Research Library

The CCIS Centre for Refugee Resilience Youth Therapy 2020-2021 Evaluation is a report that highlights the positive impact of the Youth Therapy Program on immigrant and refugee children and their families. The report provides an overview of the mental health services offered by the program, including individual and group therapy, as well as the use of interpreters to ensure multilingual accessibility. The report also emphasizes the importance of confidentiality in the program and provides data on the success of the program in helping children heal from trauma. The report concludes with a list of resources consulted in the evaluation, including academic studies and government reports. Overall, the report demonstrates the effectiveness of the CCIS Centre for Refugee Resilience Youth Therapy program in supporting the mental health and well-being of immigrant and refugee children. The CCIS Centre for Refugee Resilience Youth Therapy 2020-2021 Evaluation is a report that highlights the positive impact of the Youth Therapy Program on immigrant and refugee children and their families. The report provides an overview of the mental health services offered by the program, including individual and group therapy, as well as the use of interpreters to ensure multilingual accessibility. The report also emphasizes the importance of confidentiality in the program and provides data on the success of the program in helping children heal from trauma. The report concludes with a list of resources consulted in the evaluation, including academic studies and government reports. Overall, the report demonstrates the effectiveness of the CCIS Centre for Refugee Resilience Youth Therapy program in supporting the mental health and well-being of immigrant and refugee children.
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Discrimination negatively impacts students’ ability to adapt to and deal with the educational stressors of a new environment. When students experience discrimination, their options are to fight, fawn, or flee—that is, skip school. Results show that experiences of discrimination and psychological isolation are significant predictors of truancy (skipping school). I also find support for the effects of length of residency, paid employment, and participation in voluntary activities on increasing truancy, suggesting the importance of acculturation, socio-economic status, and time availability. Discrimination negatively impacts students’ ability to adapt to and deal with the educational stressors of a new environment. When students experience discrimination, their options are to fight, fawn, or flee—that is, skip school. Results show that experiences of discrimination and psychological isolation are significant predictors of truancy (skipping school). I also find support for the effects of length of residency, paid employment, and participation in voluntary activities on increasing truancy, suggesting the importance of acculturation, socio-economic status, and time availability.
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Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families. Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families.
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Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives. Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives.
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There remains an ongoing need to address not only the post-migration experiences of newcomers settling in Calgary but also to understand how systems that serve them perceive, make sense of, and contribute to these experiences. By hearing from those who work with newcomers within the institutional settings that support newcomers, we can begin to understand some complexities of newcomer integration. The purpose of this qualitative pilot study was to explore the perceptions that front-line workers hold regarding needs and experiences of newcomers. This study involved a series of eleven semi-structured interviews with workers at an immigrant-serving language-learning agency which were analyzed using thematic coding. The findings highlighted: front-line workers perception of their newcomer cli-ents’ identity in connection to language; the clients’ emotional burden and sense of belonging; and the challenges clients faced balancing everyday commitments. Moreover, this study explored the front-line worker’s role in cultural brokerage and promoting wellness. This study provided reason to value the practices and interpretations that front-line workers have of the newcomer experience due to the role they play in creating a sense of integration for newcom-ers. The interpretations that surfaced in this study sheds light on the complexity that both front-line workers and newcomers face and implies that further research and interventions are needed to ensure successful integration There remains an ongoing need to address not only the post-migration experiences of newcomers settling in Calgary but also to understand how systems that serve them perceive, make sense of, and contribute to these experiences. By hearing from those who work with newcomers within the institutional settings that support newcomers, we can begin to understand some complexities of newcomer integration. The purpose of this qualitative pilot study was to explore the perceptions that front-line workers hold regarding needs and experiences of newcomers. This study involved a series of eleven semi-structured interviews with workers at an immigrant-serving language-learning agency which were analyzed using thematic coding. The findings highlighted: front-line workers perception of their newcomer cli-ents’ identity in connection to language; the clients’ emotional burden and sense of belonging; and the challenges clients faced balancing everyday commitments. Moreover, this study explored the front-line worker’s role in cultural brokerage and promoting wellness. This study provided reason to value the practices and interpretations that front-line workers have of the newcomer experience due to the role they play in creating a sense of integration for newcom-ers. The interpretations that surfaced in this study sheds light on the complexity that both front-line workers and newcomers face and implies that further research and interventions are needed to ensure successful integration
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Despite the lack of a shared definition of integration, this concept word addresses the physical, psychological, and social progress of newcomers, and more. Newcomers are both immigrants and new-to-town individuals, meaning those who have relocated within Canada from other provinces or regions. By exploring literature and lived experiences, this research examines how accurately models of integration reflect and represent the views and experiences of newcomers. Our qualitative case study uses thematic coding of in-depth interviews with newcomers and settlement organizations. Results suggest that models and factors of integration do not fully or effectively reflect the process and desires of newcomers. Though new-to-town individuals possess advantages in their relocation process (e.g., not having to learn a new language or build a cultural foundation in their new location), they do not meet nor do they aspire to meet all the various factors and considerations of integration included in the models. Newcomers seek first to meet their own core needs followed by self-directed needs. In this article, an acculturation model is put forward that encompasses dynamics of individual newcomers’ peculiarities of circumstances. The conclusion is two-fold: Newcomers place priority on immediate core needs and strive to meet other needs leading to place attachment; and their sense of belonging can be brought into question with experiences of discrimination and racism. Despite the lack of a shared definition of integration, this concept word addresses the physical, psychological, and social progress of newcomers, and more. Newcomers are both immigrants and new-to-town individuals, meaning those who have relocated within Canada from other provinces or regions. By exploring literature and lived experiences, this research examines how accurately models of integration reflect and represent the views and experiences of newcomers. Our qualitative case study uses thematic coding of in-depth interviews with newcomers and settlement organizations. Results suggest that models and factors of integration do not fully or effectively reflect the process and desires of newcomers. Though new-to-town individuals possess advantages in their relocation process (e.g., not having to learn a new language or build a cultural foundation in their new location), they do not meet nor do they aspire to meet all the various factors and considerations of integration included in the models. Newcomers seek first to meet their own core needs followed by self-directed needs. In this article, an acculturation model is put forward that encompasses dynamics of individual newcomers’ peculiarities of circumstances. The conclusion is two-fold: Newcomers place priority on immediate core needs and strive to meet other needs leading to place attachment; and their sense of belonging can be brought into question with experiences of discrimination and racism.
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This paper examines how the growing diversity of Canada’s population has modified the viewership and participation in what is widely considered the country’s national sport: hockey. We contend that while hockey remains the country’s most popular sport, its domination is increasingly challenged by the attraction to soccer and basketball amongst the expanding numbers of Canadians of non-European origins. The paper also considers how the demographic shifts will influence the extent to which youth participation in hockey remains a key vector in promoting belonging to Canada. In this regard, we found that hockey is relatively unchallenged as the sport that contributes most to a stronger sense of local belonging amongst newcomers. This paper examines how the growing diversity of Canada’s population has modified the viewership and participation in what is widely considered the country’s national sport: hockey. We contend that while hockey remains the country’s most popular sport, its domination is increasingly challenged by the attraction to soccer and basketball amongst the expanding numbers of Canadians of non-European origins. The paper also considers how the demographic shifts will influence the extent to which youth participation in hockey remains a key vector in promoting belonging to Canada. In this regard, we found that hockey is relatively unchallenged as the sport that contributes most to a stronger sense of local belonging amongst newcomers.
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This study explored the support and service experiences of resettled Syrian refugee parents of autistic children in terms of their pre- and post-migration. These lived experiences were investigated with participants (n = 3) through semi-structured interviews using interpretive phenomenological analysis. This study identified the supports and services parents received, their experiences with those services, their overall experiences with resettlement having an autistic child(ren), the implications of culture in support/service provision, and their perceived areas of service need during and after their resettlement in Alberta, Canada. Parents all had unique experiences that were delineated through clustered emergent themes and subsequently organized into a superordinate conceptual structure. The results of the study are discussed in the context of theory and relevant literature to elucidate and make findings applicable. Practical implications and future directions are discussed. This study explored the support and service experiences of resettled Syrian refugee parents of autistic children in terms of their pre- and post-migration. These lived experiences were investigated with participants (n = 3) through semi-structured interviews using interpretive phenomenological analysis. This study identified the supports and services parents received, their experiences with those services, their overall experiences with resettlement having an autistic child(ren), the implications of culture in support/service provision, and their perceived areas of service need during and after their resettlement in Alberta, Canada. Parents all had unique experiences that were delineated through clustered emergent themes and subsequently organized into a superordinate conceptual structure. The results of the study are discussed in the context of theory and relevant literature to elucidate and make findings applicable. Practical implications and future directions are discussed.
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An effective language policy for migrant students is essential for educational systems. This study explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Calgary, Alberta, Canada. Participants challenged the deficit perspective on immigrant parents and English language learning. An effective language policy for migrant students is essential for educational systems. This study explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Calgary, Alberta, Canada. Participants challenged the deficit perspective on immigrant parents and English language learning.
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Data on immigrant access to sexual and reproductive health (SRH) services in Canada typically focus on adult populations, but not adolescents specifically. To fill this gap, this study explored South Asian immigrant adolescents’ perceptions of barriers and facilitators for SRH care and services in Edmonton, Alberta, Canada. Focus groups identified barriers included fear of stigma and judgment, lack of information about the healthcare system, lack of privacy and youth-friendly SRH services, lack of comprehensive sexuality education, lack of trust of online SRH information, and language barriers. Facilitators included SRH information classes at school, parental support, and provision of free services. South Asian immigrant adolescents expressed their need for more inclusive and relevant sexual health education, more support from parents and teachers with adequate and evidence-based SRH information and effective communication strategies to enhance communication with adolescents, and more youth-driven integrated health promotion programs to allow them to make informed choices. Their voices and perspectives are useful in informing inclusive and youth-centered sexual health education at home, in school, and in the community. Data on immigrant access to sexual and reproductive health (SRH) services in Canada typically focus on adult populations, but not adolescents specifically. To fill this gap, this study explored South Asian immigrant adolescents’ perceptions of barriers and facilitators for SRH care and services in Edmonton, Alberta, Canada. Focus groups identified barriers included fear of stigma and judgment, lack of information about the healthcare system, lack of privacy and youth-friendly SRH services, lack of comprehensive sexuality education, lack of trust of online SRH information, and language barriers. Facilitators included SRH information classes at school, parental support, and provision of free services. South Asian immigrant adolescents expressed their need for more inclusive and relevant sexual health education, more support from parents and teachers with adequate and evidence-based SRH information and effective communication strategies to enhance communication with adolescents, and more youth-driven integrated health promotion programs to allow them to make informed choices. Their voices and perspectives are useful in informing inclusive and youth-centered sexual health education at home, in school, and in the community.
This publication has no Abstract to dispaly