Integrative Social Work Practice with Refugees, Asylum Seekers, and Other Forcibly Displaced Persons

Foreword
Acknowledgments
Contents
Abbreviations
List of Figures
List of Tables
About the Editors
Contributors
Part I: Contexts and Frameworks
	Chapter 1: An Introduction to Integrative Social Work Practice with Survivors of Forced Displacement
		1.1 Humanitarian Crises and Forced Displacement
		1.2 Humanitarian Response and the Role of Social Work
		1.3 Integrative Social Work Practice
			1.3.1 Integrative Social Work Practice: A Response to Challenges in the Humanitarian Field
		1.4 This Book
			1.4.1 Parts and Chapters
				1.4.1.1 Part I: Laws, Frameworks, and Contexts
				1.4.1.2 Part II: Clinical Needs and Responses
				1.4.1.3 Part III: Specific Populations
				1.4.1.4 Looking Forward
			1.4.2 Chapter Structure
		References
	Chapter 2: History of the Global Response to Forcibly Displaced Persons
		2.1 Forced Displacement
		2.2 Root Causes of Forced Displacement
		2.3 History of Forced Displacement Post-World War II
		2.4 The History of the Global System Protecting Forcibly Displaced Persons
		2.5 The Global Protection System, Protection Gaps, and Possible Solutions
		2.6 The Current Forced Displacement Emergencies
			2.6.1 Displacement in Syria and the European Humanitarian Protection Crisis
			2.6.2 Displacement in Venezuela
			2.6.3 Rohingya Emergency in Asia-Pacific Region
		2.7 Conclusion
		2.8 Reflection, Critical Thinking, and Discussion
		2.9 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 3: International Treaties, Conventions, and Laws on Forced Displacement
		3.1 Introduction
		3.2 Categorizing Legal Norms for Displaced Populations
		3.3 Refugee Status and Refugee Status Determination
			3.3.1 Differences in Refugee Status
			3.3.2 Refugee Status Determination
			3.3.3 Cessation of Refugee Status
		3.4 Case Studies on Refugee Regimes
			3.4.1 European Union (EU)
			3.4.2 Turkey
			3.4.3 India
		3.5 Internally Displaced People (IDPs)
		3.6 Statelessness
		3.7 Conclusion: Treaties as Accountability and Advocacy Tools
		3.8 Reflection, Critical Thinking, and Discussion
		3.9 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 4: Humanitarian Coordination and Information Management
		4.1 Introduction
		4.2 Overview of Sector, History, and Coordination Structures
		4.3 The Operational Framework for Accountability to Affected Persons
		4.4 Disaster Management and Coordination by the International Red Cross Red Crescent Movement
		4.5 Refugee Coordination: The Mandate of UNHCR
		4.6 Area-Based Coordination: A Different Approach to Coordination
		4.7 Information Management
		4.8 The Humanitarian Program Cycle: Tools for Assessment and Analysis
		4.9 Humanitarian Needs Overviews
			4.9.1 Humanitarian Response Plans
			4.9.2 Funding Streams
			4.9.3 Country-Based Pooled Funds (CBPF)
		4.10 Case Studies
			4.10.1 Afghanistan (OCHA, 2020h)
			4.10.2 Democratic Republic of the Congo (OCHA, 2020e)
			4.10.3 Iraq (OCHA, 2020f, i, j)
			4.10.4 Uganda (UNHCR, 2020a, b)
			4.10.5 Vanuatu (OCHA, 2020g)
		4.11 Conclusion
		4.12 Reflection, Critical Thinking, and Discussion
		4.13 Pedagogy Suggestions for the Course Instructor, Supervisors, and Trainers
		References
	Chapter 5: Current Mental Health and Psychosocial Support Policies and Frameworks in Humanitarian Settings
		5.1 Mental Health and Psychosocial Effects of Forced Displacement
		5.2 Key Terms and Core Principles in Providing Mental Health and Psychosocial Support
			5.2.1 Key Terms
			5.2.2 MHPSS Principles
		5.3 Designing and Implementing MHPSS Programs in Humanitarian Settings
			5.3.1 MHPSS Needs Assessments and Mapping of Services
			5.3.2 MHPSS Research
			5.3.3 Overview of MHPSS Approaches in Humanitarian Settings
			5.3.4 Monitoring and Evaluation (M&E) in MHPSS Programs
			5.3.5 Providing Inclusive MHPSS Services
			5.3.6 Challenges and Considerations in MHPSS Programming
		5.4 MHPSS Coordination and Cross-Cutting Issues in Emergencies
		5.5 MHPSS Policy and Advocacy Recommendations
		5.6 Reflection, Critical Thinking, and Discussion
		5.7 Additional Resources
		5.8 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 6: Future Trends: The Challenges of Climate Displacement
		6.1 Introduction
		6.2 Case Studies
			6.2.1 Hurricane Maria and Displacement in Puerto Rico
			6.2.2 Usteq, Displacement, and Resettlement of Alaskan Indigenous Villages
		6.3 A Brief Overview of the Climate Displacement Field
			6.3.1 Concepts and Frameworks
			6.3.2 About Inequality, Vulnerability, and Resilience in the Context of Climate Displacement
			6.3.3 Current and Future Trends
		6.4 Overview of Relevant Challenges and Best Practices
		6.5 Conclusions: Lessons Learned and Needed Knowledge and Skills for Social Workers Practicing in or Impacted by the Climate Displacement Sector
		6.6 Reflection, Critical Thinking, and Discussion
		6.7 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
			6.7.1 Hurricane Maria in Puerto Rico: The Numbers Game
			6.7.2 Using the US Climate Resilience Toolkit
			6.7.3 Staging Needs
		References
	Chapter 7: Durable Solutions: Resettlement
		7.1 Introduction
		7.2 Refugee Status Determination
			7.2.1 Quality Assurance of UNHCR Refugee Recognition
			7.2.2 Methods of Recognition
				7.2.2.1 Individual Recognition
				7.2.2.2 Group-Based Recognition (Prima Facie Basis)
				7.2.2.3 Simplified Procedures
				7.2.2.4 Accelerated Procedures
				7.2.2.5 Merged RSD–Resettlement Procedures
		7.3 Exclusion from Refugee Status
			7.3.1 Article 1F of the 1951 Refugee Convention
			7.3.2 Cancellation and Cessation of Refugee Status
			7.3.3 Role of Social Work in the RSD Process
		7.4 Resettlement Submission Categories
		7.5 Refugee Resettlement
			7.5.1 Pre-departure
			7.5.2 Post-resettlement Integration
			7.5.3 Refugee Resettlement and Placement in the United States
		7.6 Role of Social Workers in Refugee Resettlement in the United States
			7.6.1 Challenges and Best Practices
		7.7 Considerations for Social Workers
		7.8 Conclusion
		7.9 Reflection, Critical Thinking, and Discussion
		7.10 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 8: Durable Solutions: Integration and Host Community Challenges
		8.1 Introduction
		8.2 Turkey
			8.2.1 Migration in Turkey
			8.2.2 Local Integration Process in Turkey
				8.2.2.1 Legal Dimension of Local Integration
				8.2.2.2 Economic Dimension of Local Integration
		8.3 Right to Adequate Standard of Living
		8.4 Right to Health Care
		8.5 Right to Education
		8.6 Social and Cultural Dimension of Local Integration
		8.7 Nongovernmental Support for the Local Integration of Refugees
		8.8 Role of Social Workers in Local Integration
		8.9 Conclusion
		8.10 Reflection, Critical Thinking, and Discussion
		8.11 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 9: Durable Solutions: Return and Reintegration of Displaced Populations and Reconstruction in Post-conflict Societies
		9.1 Introduction
		9.2 The Principles and Process of Repatriation
		9.3 Employment, Land Ownership, and Financial Security
			9.3.1 Social Welfare Systems
		9.4 Addressing the Needs of Various Groups of Returnees, IDPs, and Communities
			9.4.1 Receiving Communities
			9.4.2 Reparations and Community Rebuilding
			9.4.3 Children
				9.4.3.1 Child Combatants
			9.4.4 Women and Girls
			9.4.5 Former Combatants
			9.4.6 Families with Perceived Affiliation to Combatants
		9.5 Mental Health and Psychosocial Support Practitioners and Programs
			9.5.1 International Organization for Migration (IOM) MHPSS Programs in Iraq
				9.5.1.1 Suicide Prevention Program Activities
				9.5.1.2 MHPSS Support to the Yezidi Community During the Process of Exhumation and Reburial of Genocide Victims
				9.5.1.3 Inclusion of People with Disabilities in Mental Health and Psychosocial Support Activities
		9.6 Conclusions
		9.7 Reflections, Critical Thinking, and Discussion
		9.8 Pedagogy Suggestions for the Course Instructor
		References
Part II: Clinical Needs and Responses
	Chapter 10: Clinical Social Work Practice with Forcibly Displaced Persons Grounded in Human Rights and Social Justice Principles
		10.1 Introduction
		10.2 Overview of Key Historical Conventions, Frameworks, and Principles
			10.2.1 Key Declaration, Convention, and Compacts Related to Forcibly Displaced Persons
			10.2.2 Social Justice and Its Core Principles for Social Work Practice
			10.2.3 IASSW Global Social Work Statement of Ethical Principles and NASW Code of Ethics
		10.3 Case Studies
			10.3.1 Anna: Too Afraid to Go Outside
			10.3.2 Carlos: Detained at Age 6 and Suicidal
			10.3.3 Key Principles of Human Rights and Social Justice in Action in Practice with Forcibly Displaced Persons
		10.4 Relevant Challenges in Application of Human Rights and Social Justice to Practice
			10.4.1 Challenges Related to Clinical Practice Professional Standards and Training
			10.4.2 Challenges Related to Host Community Contexts
			10.4.3 Challenges Related to Cultural Orientations
		10.5 Overview of Best Practices
		10.6 Conclusion
		10.7 Reflection, Critical Thinking, and Discussion
		10.8 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
			10.8.1 Additional Case Material for In-Class Discussion and/or Further Reflection and Study
			10.8.2 Suggested Resources
		References
	Chapter 11: Practicing Internationally: Centering the Refugee Voice
		11.1 Introduction
		11.2 Narrative Case Study
		11.3 Reflection, Critical Thinking, and Discussion
			11.3.1 Environment: Pre- and Post-Rwandan Genocide
			11.3.2 Overview of Best Practices
			11.3.3 Needed Knowledge and Skills for Social Workers
		11.4 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 12: Culture, Trauma, and Loss: Integrative Social Work Practice with Refugees and Asylum Seekers
		12.1 Introduction
		12.2 Psychosocial Impacts of Terror, War, and Forced Migration
			12.2.1 Impact on Individuals
			12.2.2 Impact on Families
			12.2.3 Impact on Social-Relational Resources and Well-Being
			12.2.4 Impact on Existential-Moral-Spiritual Well-Being
		12.3 Existing Frameworks and Practice Approaches
			12.3.1 Skills and Competencies Framework for Integrative Social Work Practice
			12.3.2 Cross-Cutting Competencies
				12.3.2.1 Center Culture in Practice
				12.3.2.2 Apply a Loss- and Trauma-Informed Approach
				12.3.2.3 Understand Systems, Programs, and Policies Pertinent to Refugees and Asylum Seekers
				12.3.2.4 Collaborate with Other Disciplines and Systems of Care
				12.3.2.5 Practice Critical Self-Reflexivity and Anti-oppressive Practice Principles
				12.3.2.6 Utilize Participatory Approaches
				12.3.2.7 Work with Interpreters
			12.3.3 Direct Practice Competencies
				12.3.3.1 Engage with Diverse Concepts and Meanings of Health and Well-Being
				12.3.3.2 Conduct Loss- and Trauma-Informed and Cross-Cultural Assessment
				12.3.3.3 Culturally Adapt Services
				12.3.3.4 Engage in Community-Level Work to Strengthen Collaboration
				12.3.3.5 Build the Capacity of Allies and Receiving Communities
				12.3.3.6 Build Capacity for Self or Collective Advocacy
		12.4 Conclusion
		12.5 Reflection, Critical Thinking, and Discussion
		12.6 Pedagogical Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 13: Why Social Work Methodologies Are So Important in Delivering Mental Health and Psychosocial Support Interventions for Refugees in Humanitarian Settings
		13.1 Introduction
		13.2 Theories of Social Work as a Foundation for Comprehensive Service Delivery in Mental Health and Psychosocial Support
		13.3 MHPSS Case Management
			13.3.1 Pillar 1: Multidisciplinary
			13.3.2 Pillar 2: Client-Centered
			13.3.3 Pillar 3: Meeting Diverse Needs
			13.3.4 Pillar 4: Promoting Best Practices
		13.4 Scalable Psychological Interventions and Task-Shifting Approaches
		13.5 Rolling Out of Manualized Approaches Versus Building Support from the Bottom Up
		13.6 Case Study: Introducing Problem Management Plus in the Central African Republic
		13.7 Reflection, Critical Thinking, and Discussion
		13.8 Additional Resources
		13.9 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 14: The Social Work Practitioner: Considerations for Working with Survivors of Forced Displacement
		14.1 Introduction
		14.2 Practitioners Working with Survivors of Forced Displacement
			14.2.1 Training and Professional Identity
			14.2.2 Roles and Contexts of the Work
			14.2.3 Personal Identities and Lived Experiences
		14.3 Case Studies
			14.3.1 Case Study 1: Social Worker Outside of Their Context of Training and Culture
			14.3.2 Case Study 2: Social Worker in Their Context of Training and Culture
			14.3.3 Case Study Reflection Questions
		14.4 Impact of This Work on Practitioners
		14.5 Challenges for Practitioners
			14.5.1 Contexts and Conditions
			14.5.2 Resource Limitations and Other Barriers
			14.5.3 New Experiences with Insufficient Training
			14.5.4 Psychological Difficulty of Work with Displaced People
		14.6 Best Practices and Responsibilities of Practitioners
			14.6.1 Self-Awareness, Self-Conceptualization, and Critical Self-Reflexivity
			14.6.2 Provider Well-being
			14.6.3 Education and Professional Identity
			14.6.4 Clinical Supervision and Support
			14.6.5 Organizational Responsibilities
		14.7 Conclusion
			14.7.1 Case Study Follow-Up
		14.8 Reflection, Critical Thinking, and Discussion
		14.9 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
Part III: Specific Populations
	Chapter 15: Statelessness and Displacement: The Cause, Consequences, and Challenges of Statelessness and Capabilities Required of Social Workers
		15.1 Statelessness and Displacement: Defining the Issue, Causes, and Consequences
			15.1.1 Who Is a Stateless Person and What Are the Consequences for Those Affected?
			15.1.2 Causes of Statelessness
				15.1.2.1 State Secession
				15.1.2.2 Decolonization
				15.1.2.3 Discrimination in Citizenship Laws and Their Implementation
				15.1.2.4 Administrative Barriers
				15.1.2.5 The Inheritance of Statelessness
				15.1.2.6 Conflict of Laws When Citizenship Is Acquired or Lost
				15.1.2.7 Arbitrary Deprivation of Citizenship
			15.1.3 Where Stateless Persons Are Found
			15.1.4 Stateless Refugees
		15.2 Case Studies
			15.2.1 The Rohingya People of Myanmar
			15.2.2 Statelessness as a Consequence of Displacement from Syria
		15.3 Overview of Relevant Challenges in Working with Stateless Persons or Communities
			15.3.1 Macrochallenges
				15.3.1.1 Discrimination
				15.3.1.2 Lack of Legal Frameworks, Awareness, and Knowledge
				15.3.1.3 Political Participation and Advocacy
			15.3.2 Mezzo-Challenges
			15.3.3 Microchallenges
		15.4 Key Knowledge and Capabilities of Social Workers Practicing with Stateless Populations
			15.4.1 Initial Engagement
			15.4.2 Risk of Statelessness Indicators
			15.4.3 Other Ways Social Workers Can Support Stateless Persons
			15.4.4 Advocacy
		15.5 Conclusion
		15.6 Reflection, Critical Thinking, and Discussion
		15.7 Suggested Resources
		15.8 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 16: Social Work Practice with Asylum Seekers
		16.1 Who Is an Asylum Seeker: Brief Overview of Terminology and Legal Framework
		16.2 Overview of Current Asylum Policies and Procedures in the United States (US)
			16.2.1 In Numbers: Asylum Seekers in the United States
			16.2.2 Asylum Seeker Status in the United States and its Implications for Accessing Services
			16.2.3 US Special Procedures: TPS
		16.3 Overview of International Protection and Asylum Procedures in Europe
			16.3.1 In Numbers: Asylum Seekers in Europe
			16.3.2 Asylum Seekers in Europe and Material Reception Conditions
			16.3.3 Special Procedures in Europe: Humanitarian and Temporary Protection
		16.4 Overview of Major Challenges for Asylum Seekers in the United States and Europe
			16.4.1 Societal and Institutional Barriers
				16.4.1.1 Racialization and Exclusion
				16.4.1.2 Detention as Punishment
				16.4.1.3 Long Wait and Asylum Lottery
			16.4.2 Impact of Precarious Legal Statuses
				16.4.2.1 Limited Welfare Rights and Legal Support
				16.4.2.2 Healthcare
		16.5 Overview of Best Practices for Social Work
		16.6 Knowledge and Skills Needed to Practice with Asylum Seekers
		16.7 Conclusion
		16.8 Reflection, Critical Thinking, and Discussion
		16.9 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 17: Migration of LGBTQI+ People: Sexual and/or Gender Minority Migrants, Refugees, and Asylum-Seekers
		17.1 Introduction
		17.2 Overview of Emergence of Legal Recognition of SOGIE-Based Persecution
		17.3 Overview of Post-migration Policy Challenges and Structural Barriers
		17.4 Overview of Best Practices with LGBTQI+ Migrants
		17.5 Extended Case Study: Clinic Mauve
		17.6 Conclusion
		17.7 Reflection, Critical Thinking, and Discussion
		17.8 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
	Chapter 18: Social Work with Displaced Children
		18.1 Overview of Sector History, Stakeholders, and Practices
		18.2 Overview of Relevant Best Practice and Challenges
		18.3 Needed Knowledge and Skills of Social Workers
			18.3.1 Child Development
			18.3.2 Trauma and Resilience
			18.3.3 Program Design
			18.3.4 Self-Care
			18.3.5 Cultural Competence
			18.3.6 Emotional Intelligence
		18.4 Conclusion
		18.5 Reflection/Discussion Questions
		18.6 Pedagogy Suggestions for the Course Instructor
		References
	Chapter 19: Bridging Micro and Macro Practice to Respond to Violence Against Women and Girls in Dynamic Contexts: Lessons Learned from the South Pacific Context
		19.1 Introduction
		19.2 The Melanesian Context
			19.2.1 VAWG in the Melanesian Context
			19.2.2 Addressing Violence Against Women in Melanesia
		19.3 Strengthening Multi-sector Responses and Improving Access to Quality DV Counseling for Women and Girls in the Solomon Islands
			19.3.1 Context
			19.3.2 The SAFENET Initiative
			19.3.3 The National Domestic Violence Counseling Guidelines
			19.3.4 Lessons Learned
		19.4 Critical Knowledge and Skills for Social Workers
		19.5 Discussion Questions
		19.6 Pedagogy Suggestions for Instructors
		References
	Chapter 20: Lives in the Shadows: International Human Trafficking in the United States
		20.1 Human Trafficking, What Is It?
			20.1.1 Human Trafficking Across the Globe
				20.1.1.1 Factors and Root Causes
				20.1.1.2 Vulnerable Groups
			20.1.2 The United States: Trafficking Victims Protection Act (TVPA) of 2000
		20.2 Case Studies
			20.2.1 Case 1: Magda (From Poverty to Sex Trafficking)
			20.2.2 Case 2: Raul (From Torture to Labor Trafficking)
			20.2.3 Case 3: Lisa (From Student to Domestic Worker)
		20.3 Mental Health Impacts
			20.3.1 Children
			20.3.2 Adults
		20.4 Serving Human Trafficking Survivors
			20.4.1 Key Stakeholders
				20.4.1.1 Law Enforcement
					Investigators
					Prosecutors
					Attorneys Representing Trafficking Survivors
				20.4.1.2 Survivors
				20.4.1.3 Nongovernmental Organizations (NGOs)
				20.4.1.4 Social Workers
			20.4.2 Complexities in Care
			20.4.3 Psychosocial Support
			20.4.4 Mental Health Services
			20.4.5 Vicarious Trauma
		20.5 Conclusion
		20.6 Reflection, Critical Thinking, and Discussion
		20.7 Pedagogy Suggestions for Course Instructors, Supervisors, and Trainers
		References
Part IV: Looking Forward
	Chapter 21: The Role of Social Work in the Context of Forced Migration: A Global Perspective
		21.1 Introduction
		21.2 Critical Examination of Social Work Practice Within the Field of Forced Migration
		21.3 Key Issues in Social Work Practice with Forced Migrants
		21.4 Future Directions for the Social Work Profession: Increasing Self-Awareness and Furthering Practice Models
		21.5 Skills and Knowledge Required for Future Social Workers
		21.6 Summary
		References
Appendix: Glossary of Key Terms
Index