NEWCOMERS AND SETTLEMENT: Youth

An effective, developmental asset-focused youth program should address the following aspects of youth development: Positive Identity: Young people need to believe in their own self-worth and to feel that they have control over the things that happen to them; Social Competencies: Young people need the skills to interact effectively with others, to make difficult decisions and to cope with new situations; Positive Values: Young people need to develop strong guiding values or principles to help them make healthy life choices; Commitment to Learning: Young people need a sense of the lasting importance of learning and a belief in their own abilities; Empowerment: Young people need to feel valued and valuable. This happens when youth feel safe and respected; and Support: Young people need to be surrounded by people who love, care for, appreciate and accept them (as cited by Bonnell and Zizys, 2005; Khadka et al., 2011; Ochocka, 2006; Stodolska, 2004; Sweet et al., 2010).

the following list of practical strategies and approaches: Use positive approaches, encouraging youth to build on their strengths and improve their skills in a wide range of areas, as opposed to characterizing programs as targeting negative behaviors, such as crime or drug use; Offer a variety of activities, such as sports, homework help, the arts, or community service, to attract a diverse group of participants, to reduce boredom and encourage regular attendance; Offer activities that tend to be missing from the school day, such as arts activities that have been eliminated from the traditional school curriculum; Offer youth the chance “to be of service, rather than just to be served” (for example, social activism and community service initiatives); Include literacy programs, strengthening young people’s motivation to read and write by linking reading and writing with explorations of identity and self, integrating literacy activities with other activities, such as cooking and field trips to the theatre, and by fostering a sense of playfulness about reading and writing. (Bonnell and Zizys, 2005; Delgado, 2006; Anisef and Kilbride, 2000; Chuang, 2010)

Youth programming is all about encouraging and supporting both newcomer youth and Canadian youth to move out from their “comfort zones” and sum up the courage to initiate, build and sustain positive relationships. Let to their own devices, however, youth have great difficulty in opening up to new friends in new and oftentimes unique situations. This is the point at which youth programs focused on welcoming, including, educating and integrating newcomer youth across educational, social and personal domains must step forward.

Challenges Intergenerational Tensions and Conflicts Lengthy Separations Isolation and Loneliness Policing Poverty and Lack of Resources Bullying and Violence Racism, Sexism and Discrimination Traumatic Pre-Migration Experiences Role Reversal Discipline Language Violence in the Schools Lack of Respect for Teachers Lack of Discipline in the Schools

Challenges Challenge 1: Language Barriers and Acquisition Challenge 2: Negative Behaviours (behaviour, discrimination) Challenge 3: Peer Relations Challenge 4: School Challenges Challenge 5: Canadian Environment (weather, geography, urban) Challenge 6: Canadian Culture (customs, norms, beliefs, food) Coping Strategies Books, TV, and media. Teachers and schools. Personal characteristics. Practicing skills. Friends and peer support. Rely on one’s culture. Community resources.

Positive Supports Same Ethnic Group Peer Networks ESL Programs Mentoring Programs Accurate Assessments of Placements Cross-cultural training Partnerships Between Community Organizations and Schools Links Between Parents and Schools Designated Prayer Areas Multicultural Curriculum Homework Clubs and Co-op Opportunities SSWIS