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
