Using narrative to make sense of transitions: supporting newly arrived children and young people

Abstract

Immigration is currently high on the political agenda, yet there is a lack of information regarding the number of children who migrate to the UK and how their needs can be best met. There are many claims in the media that the influx of immigrants from newly endorsed EU countries is becoming a drain on resources, in terms of education and health specifically. Whilst national data regarding newly arrived young people are scant, local data from Birmingham City Council highlight that half the young people in schools are from minority ethnic communities. Furthermore, it is estimated that in 2006-2007 there were a total of 829 newly arrived children of school age from overseas to Birmingham. It is unsurprising that our schools consistently express a need for intervention and support in this area. Educational psychologists (EPs) have a professional responsibility to improve outcomes for all children and specifically for newly arrived children and young people. This article will outline the Talking Stones approach and how it can be used to support newly arrived children and young people develop a coherent narrative for their experiences. A case study is offered to demonstrate this approach. This article proposes that educators have an important role to play in supporting children and young people develop a coherent narrative for their experiences.

Guidelines for psychologists working with refugees and asylum seekers in the UK: Extended version

“…(e.g. Hulusi and Oland, 2010). Some refugee and asylum seeker children and young people may not have a school place.…”