<p> </p><p>The number of hidden refugees in Sweden is estimated to be at least 15,000. The law, which only allows this group a very limited access to health care, can be considered to clash with the human rights and the ethical codes related to the health care professionals.</p><p>The aim of the study was to examine how the personnel in public health care may experience treating hidden refugees and which ethical conflicts that may be connected to this. The study, which is of a qualitative descriptive design, is based on eight semi-structured interviews. The interviewees were trained nurses and mid-wives in an emergency room, a maternity ward and a health care centre for asylum seekers.</p><p>The experience of treating hidden refugees amongst the informants was limited. The study proved that the knowledge of laws and guidelines regarding hidden refugees amongst the interviewed health care personnel was poor. The interviewees presumed that it would be mentally trying if the law impeded them from giving a patient the care needed.</p><p>The lack of knowledge of laws and guidelines that appeared from the interviews, may lead to an insecurity for the patient, as well as for the personnel. An increasing knowledge and accurate guidelines at the work place would improve the treatment of hidden refugees.</p> / <p> </p><p>I Sverige uppskattas att det finns minst 15000 gömda flyktingar. Lagstiftningen, som endast tillåter en begränsad vård för den gruppen, kan anses stå i konflikt med de mänskliga rättigheterna och sjukvårdspersonalens yrkesetiska koder.</p><p>Syftet med studien var att undersöka hur sjukvårdspersonal som arbetar inom landstinget kan uppleva vård av gömda flyktingar och vilka etiska konflikter som kan vara kopplade till detta. Studien, som är en intervjustudie med kvalitativ deskriptiv design, baseras på åtta semistrukturerade intervjuer. Informanterna utgjordes av sjuksköterskor och barnmorskor på akutmottagning, BB-avdelning och en vårdcentral för flyktingar.</p><p>Informanternas erfarenhet av att vårda gömda flyktingar var begränsad. Det framkom av studien att kunskapen om lagar och riktlinjer gällande vård av gömda flyktingar hos den intervjuade sjukvårdspersonalen var bristfällig. Informanterna förutsatte att det skulle vara psykiskt påfrestande om lagen hindrade dem att ge vård till en patient.</p><p>Den brist på kunskap om lagar och riktlinjer som framkom av intervjuerna, leder till en osäkerhet för både patienten och personalen. Ökad kunskap om lagar och ordentliga riktlinjer på arbetsplatsen skulle underlätta vården av gömda flyktingar.</p><p> </p>

The devolution of welfare services in the United States has increased the importance of the nonprofit sector. Geiger and Wolch argue that decentralization has left nonprofit organizations (NPOs) under the purview of the state. They refer to this as the “shadow state.” Trudeau argues for a more nuanced view of the shadow state in which governmental agencies and NPOs are highly interdependent. This research expands on the findings of Trudeau by extending the shadow state construct to the individual. I examine the role of refugees in the shadow state construct and their ability to affect government policy through participation in NPOs and find that refugees do indeed play a role in the shadow state. Through feedback, experience and, most importantly, by becoming part of the organization, refugees can have an impact on refugee services through participation in NPOs.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 315-331).

Thesis (Ph.D.)--University of Southern California, 1994. / Adviser: Cornelius Schnauber. Includes bibliographical references.

Following the end of World War II, the Allied forces faced an immediate large- scale refugee crisis in Europe. Efforts focused on returning the millions of refugees to their homes as quickly as possible. Though the majority did return home, nearly a million refugees from Soviet-controlled Eastern Europe refused to do so. Reclassified as Displaced Persons (DPs) and placed in holding camps by the Occupational Authorities, these refugees demanded that Allied leaders give them the chance to immigrate and resettle elsewhere. Immigration historians of this period have focused mainly on the experiences of the Jewish refugees during the Holocaust and the establishment of Israel. Other studies depict the chaos in Germany immediately following the war, describing the DPs as an unstable factor in an already unstable situation. While important, these works tend to overlook the fate of non-Jewish refugees who would not return to their homes. Additionally, these works overlook the many immigration and resettlement schemes put in place to solve the DP situation and stabilize Europe, focusing instead on economic forces and growing Cold War tensions. This thesis looks at the experiences of the Baltic DPs, those from Latvia, Lithuania, and Estonia. Beginning with a brief history of the three countries and their people’s experiences during the war, this study also looks at their lives in the DP camps and explores their reasons for not returning home. It also recounts the Allies’ decision to promote resettlement rather than repatriation as the solution to the refugee problem by focusing on the immigration programs of the four main recipient countries, Britain, the United States, Canada, and Australia. This thesis argues that the majority of the Baltic DPs came from educated, middle class backgrounds and as such, they were widely sought after by the recipient countries as the most suitable for immigration. A final argument is that disagreements over their fate between the United States, England, and the Soviet Union, fueled the Cold War.

Posttraumatiskt stressyndrom (PTSD) kännetecknas av tre huvudsymptom: undvikande, förnekande och hyperspändhet. Även koncentrationssvårigheter, ångest, depression, flashbacks och mardrömmar är vanligt förekommande hos individer med PTSD. Flyktingar i Sverige som har varit med om krig kan uppvisa dessa symptom. Syftet med denna studie är att undersöka terapeuters upplevelser av arbete med patienter med krigsrelaterat PTSD. Intervjuer med åtta terapeuter utfördes. Gemensamma mönster i deltagarnas svar var att det är fördelaktigt att skapa en bra relation till patienter. Det är viktigt att prata om krigstrauma och de som får behandling mår bättre. Patienter är präglade av sorg och skuld och det är viktigt för dem att känna tillit och trygghet. Kropp och själ hänger ihop och det är olika och beroende på många faktorer hur individer drabbas av krig. Ofta är det andra svåra upplevelser som förvärrar krigstrauma. Terapeuter upplever sitt arbete som roligt samtidigt som tungt och anser att det är viktigt med teamarbete.

Syftet med denna undesökning var att ur ett ekologiskt perspektiv undersöka betydelsen av interna och externa resurser för integrationen för nyanlända flyktingar i Fagersta kommun, och om något upplevts särskilt viktigt för integrationen som bidragit till känsla av hopp och framtidstro. Två delstudier genomfördes. En kartläggning gjordes av lagar och regleringar som påverkar flyktingpolitiken samt en dokumentanalys av lokala policy- och styrdokument i Fagersta kommun. Åtta semistrukturerade ntervjuer genomfördes med fyra kvinnliga och fyra manliga flyktingar bosatta i Fagersta. Resultatet, som överensstämmer med tidigare forskning, visade att flyktingar behöver ges möjlighet att vara aktiva i sin egen anpassningsprocess. Slutsatsen är att flyktingar som känner sig delaktiga mår bättre vilket främjar integrationen. / The purpose of this paper was, from an ecological perspective, to study the importance of internal and external resources for the integration process for new refugees coming into the Fagersta community. Also to study whether the refugees benefited from any particular part of the integration process that contributed to an increased personal sense of hope and belief in their future. Two studies were carried out. Firstly, a chart of the laws and regulations affecting the integration politics was undertaken. Secondly, an analysis was made of the local policy and regulation dociments in the Fagersta community. Eight semi structured interviews were carried through with four female and four male refugees that had previously settled in the Fagerta community. The results of these interviews supported earlier studies that confirmed that refugees need the opportunity to be active in their own adjustment process. The conclusion is that refugees that feel they are allowed to, and are able to, participate in their own integration process experience a greater sense of well-being which, in turn, contributes to a more successful integration within their new community.

An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). While ELLs with IFS pose challenges for Canadian high schools and teachers, the struggles faced by these learners to integrate and succeed in their new educational environments are far more complex. This study aimed to gain insight into how two teachers are attempting to support the academic, linguistic and social integration of ELLs with IFS. Through classroom observations, interviews and document analysis, I examined the envisioned, enacted and experienced stages of two Manitoba high school programs that were created specifically for ELLs from refugee backgrounds who have disrupted or limited formal schooling and are at high risk of academic failure. The findings from this study revealed how teacher agency and divisional as well as administrative input significantly alter current and future learning opportunities for ELLs with IFS. The unique circumstances of each school’s Intensive Newcomer Support classrooms, i.e. student population, support services, teaching practices and administrative decisions, were found to impact the design and delivery of each school’s program and thus the experiences of the students. This study identifies how two teachers in Winnipeg, Manitoba, Canada, attempted to provide a meaningful and relevant education for their ELL with IFS students. It is the researcher’s hope and intent that this study will inform educational policy, teacher education and educational development initiatives both in Canada and in the various international contexts that serve refugees.

As the mosaic of our classrooms becomes more diverse, teachers need to be able to celebrate the multilingual, multicultural students and provide the academic and social opportunities for their students. As well, teachers need to use culturally relevant pedagogy and diverse instructional strategies within the curriculum that will allow all students to develop meaningful language experiences. Through narrative inquiry and through qualitative research, I have examined my teaching practices and methodologies in relation to the observations and critical conversations with EAL teachers directly involved in the instruction and English language development as support for linguistically and culturally challenged students in the elementary school setting. I have taught a community of diverse learners with rich heritages and backgrounds in a multilingual classroom, and I have learned, from these four specialist teachers, to be more knowledgeable in teaching strategies and more adaptable in implementing culturally relevant content. For a brief time, I was able to enter four different classrooms of students, who had come from many different countries and had been removed from their regular classrooms to receive EAL support. Through observations of these students, and interviews and dialogues with specialist EAL teachers, I have been able to critically reflect upon and analyze my results, expanding my repertoire of instructional practices as a multilingual classroom teacher. By allowing me into their professional spaces, and by sharing their teaching practices as English language specialist teachers helping students, I have been both inspired and enlightened.<p> EAL students in our communities and classrooms will bring their personal experiences and rich cultural backgrounds, created from their multigenerational histories. As teachers create welcoming classrooms, all students will receive the language support that they need, without losing their cultural beliefs and values. School families and communities can become the threads that will eventually create a fabric, rich in design and texture. In representing the Canadian mosaic of individuals, this journey metaphorically takes our students, from individual fabrics to quilts of many hues and patterns.

An increasing number of newcomer English language learners (ELLs) in Canadian high schools are from refugee backgrounds, have a history of interrupted formal schooling (IFS), and do not have alphabetic and numerical literacy skills in their first language (MacKay & Tavares, 2005; Yau, 1995). While ELLs with IFS pose challenges for Canadian high schools and teachers, the struggles faced by these learners to integrate and succeed in their new educational environments are far more complex. This study aimed to gain insight into how two teachers are attempting to support the academic, linguistic and social integration of ELLs with IFS. Through classroom observations, interviews and document analysis, I examined the envisioned, enacted and experienced stages of two Manitoba high school programs that were created specifically for ELLs from refugee backgrounds who have disrupted or limited formal schooling and are at high risk of academic failure. The findings from this study revealed how teacher agency and divisional as well as administrative input significantly alter current and future learning opportunities for ELLs with IFS. The unique circumstances of each school’s Intensive Newcomer Support classrooms, i.e. student population, support services, teaching practices and administrative decisions, were found to impact the design and delivery of each school’s program and thus the experiences of the students. This study identifies how two teachers in Winnipeg, Manitoba, Canada, attempted to provide a meaningful and relevant education for their ELL with IFS students. It is the researcher’s hope and intent that this study will inform educational policy, teacher education and educational development initiatives both in Canada and in the various international contexts that serve refugees.