview and focus group findings revealed high mental health needs among students, which were exacerbated by the COVID-19 pandemic. In response to these needs, a supportive school culture, adequate school communication, and a stable and well-resourced mental health workforce promoted access to collaborative school mental health services. Finally, mental health services supported children and youth through the experience of having a supportive relationship with a safe and caring adult, an improved capacity to cope with school and life, and improved family functioning. The findings underscore the importance of developing school mental health services that take an ecological, wraparound approach to addressing students' multi-faceted mental health needs

Creating community learning for empowerment groups: an innovative model for participatory research partnerships with refugee communities

Empowering communities to respond to humanitarian crises is one of the core principles of the United Nations High Commission for Refugees. In response to large numbers of refugees resettling in Canada from Syria as they fled its civil war, a community-based research partnership was initiated to examine the psychosocial needs and adaptation processes of Syrian individuals and families. In this article, we introduce Community Learning for Empowerment Groups (CLEGs) as a methodological innovation in participatory research partnerships and demonstrate how they can be used to harvest local knowledge and create critical spaces for transformative learning. We describe the process of co-creating CLEGs with seven recently resettled Syrian community leaders, examples of their implementation, and lessons learned in our community-based participatory research (CBPR). Grounded in a transformative paradigm, our CBPR project occurred over three phases of implementation. Activities undertaken by the research team in phase one aimed at empowering the leaders through a “train-the trainer” and collaborative learning approach to lead CLEGs in phase two. Focus groups were held with leaders in phase two to explore their experiences leading CLEGs. Discussions in focus groups revealed that leaders were empowered to adapt their learning from phase one according to their group dynamics and personal leadership style. Deepened insights and new facilitation approaches were evidence of leaders’ growth, as exemplified in the focus groups. Leaders were able to support their groups to generate and, in some cases, implement community-based solutions to their groups’ psychosocial challenges. Community Learning for Empowerment Groups are a promising model for supporting power sharing and knowledge co-construction in participatory research partnerships

Enhancing Early Childhood (EC) Professionals Knowledge and Practice of Measurement

Early childhood (EC) professionals and educators (n = 159) that engage in measurement with children aged 0-6 years were surveyed to determine their level of knowledge and current practices as it related to early childhood measurement.  The survey gathered information about the respondents’ background and educational history, knowledge and competency, issues and needs, and uses of measurement tools. Given that ECD professionals are instrumental to the measurement process it is vital that they receive the appropriate supports necessary for best practice. The results presented in this summary attempt to go beyond reporting on the specific tools used and factors influencing tool selection to understand the knowledge, competencies, and training needs of ECD professionals. Â

Aboriginal Perspectives on Social-Emotional Competence in Early Childhood

Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed

Aboriginal Perspectives on Social-Emotional Competence in Early Childhood

Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed