caring for unaccompanied migrant children...advance what is culturally appropriate), nightwear,...

Information for current and prospective

foster carers

CARING FOR UNACCOMPANIED

MIGRANT CHILDREN

FOSTERING ACROSS BORDERS (FAB)

Funded by the European Union’s Rights, Equality and Citizenship Programme (2014-2020)

FAB | CARING FOR UNACCOMPANIED MIGRANT CHILDREN FAB | CARING FOR UNACCOMPANIED MIGRANT CHILDREN

INTRODUCTION

Foster carers are one of the most important people in the life of unaccompanied migrant children – children who have had to leave their homes and embark on perilous journeys, and that have no adult who is able to take responsibility for them.

This leaflet aims to help you start thinking about the children’s experiences, what their needs may be, and how you as a foster carer can support them.

WHY DO CHILDREN LEAVE HOME?

Unaccompanied migrant children come from many different countries. Most are aged 15 and over, and most are boys.

These children have had to leave their homes, their families and friends and everything they have ever known. In many cases, parents have had to take the difficult decision to send them away for their safety, making considerable sacrifices to be able to pay for the child’s journey. Children may have not been involved in this decision.

Some of them will be escaping from danger or ill-treatment, such as war, forced recruitment or abuse; some will be seeking safety from persecution, perhaps because of their political or religious beliefs, or their ethnicity; some may have been taken from their families and trafficked; others may have seen their parents and relatives imprisoned, killed or going missing.

Some children leave their homes in the hope of escaping extreme poverty and deprivation.

WHAT IS IT LIKE TO TRAVEL HERE?

Due to the circumstances in which they have been living, children and young people may be in a poor physical state and suffering from emotional distress before they even begin their journey.

In most cases they will have had long, dangerous and arduous journeys, facing many risks along the way: little or no access to education or healthcare; subject to violence and abuse; they may have been exploited and been the target of discrimination. They will have been afraid of being detained or sent back, and anxious about what awaits them.

On arrival, the child will not know what will happen next – if those in authority in their home country behaved harshly, they are likely to be very wary of officials. Some children may have spent considerable time in the country before they come to the attention of the authorities, sometimes sleeping on the streets.

CHILDREN WHO HAVE BEEN TRAFFICKED

Everyone involved in the care of children who have been trafficked will need to be aware of what to do to keep them safe. The social worker (or other relevant professionals) should discuss this with you as a matter of priority. It is also important you attend appropriate training.

QUESTIONS, QUESTIONS, QUESTIONS

At whatever stage children come to the attention of the authorities, they will be asked many questions. Repeated questioning can make them feel that they are under suspicion and that people do not believe them. This can overwhelm children, especially when tired, anxious and confused – and can negatively impact on their overall wellbeing.

Be mindful that children may not know or be able to remember certain facts. Some are instructed not to speak about particular things. Others will fear the consequences for their family if they reveal information, or simply find it difficult to describe their harrowing experiences. Language barriers can make this even more challenging.

In some cases, children may also not know or be unsure about their age. This may be because their country uses a different calendar, or because birthdays are not celebrated. Having their age disputed can cause children incredible anxiety.

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WELCOMING A CHILD INTO YOUR HOME

When the child arrives, it is important to make them feel safe and welcomed. Introduce him or her to your family or to the other children in your home – it can be a nice gesture to give him or her a welcome card. Provide a change of clothing (check in advance what is culturally appropriate), nightwear, toiletries and a few things to occupy him or her during the first few days, such as writing materials, games, music or books. When they are ready, you can show them around the neighbourhood.

Reassure the child that they are safe and that you will care for them. Tell them how long they are likely to be with you.

Consider cooking a special meal (check any special religious or other dietary requirements in advance). Do not worry about getting things wrong: the effort will certainly be appreciated!

WHAT IF THE CHILD DOES NOT SPEAK YOUR LANGUAGE?

One of the main challenges for the child is likely to be communication. Being in another country is confusing in itself, but if you do not speak the language, everything seems even more baffling.

If the child does not speak your language, an interpreter will be needed for important meetings. But this service will not normally be available on a day-to-day basis.

Overcoming language barriers can seem daunting at first, but being creative in the way you communicate with each other can also be a great bonding (and fun) opportunity! Children will be keen to learn your language. A priority should be to enrol the child in education and to access language support. Many translation apps and websites can help you both to communicate.

In the longer term, the child may become aware of the loss of their native language if there is no longer the opportunity to speak it. You might be able to address this by finding books, movies or music in their language; using the internet; and making links with people from the child’s country of origin.

Remember that when you and the child do not speak the same language, non-verbal communication – tone of voice, expression, gesture, pointing, using pictures and drawing – becomes even more important.

HEALTH

The child should undergo a health assessment and whoever carries out the examination will refer them to other specialists, if necessary. Assessments generally involve checking for immunisations, chronic conditions or injuries. Some children may have physical, learning or sensory disabilities. Some children may have developed health complications due to lack of access to healthcare.

It may be up to you, as the primary carer, to register them with a local doctor, dentist and optician. Make sure they are given information on sexual health and substance misuse, as any other teenager.

Bear in mind that the child may be suffering from headaches, digestive disorders, muscle tension and so on as a result of continued stress.

EMOTIONAL AND PSYCHOLOGICAL WELLBEING

Not all unaccompanied migrant children will have suffered trauma, but all will have had their lives disrupted and had to cope with drastic change. Many will have experienced grief, loss, fear, anxiety and isolation – they may be tearful, withdrawn, sad, distressed, fearful or depressed, suffer from insomnia or nightmares, or display self-harming behaviour. In addition, they are likely to be extremely anxious about the outcome of their asylum or immigration application.

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Children may not always feel ready to take advantage of supporting services straight away – their most pressing concerns are often the practicalities of the present (where will they live? When will they go to school?). It is only later that the child can begin to focus on the longer-term future or address what has happened in the past.

Often the most helpful thing a carer can offer, at first, is a supportive and safe environment in which the child has time to collect their thoughts and feelings. It is also important not push him or her to tell you everything if they cannot or do not want to.

Be mindful that counselling or even talking about feelings may be an unknown or stigmatised concept in the children’s culture.

TRACING FAMILY MEMBERS

Children will be missing their families and – if unsure about what has happened to them – worrying about their fate. Some children will be keen to trace their parents and to be reunited as soon as they can. Others may be fearful to receive bad news, so may not wish to do so. It is vital to go at the child’s own pace.

If it is important to them, you may need to pursue this kind of help. You may have to prepare the child for bad news or an inconclusive result. In the worst case, you may have to support them while they grieve.

If tracing is successful, it is good practice to ensure that the child’s parents or relatives know about you and your role, to prevent potential conflict or misunderstandings. You can offer to speak to them directly.

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HOW WILL I MEET THE CHILD’S CULTURAL AND RELIGIOUS NEEDS?

As a foster carer you will also need to ensure that you meet the child’s needs in terms of pride and ownership in their identity, language, culture and religion.

The child in your care may know little or nothing about your country. Everything around him or her is likely to be very different from his or her country of origin. Some children and young people may never have met people from other ethnic backgrounds. For some, the climate itself will be very different.

You may want to ask the child about their country and culture, such as what clothes they would normally wear and how to prepare meals they enjoy – while understanding that there may be some reluctance to talk or think about this. If the child does not speak much of your language, it might help to get information from other people from the same country of origin, a community organization, or from the internet.

Showing you are interested in and respectful of their culture and identity, while sharing information about yours too can be a good bonding activity.

INTEGRATION IS A TWO-WAY PROCESS!

It involves the mutual adaptation of migrants and the host society and is based on protecting fundamental rights, respect, tolerance and non- discrimination – for everyone’s benefit.

RELIGION

If you do not share the religion and culture of the child in your care, you will need to find out as much as you can about it and what it means to the child. The religious belief may also have implications for food – some foods may be forbidden or need to be prepared a certain way – or clothing, such as covering legs or hair.

But even if you do share religion, bear in mind that there are always individual differences – you need to establish how keen the child is to worship and observe religious practices. You may need to find out whether there is a suitable place of worship locally.


FOOD

Apart from religious considerations, the food the child is offered in a new country is likely to be quite different from the diet in their country of origin. Be mindful that anxiety and trauma can cause the child to lose appetite.

If the child is unhappy with the food you are providing, you may need to find out the kind of food they would have eaten at home (if they cannot tell you themselves), where to buy it and how to prepare it. This can also be a source of mutual learning and enjoyment.

CULTURAL ATTITUDES

Some of the child’s behaviours or the ways the child responds to situations may be unfamiliar to you – and yours to them. This could be partly due to the way they have adapted to their circumstances, or because their cultural norms differ from yours or that of the society you live in.

As an example, the child may come from a country where making eye contact with authority figures, such as parents or teachers, is considered disrespectful. This may be very different from what is usual in your country or community.

The vast range of cultural differences which you and the child will have to contend with are, of course, complex but it is always stimulating and enjoyable to learn about this. It is important you give each other the opportunity to explore these differences together.

EDUCATION

Children are likely to be extremely motivated to go to school. However, some may have not been in education at all before, while others may have had it disrupted. Even those who have been attending school regularly will have big adjustments to make: as well as a new language, the school culture may be very different and there will be new subjects to study.

Delays in enrolling in school or college can cause considerable frustration for a child who is keen to learn. It also means an extended period during which the child has little to keep them occupied or to aim for, adding to feelings of being rootless and adrift.

Mental health problems resulting from the child’s experiences can make school a challenge for some of these children. For example, they may be unable to concentrate.

Friendships made at school can be all-important to the child’s self-esteem and social life as well. Some schools offer buddying and mentoring schemes – Check if these are available or if they could be put in place.

Children may well need extra support in school both with language and with their work generally. Stay attuned to any difficulties they might be having and support them in asking for the help they need.

Lastly, remember that many children quickly find their feet in the school system, make friends and integrate well, and their language skills rapidly improve.

BUILDING RESILIENCE

It is important to work together with other professionals to help children deal with the impact of their experiences.

Children need the opportunity to develop friendships and to maintain existing relation- ships. They need encouragement to develop their talents and skills in school, in sports, leisure

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activities and hobbies. They need sources of support, such as a mentor or teacher. They may wish to attend a place of worship or join community support groups to maintain a strong cultural identity. And they need opportunities and encouragement to achieve and rebuild their confidence and self-esteem. You can help them with all of this.

DISCRIMINATION AND HOSTILITY

Sadly, some children and young people may come up against racism and xenophobia (hatred or distrust of foreigners). They may come across it as a general attitude, for instance, as expressed in the media or overheard on the streets. It may be directed at them personally, for instance, in the form of bullying by classmates.

In some instances, it may remind them of abuse and ill-treatment they and their family suffered in their home country, and stir up some of the same feelings.

As well as producing fear and anger, racism can affect the child’s feelings of security and self-esteem. They may feel powerless and, in some cases, they may even be at physical risk. Talk to them about these issues. If you have any suspicion that the child is being targeted, report it to the school, the police and professionals supporting the child.

COMMUNITY ORGANISATIONS

Community organisations may offer advice on subjects such as health, education and immigration – and sometimes provide services such as youth clubs and other social or cultural/religious activities.

Accessing these communities can be a valuable part of a support network for the child, helping them make friends and maintain a link with their home country. However, be mindful that you may also come across an organisation that represents the child’s home country, but in fact caters for a group which, in the home country, would have actually been in conflict with the child’s. Do some research to make sure that it is appropriate to introduce the child to the organisation.

Sometimes members of a community group may have already made contact with the child before they come to you and they may want to continue that contact. Contacts need to be safe and beneficial, so if you have any doubts at all, seek the advice of the social worker (or other relevant professional).

PROCESSES AFFECTING CHILDREN

Asylum procedures are complex and for a child, they must seem impossibly frustrating and hard to understand. You may well have similar feelings. Foster carers have an important part to play in supporting young people through the asylum or immigration process, such as ensuring the child is attending all relevant meetings, to emotional support.

This is clearly a time of anxiety for unaccompanied migrant children as they wait to find out if they can stay and start thinking about their future, or if they will be refused asylum.

Other processes, such as age assessments and transition to adulthood may have a similar impact on them. It is beyond the scope of this booklet to provide in depth information on these processes. Make sure you refer and consult with relevant organisations or professionals that can support you and the child with this.

This leaflet has been adapted, with permission, from original text written by Elaine Fursland and published by BAAF (now CoramBAAF) in 2008. The text adaptation was carried out by CoramBAAF and IOM in 2019 under the terms of the Fostering Across Borders (FAB) project.

The opinions expressed in the report are those of the authors and do not necessarily reflect the views of the International Organization for Migration (IOM). The designations employed and the presentation of material throughout the report do not imply expression of any opinion whatsoever on the part of IOM concerning legal status of any country, territory, city or area, or of its authorities, or concerning its frontiers or boundaries. The content of this report represents the views of the author only and is his/her sole responsibility. The Euro-pean Commission does not accept any responsibility for use that may be made of the information it contains. This document was not formally edited by the IOM Publications Unit._____________________________________________© 2019 International Organization for Migration (IOM)

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Funded by the European Union’s Rights, Equality and Citizenship

Programme(2014-2020)

FOSTERING ACROSS BORDERS (FAB)

caring for unaccompanied migrant children...advance what is culturally appropriate), nightwear,...

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