Trying to understand: promoting the psychosocial well-being of separated refugee children

Abstract

This paper explores a holistic relationship-based approach to promoting the well-being of separated refugee children in the UK. Based on children's testimonies and case examples gathered over the past 10 years, it provides an overview of the practical and emotional support needs of separated children, including the asylum process, education, social services support, accommodation and health, from the point of arrival in the UK and through the transition to adulthood. Reflecting on practice, the paper explores strategies for supporting children suffering mental distress and considers the critical role that practitioners can play in the healing process by helping children to make sense of their experiences. Finally, the paper discusses the importance of both professional and personal relationships in enabling children to develop a sense of belonging and providing opportunities to share and create positive memories, which can help them move beyond stories of loss towards a more hopeful future.

Keywords:

• separated children
• young refugees and asylum seekers
• mental health
• safeguarding
• well-being
• psychosocial

Notes

1 All names and identifying details have been changed.

2 I have used the term ‘separated children’ specifically rather than the more common ‘unaccompanied minors’ in recognition ‘that children separated from their parents suffer physically, socially and psychologically as a result of being deprived of the care and protection of parents or other primary carer(s)’ (Crawley et al., 2004, p. 5). In this paper ‘separated children’ refers to children and young people subject to UK immigration control; it includes children seeking asylum as well as those who have been granted limited leave to remain under the UN Convention Relating to the Status of Refugees (1951) and/or The Human Rights Act (1998).

3 ‘Juju’ or ‘voodoo’ is used here as a generic term to describe ritual ceremonies and witchcraft.

4 For ‘What makes a good legal representative?’ see Dorling (2009).

5 ‘Dost’ means ‘friend’ in several languages; Armenian, Dari, Farsi, Hindi, Urdu, Pashtu, Punjabi, Turkish. Dost is a Trinity Centre project www.thetrinitycentre.org/dost.

6 (Berne v London Borough of Hillingdon) all unaccompanied children should be supported under Section 20 of the Children Act (1989) and, therefore, ‘looked after’ by the state.

7 All separated children should have a Pathway Plan: a written agreement between the local authority and the young person about what should happen in the future which details the Local Authority's plans to support and provide for the young person. It will cover the plans for the young person's education, training or employment, career aspirations, dates for leaving care and where they will live after leaving care (http://www.childrenslegalcentre.com/Legal+Advice/Child+law/servicesforchildrenleaving).

8 Under the Education Act (1988), all Local Authorities have a legal duty to ensure that education is available for all children of compulsory school age, appropriate to age, ability, aptitudes and any special educational needs they may have. This duty applies irrespective of a child's immigration status or rights of residence in a particular area (http://www.standards.dfes.gov.uk/ethnicminorities/raising_achievement/asylumseekingandrefugeechildren/).

9 My translation, original text ‘Voici mon secret. Il est tres simple: on ne voit bien qu'avec le coeur. L'essentiel est invisible pour les yeux.’ (Sainte-Exupery, 1987, p. 72).