Promising Practices in Positive Youth Development With Immigrants and Refugees

Morland, Lyn

doi:10.1037/e717692007-005

Cited by 11 publications

(20 citation statements)

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“…The most prevalent individual risk factors of incarcerated youth include "mental health, personality, psychological issues, emotional-behavioral and social challenges, cognitive-intellectual development, academic achievement, victimization history, and substance use" (Pyle, Flower, Fall & Williams, 2016, p. 180. In addition, immigrant youth are exposed to cultural barriers and discrimination more frequently (Morland, 2007;Portes & Rumbaut, 2001).…”

Section: Positive Youth Developmentmentioning

confidence: 99%

Immigrant Youth in Juvenile Facilities: A State-by-State Review of Recreation Programming

León

2019

JYD

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Recent national events have increased attention towards immigrant youth. Youth placed in juvenile justice facilities go through processes overseen by the U.S. Citizen and Immigration Services, the Office of Refugee Resettlement, and the Unaccompanied Children’s Program. While in placement youth are exposed to risk factors and face cultural barriers being in a new country. As publicity of the incarceration of immigrant youth increases, there is an emphatic need for researchers to examine the quality of care youth experience in placement facilities. One of the areas that has not been critically investigated is recreation programming in juvenile justice facilities. Recreation programs grounded in Positive Youth Development have proven to promote healthy development and offer immigrant youth opportunities to adapt to their new environment. Providing youth in juvenile justice facilities access to high quality recreation programming strengthens protective factors in youth to prepare them for adulthood, and reduces the likelihood of their committing an offense, thereby increasing public safety and saving taxpayer dollars. This paper is a first step to establish a clear understanding of the treatment of immigrant youth in detention. In this paper I discuss the results of a comprehensive examination of the minimum requirements for recreation programming in juvenile justice facilities. The results provide clear implications for immigrant youth as well as suggestions for further critical inquiry.

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Section: Positive Youth Developmentmentioning

confidence: 99%

Immigrant Youth in Juvenile Facilities: A State-by-State Review of Recreation Programming

León

2019

JYD

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“…This study was intended to identify the most helpful instructional strategies for literacy support based on the experiences of the students. Practices to identify common factors of successful afterschool programs that serve immigrant and refugee children (Morland, 2007). The study included 60 programs across the United States and found:…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

“…However, their unique strengths and needs are important for programs to consider when targeting these youth or including them in their services. (Morland, 2007, p. 18) The BRYCS used the positive youth development approach to creating the Promising Practices Initiative (Morland, 2007). Positive youth development incorporates a strengths-based approach to helping youth transition to become successful adults and is a promising method for supporting the unique needs of immigrant and refugee children.…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

“…Positive youth development incorporates a strengths-based approach to helping youth transition to become successful adults and is a promising method for supporting the unique needs of immigrant and refugee children. Promising Practices focuses on the strengths that refugee children possess, which counters the deficit thinking that is commonly found in the literature about refugee children (Morland, 2007). However, more information is needed in the study used to identify the seven principles that guide the Promising Practices.…”

Section: Supporting the Educational Needs Of Refugee Studentsmentioning

confidence: 99%

“…Lastly, participants experience increased self-confidence and maturity. All contribute to refugee students' ability to overcome migration challenges Morland (2007). found that the initiative includes seven principles.…”

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Experiences of Adolescent Refugee Students Who Attend Afterschool Programs for Literacy Support

Filion

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EXPERIENCES OF ADOLESCENT REFUGEE STUDENTS WHO ATTEND AFTERSCHOOL PROGRAMS FOR LITERACY SUPPORT by Analiza Filion Studies on the academic achievement of refugee students cite continuous underachievement in literacy skills. Due to trauma from fleeing their countries of origin, limited school experiences, and language barriers, refugee students struggle with demonstrating progress in academic achievement. Learning challenges continue to take place when classroom teachers are not equipped with the knowledge, skills, and resources to support students with their unique learning needs. Through the use of a documentary research method, this dissertation investigated the experiences of five adolescent refugee students who attended afterschool programs as an additional resource for developing literacy skills. This study also explored how students perceived safety within the afterschool program environment. Due to the limited studies available based on the viewpoint of the students, this study described the most helpful strategies based on the students' perspectives. Culturally responsive and trauma-informed practices were used as the conceptual lens for this exploratory study. The documentary film Creating Safe Learning Spaces in Turbulent Times was created to illustrate the findings from the research. Caring tutors were identified as a key factor that contributed to students' positive experiences in and perceptions of safe learning environments. v DEDICATION This dissertation is dedicated to my parents, who taught me the value of education, the significance of a strong work ethic, and the importance of treating others with dignity and respect. To my mother, you have always been an inspiration to me, and I will never forget the sacrifices you made so that I could continue my education. Dagiti balakad mo ket agtalinaed to nga agnanayon kaniak: "Edukasyon Iti Tulbek Ti Panagballaigi." I would also like to dedicate this dissertation to my teachers who helped guide me during my young adulthood. Danilo Begonia, Diane Greene, and Gregory Leland, your caring behaviors will always be remembered. I would like to acknowledge my family members, mentors, and colleagues. Gregorio, my husband and best friend, thank you for encouraging me to pursue my dream of attaining a doctoral degree and for your unwavering support and sacrifice while I completed my dissertation. To my son Lorenzo, thank you for your patience and gleeful laughter that always greeted me when we could spend time together. Dr. Robert Gliner, thank you for agreeing to serve as my dissertation chairperson and for believing in me and the purpose of my study. I am eternally grateful for your mentorship, patience, and wisdom. Your reassuring comments helped motivate me to persevere during some of the most challenging times while completing this study. Dr. Carlos Garcia and Dr. David Villegas, I am very appreciative of the valuable feedback and guidance provided to me during the dissertation process and for the constructive conversations during my proposal hearing and disser...

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Bletscher

2023

J of Leadership Studies

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Promising Practices in Positive Youth Development With Immigrants and Refugees

Cited by 11 publications

References 0 publications

Immigrant Youth in Juvenile Facilities: A State-by-State Review of Recreation Programming

Immigrant Youth in Juvenile Facilities: A State-by-State Review of Recreation Programming

Experiences of Adolescent Refugee Students Who Attend Afterschool Programs for Literacy Support

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