1. CHALLENGES AND GOOD PRACTICE IN THE RECEPTION OF UNACCOMPANIED CHILDREN - PERSPECTIVES FROM NORWAY
Berit Berg, Professor in Social Work, NTNU and
Head of Research, NTNU Social Research

2. My presentation Based on results from research projects funded by
Ministry of Children and Equality and Ministry of Justice
Norwegian Directorate for Children, Youth and Family Affairs
Project period:
Research institution: NTNU Social Research
Objective: Monitoring living conditions and quality og life for unaccompanied minors
Children’s perspectives

3. Data and methods Case studies in 12 municipalities
Interviews with service providers, teachers, child welfare, health services and management
Interviews with unaccompanied minors
Home visits
Case studies in Reception Centres and Care centres
Surveys to
Unaccompanied minors
Reception centres and care centres
Municipalities with unaccompanied minors

5. Composition of the group
A complex group
Country of origin
Age
Gender
Arrivals : annually
Arrivals 2015: 5 300
1 of 4 are under 15 years of age
2 of 3 are from Afghanistan
8 of 10 are boys

6. Vulnerable groups Children and youth Unaccompanied minors
Women exposed to extreme violence and control
Traumatised refugees
Asylum seekers with chronical diseases or disabilities
Minimum Standards for the reception of asylum seekers, European Union

9. Asylum situation - UMA
More than one half of children and youth report emotional problems
Worries
Depression
Nervousness
Fear
Head ache and stomach pains
Main conclusion – unaccompanied minors are in need of closer follow-up, more support from adults and assistance to handle emotional challenges
(Berg og Tronstad, 2015)

11. Controversial issues Limited residence permit for unaccompanied minors
Challenging care and living conditions for unaccompanied minors with limited residence permit
Forced return of Afghan unaccompanied minors
Methods of age assessment

12. The refugee process Refuge Asylum process Resettlement or return?
Integration or repatriation?
Transnational lives

13. Challenges Loneliness and struggles in everyday life
Independency vs the need for help/support
Reconstructing social networks and joining after school activities seen as important tasks after settlement
Difficult meeting/getting to know Norwegian youth
Tight budgets as a main concern

14. Strengths and Difficulties (SDQ)

15. Double identities Victim - survivor Resources - problems
Dependent - independent
Children - adults
Refugee – youth
How do they handle this dualism? How do we handle it?

16. Housing arrangements Shared housing Studios Studios with follow up
Foster care
Living with relatives
Institution
Family home

17. School and language training
Lack of education or interrupted education from their countries of origin
Difficult to organise efficient and age adequate educational facilities
Dilemmas
Language training first – and then continue with ordinary education?
More emphasise on age than school results when deciding on school facilities?
Focus on work rather than education?

18. A need for «a kinder egg»
Language training
Complete education
Prepare for working life
Three different qualification systems requires
Collaboration
Smooth transitions
Flexibility

20. International experiences I
Whether they are placed in foster care or in residential settings, separated children should be cared for by suitable professionals who understand their cultural, linguistic and religious needs and who have an understanding of those issues that affect separated asylum seeking and migrant children.
Separated Children in Europe Programme, Statement of Good Practice (1999 and 2004), UNHCR and Save the Children

21. Internasjonale erfaringer II
Successful care arrangements for unaccompanied refugee children should help them to form a secure-enough base from which they can make the transition from childhood to adulthood within the context of secure and lasting, appropriate attachments that can be maintained through time and across geographical boundaries (...)
Good Practice Guide, BAAF 2001

22. Internasjonale erfaringer III
Schooling plays a central role in the social integration and adjustment of unaccompanied children. Teachers and peers nor only become the agents of socialization for separated children attending schools in receiving countries, but also structure their first encounters with a larger society.
(CERIS 2003)

23. Recommendations Better mapping before resettlement
Focus on both child welfare and refugee background
Taylor made housing facilities
Holistic approach – housing, school, health, integration
More adult support
Focus om integration and building network
Active use of after care
Recommendations on system level:
Organisation
Legislation
Competence

24. Refugee situation
VULNERABILITY FACTORS RISK FACOTORS PROTECTION FACTORS
Strains
Extreme experiences
Loss
Betrayal
Uncertainty
Unsescure situation in homeland
Refugee status
Exile situation
Potential
Individual resources
Resources in the network
Resources in the service system

25. Past, present, future «A sense of coherence» (Antonovsky)
Building bridges between past and present
Enabling refugees to handle traumatic experiences
Normalising the daily routines – school, leisure, social network
Inclusion
Confidence, acceptance, recognition, respect, care
«A sense of coherence» (Antonovsky)

26. Refuge Moktar Paki Pudenik, 2009

27. Contact information
Berit Berg Department of Social work, NTNU Projects and publications NTNU Social Reserach, Diversity and Inclusion