Addressing the Social and Emotional Needs of Refugee Adolescents in Schools: Learning From the Experiences of School Counselors

The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum‐seeking children: A systematic review of the literature

“…Just as for TEACCH, the review did not reveal any studies which directly attempted to or suggested implementing PMI in an educational setting with RASC. However, the review did reveal two publications that briefly mention the potential usefulness of implementing social skills interventions, such as field trips, specifically to enhance “social skills” in newcomer immigrant students aged 12–18 years (Friedlander, 1991) and refugee students aged 11–14 years (Rumsey et al., 2017) in schools in the USA. In addition, one publication by Çiçekoğlu et al.…”

School Counselors and Refugee Students: Application of the Refugee Well-Being Project Intervention to Address the Social Determinants of Health

“…By advocating for refugee students, specifically with regard to SDOH, school counselors and interns can help minimize mental and physical health stressors and attend to the refugee students’ overall well-being. Advocacy might also take the form of educating other school administrators, staff, and students on how to best support and work with refugee students, not limited to translation and interpretation services, and collaborating with community agencies to support refugee students and their communities (Rumsey et al, 2018; Snow et al, 2021). School counselors can employ group interventions (e.g., the Creative Arts Personal Growth Group; Sosin et al, 2022) to provide support to refugee students because groups help facilitate community building between the students and between students and school counselors/interns (Rumsey et al, 2018).…”

“…We emphasize that this is not an instrument to “fix/assimilate” them. Building on this framework, school counselors and interns should hold a strengths-based and collaborative approach when working with refugee students (Rumsey et al, 2018), focused on reinforcing the connections within the school system (i.e., supportive teachers and translators), community (i.e., family, peers, and agencies), and meeting their social/emotional needs (Snow et al, 2021). School counselors and interns should practice empathy, not sympathy, when building relationships and rapport, because refugee communities may not readily self-identify experiencing distress (Rumsey et al, 2018; Snow et al, 2020).…”

“…Advocacy might also take the form of educating other school administrators, staff, and students on how to best support and work with refugee students, not limited to translation and interpretation services, and collaborating with community agencies to support refugee students and their communities (Rumsey et al, 2018; Snow et al, 2021). School counselors can employ group interventions (e.g., the Creative Arts Personal Growth Group; Sosin et al, 2022) to provide support to refugee students because groups help facilitate community building between the students and between students and school counselors/interns (Rumsey et al, 2018). Whether working with refugee students individually or in groups, recognizing and celebrate the unique experiences and identities each student embodies is vitally important; therefore, school counselors and interns should refrain from using a homogenizing single lens to understand and work with them (Killian et al, 2018).…”

“…Very few articles (e.g., Erguner-Tekinalp et al, 2011; Killian et al, 2018; McNeely et al, 2020; Rumsey et al, 2018) have addressed how school counselors can work with refugee students. Erguner-Tekinalp et al (2011) suggested using the ASCA National Model as a guide to develop a culturally sensitive school counseling program for refugee students.…”