Displaced Children in a Global Context

On the 8th of July, the MICE ( Mental Health in Childhood and Education Hub) organised a conference: ‘Displaced Children in a Global Context’. The conference was attended by guests and visiting speakers from various countries such as Norway, Pakistan, and the UK presenting their research with a focus on child refugees, displaced children, racism and inclusive practice. There were many different professionals from across the country present during this conference.

What happened at the conference?

After the welcome speech from Dr Wendy Sims- Schouten, founder of Mental Health in Childhood and Education (MICE) hub, Sonia Carr, Chair of the Wiltshire Racial Equality Council talked about unconscious Bias from the victims perspective. Following Sonia’s talk, Yvonne Joseph, a very talented poet from Wiltshire shared her poems around her experience with racism and refugee children. The poems were very beautiful and thought-provoking. Yvonne has been writing poems for years and said that it is her “coping mechanism”. She was very pleased to share her poems at the conference and encourages everyone to start writing to cope with their emotions.

Dr Rana Dajani, Associate Professor at Hashemite University, Jordan and Founder and Director of ‘We Love Reading’ programme for child refugees was unable to attend and deliver her presentation due to visa issues however we were able to see some of her work in video form. The video involved people from different parts of the world engaging in the ‘We Love Reading (WLR)’ programme and sharing their positive experiences. A link to the video can be found here: https://www.youtube.com/watch?v=Ux_GXei0lPY. In the video Rana shares how the program has changed the mindset of people around the importance of reading. The programme has three outputs:

  • It fosters the love of reading among children so they can reap the benefits of reading
  • It empowers adults and youth mostly women to become changemakers.
  • It creates a community with the mindset of I can.

Furthermore, Dr Rana Dajani’s programme ‘We Love Reading’ has been beneficial towards vulnerable children who have experienced trauma, emotional instability due to war and displacement. WLR is a scalable, efficient, sustainable program that started in Jordan and has spread to 52 countries and counting.

Image. Dr Rana Dajani delivering the ‘We Love Reading’ programme for child refugees.
Images. Dr Rana Dajani delivering the ‘We Love Reading’ programme for child refugees.

Dr Nora Wiium, Associate Professor in Psychology at the University of Bergen, Norway and an expert on youth development in a global context shared her project called ‘Positive Youth Development’ (PYD). This project seeks to examine developmental assets that are available and accessible to youths and emerging adults and how these assets, in turn, relate to thriving and positive outcomes such as the 5 Cs of PYD ( Confidence, Competence, Character, Caring and Connection) and subsequently, to young people’s contribution to their own development and the society they live in. Dr Nora Wiium presented the data from a cross-national project on PYD which involves over 10,000 adolescents and emerging adults, from over 20 different countries across Europe, Africa, Asia, the Middle, East, the US and Latin America. This project aims to influence programmes and policies to encourage the developmental assets required to promote positive development and contribution among young people in the participating countries.

After the coffee break, Professor Helen Haste, University of Bath and an expert on youth civic participation in a global context shared her study around civic engagement in young people that goes beyond voting. She discussed interviews conducted in China among young people who were asked to express their opinion on a specific topic around civic participation in China. From the interviews, it showed that some people felt like it was unnecessary and some people felt like it will have a positive influence on people of China. Professor Helen also discussed another interview with a young individual in South Africa around the subject of apartheid and explained the importance of narrative in the interview.

Dr Wendy Sims- Schouten, Associate professor in childhood studies, University of Portsmouth presented her research on ‘Historic and Contemporary voices of displaced children’. This research focuses on the varied and developing child welfare practices regarding child refugees, unaccompanied minors in different international contexts. This research will help provide greater understanding and conceptualisation of the role migration played in childcare provision across Britain and imperial contexts. She compared the historical and contemporary child emigration schemes and stated that very little has changed over the last years. She also explained her communication with offspring of displaced children who migrated to Canada in the 1930s, through emails and shared their experience and story. In her research Wendy uses a variety of sources including correspondence, archival data, memoirs and interviews to showcase children’s experience of both the positive and negative outcomes of humanitarian schemes. The outcome of this work adds to current understanding of the social, emotional and material histories of displaced children and children in care.

Image. Dr Wendy Sims-Schouten presenting her research ‘Historic and Contemporary voices of displaced children’

Dr Ann Emerson, Lecturer in Education presented her research ‘Challenges & Opportunities for Education of Displaced Children: A case study of Pakistan’s Jalozai Camp’. This study focuses on primary data collected in 2013 in Jalozai camp which housed around 65,000 internally displaced people in Pakistan. The study focuses on the education provided for the children in the camp and challenges that they experience whilst pursuing education. For example, Dr Ann Emerson explained that even though children go to school, the challenges around attending school regularly is still a problem in the camp. The study shows that family issues, illness or even the weather can prevent children from attending school regularly.

Blog by Manisha Thapa, Research Assistant MICE Hub (Education and Sociology, University of Portsmouth).

Safeguarding, Signs of Safety and ‘Safety First’- the Dutch and English contexts

On the 7th of Dec, Wendy Sims-Schouten gave a talk (a ‘masterclass’) at the Verwey-Jonker institute in Utrecht, the Netherlands on child protection and safeguarding in the Dutch and English contexts. The Verwey-Jonker institute is a research centre for social sciences research and impact.

The talk was based on research undertaken by Kayleigh Rivett (research assistant at the University of Portsmouth) and Wendy Sims-Schouten (associate professor) with a focus on risk driven care in cases of child abuse and domestic violence.

Comparing key documents used in the Netherlands (namely ‘Working together first for safety’, by  Vogtlander and Van Arum, 2016) and England (the NSPCC, 2013 document on ‘Signs of Safety‘) and data from interviews with 17 Dutch and English safeguarding practitioners and professionals.

The research has highlighted some key differences in practical applications in the Netherlands and England. In England, stronger reference is made to involvement of the education system in safeguarding and related multi-agency collaborations, whilst in the Netherlands more links are made with the prosecution system and the police here.

In both countries the importance of muli-agency teamwork is highlighted and flagged up, but there are also signs of ongoing problems in this area – in part due to ongoing cuts in funding and a patchwork of practice. Both countries show similar objectives in relation to developing good working care and individualised support that is inclusive and benefits the family as a whole.

Yet, whilst the Dutch approach is ‘head-on’, with clear procedures in order to ‘listen to families’, the English approach makes reference to ‘protocols’ and the ‘voice of the child’, which is not as clearly defined as the Dutch approach. In both countries though, there is a sense that more can be done to support the most vulnerable people. The talk was attended by academics, as well as social workers and developmental psychologists.

Dr. Wendy Sims-Schouten is project lead for the MICE Hub and Kayleigh Rivett is contributor and author of content for The MICE Hub at The University of Portsmouth School of Education and Childhood Studies.

*To reference/cite this article as follows: The MICE Hub, Tuesday 11th December 2017, Safeguarding, Signs of Safety and ‘Safety First’- the Dutch and English contexts.*

Anti-Bullying Week: 13th – 19th November 2017

This week (Monday 13th-Sunday 19th November) is anti-bullying week. It is organised by Anti-Bullying Alliance and a whole host of charities and organisations are on board to support this, including several schools and other educational settings. This accompanied by an explosion of social media hashtags including #antibullyingweek, #stopbullying and #abw17. This year the theme is supporting equality and difference in schools with the tag line:

‘All Different, All Equal.’

The effects of bullying, especially on people’s mental health, are not unknown, yet it is still a relatively common occurrence; with many cases going unreported or unresolved. The impact of bullying on mental health can vary from low self-esteem and a feeling of worthlessness, to severe depression and anxiety; and in extreme cases, may lead to serious self-harm or even suicide.

Many of the MICE Hub’s dedicated team continue to engage in research surrounding bullying, particularly cyberbullying and bullying relating to obesity; including our project lead, Dr. Wendy Sims-Schouten.  The MICE Hub team understand the effects bullying has on life-course outcomes for individuals and are determined to pave the way to making a difference through their research activities. To find out more about the research that our team are engaged with you can visit our ‘meet the team’ page, and follow the link to their research profiles where you will find links to their publications.

The Anti-Bullying alliance are also aware of the huge impact of bullying on the lives of most people in one form or another, especially children and young people. The link between bullying and mental health is supported by evidence. The Anti-Bullying Alliance says:

“Young people who have experienced bullying are more likely to experience mental health issues and those who have mental health issues are more likely to be bullied.”

With this in Mind, The Anti-Bullying Alliance teamed up with Young Minds in 2015 on a project to raise awareness of the impact of bullying on mental health. Here is a summary of some of their key findings:

  • Bullying has a significant effect on young people’s mental health, wellbeing and identity
  • A lack of response to bullying can cause young people to develop unhealthy coping strategies, such as self-harming; which may lead to them disengaging from learning and social activities
  • Young people need support for their mental health through a collaborative approach that is led by them in a non-stigmatising manner
  • Schools must provide a safe environment for young people to talk about their issues with bullying and their mental health
  • The emotional needs of both the vicitims of bullying and the bullies themselves, must be recognised and supported by schools
  • Adults must engage with active listening when a young person reports bullying

Bullying UK are part of Family Lives, a charity providing support to families to enable them to access information, advice and services to create a level playing field. Bullying UK is a fundraising campaign dedicated to the prevention and action against bullying. This year they have organised a variety of promotional activities including; Wear Blue Day on Friday 10th November as well as wristbands. They have also produced a variety of free resources for schools that anyone can access.

One of the issues that is commonly tackled by all organisations striving to beat bullying is the term, ‘banter’. There are many who are campaigning to see the reframing of this term as a recognised form of bullying, including the National Children’s Bureau. The MICE Hub team, Anti Bullying Alliance and Bullying UK all express strong opinions on this matter and look to see it seriously addressed in the future.

*Please note all opinions expressed and information provided is solely that of The MICE Hub and its associates*

*To reference/cite this article as follows: The MICE Hub, November 15th 2017, Anti-Bullying Week: 13th-19th November 2017.*