UNIVERSITY OF CALGARY...Immigration, Employment and the Labour Market Readings: Yan & Anucha – Chapter 5 Recommended Readings: Creese, G., & Wiebe, B. (2009). Survival employment:

Central & Northern Alberta Region Edmonton

https://fsw.ucalgary.ca/central-and-northern-alberta

Fall 2018

Course Number: SOWK 553 Classroom: 3-275

Course Name: Social Work Practice with Immigrants and Refugees

Day & Time: Fridays, 9:00 – 11:50 am

Instructor: Dr. Julie Drolet Office Hours: By appointment

Telephone: (780) 492-1594 Email: [email protected]

COURSE OUTLINE

Syllabus Statement

This course is intended to prepare students to better understand factors associated with immigration and the growth of the refugee population globally. It will provide social workers with the knowledge and skills required to respond to the current realities of immigrant and refugee clients, families, and communities in the Canadian context.

Course Description

The experiences of immigrants and refugees as they attempt to settle and adapt to Canadian society and in particular, the city of Edmonton, will be examined. To facilitate this learning process, a variety of teaching modalities will be used including assigned readings, presentations by course instructors and guest lecturers, class discussion, and film media. Students are expected to actively participate in class. There are no prerequisites for this course.

Learning Objectives

Following the course, students will have begun to develop:

1. An understanding of the historical factors and recent trends in immigration in the Canadian context;

2. An understanding of legislation and protocols governing the entry of newcomers in contemporary Canada, and knowledge of social policies in relation to the wellbeing of individuals, families, groups and communities;

3. An understanding of how to promote and support diversity by addressing structural sources of inequity;

4. Enhanced knowledge about the experiences of immigrants and refugees in Canada. Principles, processes and strategies for social work practice with immigrant and refugee clients and systems, and the components of social work practice; and

5. Skills in critical thinking, reasoning and reflective practice.

Relationship to Other Courses

This is a senior option course in the BSW program in the Faculty of Social Work, University of Calgary.

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Course Text(s)

There is a required text for the course: Yan, M. C., & Anucha, U. (Eds.) (2017). Working with immigrants and refugees: Issues, theories, and approaches for social work and human service practice. Don Mills, ON: Oxford University Press.

Class Schedule

Class 1 - Friday, September 14, 2018 Conceptualizing migration, settlement and integration processes

Introductions

Class Exercise

Course Introduction

Readings: Yan & Anucha – Introduction: Setting the context for human services practice with immigrants and

refugees in Canada

Class 2 - Friday, September 21, 2018 Canadian Immigration Context: History and Policies

History of Canadian migration (CCR History of Canadian Immigration Policy)

Drivers of migration

Policy Changes: Goals and Immigration categories

Social and public responses: jobs, multiculturalism

Challenges for newcomers to settle in Canada

Readings: Yan & Anucha – Chapter 2-3 Recommended readings: Biles, J., Drover, G., Henley, M., Ibrahim, H., Lundy, C., & Yan, M. C. (2010). Introduction. Canadian

Social Work, 12(1), 5-15. George, U. (2002). A needs-based model for settlement service delivery for newcomers to Canada.

International Social Work, 45(4), 465-480. Li, P. (2003). Deconstructing Canada’s discourse of immigrant integration. Journal of International

Migration and Integration, 4(3), 315-334. Reitz, J. (2012). The distinctiveness of Canadian immigration experience. Patterns of Prejudice, 46(5),

518-538. Yan, M. C., & Chan, S. (2010). Are social workers ready to work with newcomers? Canadian Social

Work, 12(1), 16-23. Reference Materials: Citizenship and Immigration Canada (CIC):http://www.cic.gc.ca/english/index.asp Immigration and Refugee Protection Act (Access: http://laws-lois.justice.gc.ca/eng/acts/I-2.5/)

Class 3 - Friday, September 28, 2018 Building Inclusive and Welcoming Communities for Immigrants and Refugees

Local Immigration Partnerships (LIPs) & Multi-Stakeholder Partnerships

Regionalization and immigration in small cities

Social Work Practice Models with Immigrants and Refugees

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Readings: Yan & Anucha – Chapter 4 Recommended readings: Esses, V. M. , Hamilton, L. K., Bennett-AbuAyyash, C., & Burstein, M. (2010). Characteristics of a

Welcoming Community. Retrieved on June 15, 2015 from http://p2pcanada.ca/wp-content/uploads/2011/09/Characteristics-of-a-Welcoming-Community-11.pdf

Hyde, C. (1995). The meanings of whiteness. Qualitative Sociology, 18(1), 87-95. Sakamoto, I. (2007). A critical examination of immigrant acculturation: Towards an anti-oppressive

social work model with immigrant adults in a pluralistic society. British Journal of Social Work, 37(3), 515–535.

Tew, J. (2006). Understanding power and powerless: Towards a framework for emancipatory practice in social work. Journal of Social Work, 6(1), 33-51.

Class 4 - Friday, October 5, 2018 Refugees and Asylum Seekers

Definitions, key terms, and the global refugee crisis

Forced migration

Readings: Yan & Anucha – Chapter 15 Recommended Readings: Beiser, M. (2009). Resettling refugees and safeguarding their mental health: Lessons learned from the

Canadian refugee resettlement project. Transcultural Psychiatry, 46(4), 539-583. Esses, V., Veenvliet, S., Hodson, G., & Mihic, L. (2008). Justice, morality and the dehumanization of

refugees. Social Justice Research, 21, 4-25. doi: 10.1007/s11211-007-0058-4. Hyndman, J. (2013). A refugee camp conundrum: geopolitics, liberal democracy, and protracted

refugee situations. Refuge: Canada’s Journal on Refugees, 28(2), 7-15. Labman, S. (2011). Queue the rhetoric: Refugees, resettlement and reform. University of New

Brunswick Law Journal, Vol. 62, 55-63. Lacroix, M. (2006). Social work with asylum seekers in Canada: The case for social justice.

International Social Work, 49(1), 19–28. Lacroix, M., & Sabbah, C. (2011). Posttraumatic psychological distress and resettlement: The need for

a different practice in assisting refugee families. Journal of Family Social Work, 14(1), 43-53. Mann, A. (2011). Refugees who arrive by boat and Canada’s commitment to the refugee convention:

A discursive analysis. Refuge, 26(2) 191-206. Pressé, D. & Thomson, J. The resettlement challenge: Integration of refugees from protracted refugee

situations. Refuge: Canada's Journal on Refugees, 24(2): 94-99.

Class 5 - Friday, October 12, 2016 The Well-Being of Children and Youth from Immigrant Families

Readings: Yan & Anucha – Chapter 10-11 Recommended readings: Chand, A. (2005). Do you speak English: Language barriers in child protection social work with minority

ethnic families. British Journal of Social Work, 35, 807-821. Denov, M., & Bryan, C. (2010). Unaccompanied refugee children in Canada: Experiences of flight and

resettlement. Canadian Social Work, 12(1), 67-75. Este, D., & Ngo, H. V. (2011). A resilience framework to examine immigrant and refugee children and

youth in Canada. In S. Chuang & R. Moreno (Eds.), Immigrant children: Change, adaptation, and cultural transformation (pp. 27-49). Lanham, MD: Lexington Books.

Ochocka, J., & Janzen, R. (2008). Immigrant parenting: A new framework of understanding. Journal of Immigrant and Refugee Studies, 6(1), 85-111.

Yohani, S. Educational cultural brokers and the school adaptation of refugee children and families challenges and opportunities. Journal of International Migration and Integration,14(1), 61-79.

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Class 6 - Friday, October 19, 2018 Immigrant Women, Immigrant Men, and Families

Readings: Yan & Anucha – Chapter 8-9 Recommended Readings: Immigrant Men Dion, K., & Dion, K. (2001). Gender and cultural adaptation in immigrant families. Journal of Social

Issues, 57(3), 511-521. Lorenzetti, L., & Este, D. (2010). War and partner violence: Refugee women’s experiences and impacts

on resettlement. Canadian Social Work, 12(1), 76-82. Carranza, M. (2008). Salvadorian women speak: Coping in Canada with past trauma and loss.

Canadian Social Work Review, 1(25), 23-36. Guruge, S., Collins, E., & Bender, A. (2010, Summer). Working with immigrant women: Guidelines for

mental health professionals. Canadian Issues, 114-118. Recommended Readings: Immigrant Men Austin, C., & Este, D. (2001). The working experiences of underemployed immigrant and refugee men:

Implications for social work practice. Canadian Social Work Review, 18(1), 213-229.

Pottie, K., Brown, J., & Dunn, S. (2005). The resettlement of Central American men in Canada: From emotional distress to successful integration. Refuge, 22(2), 101-111.

Class 7 - Friday, October 26, 2018 Movie “The Good Lie” to be shown in class

Discussion

Class 8 - Friday, November 2, 2016

The Well-Being of Immigrant Older People (Seniors) and Immigrants with Disabilities

Readings: Yan & Anucha – Chapter 12-13 Recommended Readings: Chenoweth, J. & Burdick, L. (2001). The path to integration: Meeting the special needs of refugee elders in resettlement. Refuge, 20(1), 20-29. El-Lahib, Y. & Wehbi, S. (2012). Immigration and disability: Ableism in the policies of the Canadian

state. International Social Work, 55(1), 95-108. Ng, E., Lai, D., & Rudner, A. T. (2012, February). What do we know about immigrant seniors aging in

Canada: A demographic, socio-economic and health profile. Toronto: CERIS – The Ontario Metropolis Centre.

Class 9 - Friday, November 9, 2018 The Health and Mental Health of Immigrants

Readings: Yan & Anucha – Chapter 6 Recommended Readings: Canadian Issues (Summer 2010). Immigrant Mental Health. (Access: http://www.metropolis.net/pdfs/immigrant_mental_health_10aug10.pdf) Corneau, S., & Stergiopoulos, V. (2012). More than being it: Anti-racism and anti-oppression in mental

health services. Transcultural Psychiatry, 49(2), 261-282. Hyman, I. (2007). Immigration and health: Reviewing evidence of the healthy immigrant effect in

Canada. Joint Centre of Excellent for Research on Immigration and Settlement – Toronto CERIS Working Paper No. 55. Toronto: Joint Centre of Excellence for Research on Immigration and Settlement, 2007. (Access: http://ceris.metropolis.net/Virtual%20Library/WKPP%20List/WKPP2007/CWP55.pdf)

Viruell-Fuentesa, E.A., Mirandab, P.Y., & Adulrahimac, S. (2012). More than culture: Structural racism, intersectionality theory, and immigrant health. Social Science and Medicine, 75(12), 2099-2106.

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Class 10 - Friday, November 16, 2018 Mid-Term Break - No Class

Class 11 - Friday, November 23, 2018

Immigration, Employment and the Labour Market

Readings: Yan & Anucha – Chapter 5 Recommended Readings: Creese, G., & Wiebe, B. (2009). Survival employment: Gender and deskilling among African

immigrants in Canada. International Migration, 50(5),56-76. Dlamini, N., Anucha, U., & Wolfe, B. (2012). Negotiated positions: Immigrant women’s views and

experiences of employment in Canada. Affilia, 27(4), 420-434. Drolet, J., Hamilton, L. & Esses, V. (2015, March). Better employment outcomes for immigrants in

Calgary: Research summary. Calgary: Immigrant Sector Council of Calgary. (Access:http://www.isccalgary.ca/wp-content/uploads/2014/01/Final-LMI-Summary-Report-ISCC-3.pdf

Wilkinson, L., Yan, M.C., Tsang, K.T., Sin, R., & Lauer, S. (2012). The school-to-work transitions of newcomer youth in Canada. Canadian Ethnic Studies, 44(3), 29-44.

Class 12 - Friday, November 30, 2018 Immigrants and Refugees: Housing, LGBTQ

Readings: Yan & Anucha – Chapter 7 & 14 Jordan, S.A. (2010). Un/convention(al) refugees: Contextualizing the accounts of refugees facing

homophobic or transphobic persecution. Refuge: Canada’s Periodical on Refugees, 26, 165-182. Lee, E.O.J. & Brotman, S. (2011). Identity, refugeeness, belonging: Experiences of sexual minority

refugees in Canada. Canadian Review of Sociology, 48, 241-274. O’Neill, B.J. & Kia, H. (2012). Settlement experiences of lesbian, gay, and bisexual newcomers in BC.

Vancouver, BC: Metropolis BC. Retrieved from http://mbc.metropolis.net/assets/uploads/files/wp/2012/WP12-15.pdf

Class 13 - Friday, December 7, 2018 (Online)

Social Work Practice with Immigrants and Refugees: Challenges, Gaps, Promising and Best Practices

Emerging Areas: Environmentally-Induced Displacement and Migration

Reflections

Readings: Yan & Anucha – Conclusion Recommended Readings: Drolet, J., Sampson, T., Jebaraj, D., & Richard, L. (2013). Social work and environmentally induced

displacement : A commentary. Refuge : Canada’s Journal on Refugees, 29(2), 55-62.

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Assignments

1. Presentation on Chapter Readings: 20% - Sign Up in Class

This assignment aims to provide you with the opportunity to engage the class in a critical discussion of the readings. For this presentation, select a chapter from the required text and a recommended reading. Prepare a presentation of the readings based on the key concepts, themes and ideas. Students are encouraged to use creative presentation formats. More details about this assignment, expectations and grading criteria will be discussed in class.

2. Journal Reflection or Film Review: 30% – Due Friday, October 26

Journal Reflection: A major objective of this course is to increase your self-awareness of the issues that confront immigrants and refugees as they attempt to settle and adapt into Canadian society. The journal gives you an opportunity to examine and explore your thoughts, feelings, attitudes, experiences, and observations related this growing population in Canada. The journal is personal in nature, which may allow you to be more frank, insightful, and to reflect on both personal and professional issues at a deeper level. The journal is a tool to contribute to your development as a social work practitioner. In the journal entries you may reflect on what you have read, heard, and discussed in class. The journal should be a maximum of 10 pages, double-spaced, 12 point font (2 pages per class). A grading rubric will be provided in class for this assignment based on self-reflection, critical thinking, and presentation of your writing. Film Review: Choose a film and have it approved by the instructor. It must deal with an immigration issue. Provide full bibliographic information for the film (title, producer, year, distributor, etc.) The subject matter of the film will need to be researched using other sources in order to evaluate the film-maker’s treatment of the topic. Please indicate the other sources you consulted. The review should include the following components: (1) Summary of the topic and theme of the film; (2) What can you tell the reader about the film-maker? (3) What impact did the film have on you? What impact has it had on others? Does the audience learn anything of significance? Is this a film that would ‘turn off’ some people? Why? (4) What did the film-maker focus on in relation to the breadth and/or depth of the subject being considered? What didn’t you learn, or what more would you like to learn about the topic that was not conveyed by the film? (5) What are the implications of the film for social work practice with immigrants and refugees? The film review should be a maximum of 6 pages, double-spaced, 12 point font. A grading rubric will be provided in class for this assignment. Some Options (Film Review): Million Dollar Arm (2014) Brooklyn Castle (2012) Gran Torino (2008) The Visitor (2007) Under the Same Moon (2007) Fast Food Nation (2006) Babel (2006) The Terminal (2004) Dirty Pretty Things (2003) House of Sand and Fog (2003) Real Women Have Curves (2002) Bend It Like Beckham (2002) Monsoon Wedding (2000) Angela’s Ashes (1999) Sophie’s Choice (1982)

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3. Immigration Research Paper (50%) – Outline (10%) Due Friday, November 23 and Paper (40%) Due Friday, December 7

This assignment will provide students with the opportunity for in-depth study in an area related to social work practice with immigrants (men, women, children, families, immigrant health, intimate partner violence, underemployment, etc.) Using existing research and/or theoretical literature as the basis, you will be expected to produce a paper not more than 12 double-space pages in length (not including references). One of the keys to completing this assignment is to ensure that you have a focused topic or issue. You are required to submit an outline of your proposed immigration research paper by Friday, November 23, 2018, and the final research paper by Friday, December 7, 2018. A grading rubric will be provided in class for the outline and research paper.

Grading Criteria: Incorporation of Relevant Literature: The extent to which reference is incorporated (at least 10 sources, primarily journal articles, book chapters, books, reports) and relevant to your topic (40%).

Content: The extent to which relevant material is covered by your project, including integration of research and practice and self-reflection on your own attitudes/thoughts on the topic and relevance to social work practice (40%).

Clarity and Organization: Clarity and organization of the overall project, including grammar and spelling, and the extent to which APA style is adhered to in the body and the references section (20%).

Due Dates and Deferrals Extensions are normally granted under exceptional circumstances such as the death of a family member or illness requiring treatment by a physician. When considering a deferral, please be advised that if a deferral is granted, the student cannot withdraw from the course. Therefore, the best option may be to withdraw from the course and repeat it rather than request and accept a deferral. If a deferral is required, the student must submit a written request to the instructors.

Recommended Readings

Adamuti-Trache, M. (2011). First 4 years in Canada: Post-secondary education pathways of highly

educated immigrants. Journal of International Migration and Integration, 12(1), 61-83. Alboim, N., Finnie, R., & Meng, R. (2005). The discounting of immigrants’ skills in Canada: Evidence and

policy recommendations. IRRP Choices, 11(2).Retrieved from http://www.irpp.org/choices/archive/vol11no2.pdf

Ali, M. (2006). Children alone seeking refuge in Canada. Refuge, 23(2), 68-80. Anderson, J. M., Kirkham, S. R., Waxler-Morison, N., Herbert, C., Murphy, M., & Richardson, E. (2005).

Conclusion: Delivering Culturally Responsive Health Care. In N. Waxler-Morrison, J. Anderson, E. Richardson, & N. Chambers (Eds.), Cross-cultural caring: A handbook for health professionals (2nd ed.) (pp. 323-352). Vancouver: University of British Columbia Press.

Andrew, C., Biles, J. Burstein, M., Esses, V., & Tolley, E. (Eds.). (2010). Integration and Inclusion in Ontario Cities, McGill-Queen’s University Press.

Anucha, U., Lovell, A., & Jeyapal, D. (2010). Growing new roots: The housing experiences of racialized newcomers in a second-tier Canadian city. Canadian Social Work, 12, 176-183.

Anucha, U. (2010). Housed but homeless? Negotiating everyday life in a shared housing program. Families in Society, 91(1), 67-75.

Austin, C., & Este, D. (2001). The working experiences of underemployed immigrant and refugee men: Implications for social work practice. Canadian Social Work Review, 18(1), 213-229.

Basran, G., & Zong, L. (1998). Devaluation of foreign credentials as perceived by visible minority professional immigrants. Canadian Ethnic Studies, 30(3), 6-23.

Behina, B. (2008). An exploratory study befriending programs with refugees. Journal of Immigration and Refugee Studies, 5(3), 1-19.

Beiser, M. (2005). The health of immigrants and refugees in Canada. Canadian Journal of Public Health, 96(S2), S30-S44.

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Beiser, M., Armstrong, R., Ogilvie, L., Oxman-Martinez, J., & Rummens, J. (2005). The new Canadian children and youth study: Research to fill a gap in Canada’s children agenda. Canadian Issues (Spring), 21-24.

Beiser, M., Hamilton, H., Rummens, J. A., Oxman-Martinez, J., Ogilvie, L., Humphrey, C., et al. (2010). Predictors of emotional problems and physical aggression among children of Hong Kong Chinese, Mainland Chinese and Filipino immigrants to Canada. Social Psychiatry Epidemiology, 45(10), 1011-21.

Biles, J., Drover, G., Henley, M., Ibrahim, H., Lundy, C., & Yan, M.C. (2010). ‘Introduction’, Canadian Social Work, 12, 5-15.

Biles, J., Burstein, M., & Frideres, J. (Eds.). (2008). Immigration and integration in Canada in the twenty-first century. Kingston, ON: Queens University, School of Policy Studies.

Boyd, M., & Yiu, J. (2009). Immigrant women and earning inequality in Canada. In V. Agnew (Ed.), Racialized immigrant women in Canada: Essays on health, violence, and equity (pp. 208-231). Toronto: University of Toronto Press.

Bradford, N. & Andrew, C. (2010). Local Immigration Partnership councils: A promising Canadian innovation. London, ON: Welcoming Communities Initiative.

Bucklaschuk, J. (2015). A literature review of local partnerships and welcoming community strategies. Retrieved from http://www.spcw.mb.ca/files/9514/3206/8358/Literature_Review_Report_April_15_final.pdf

Burstein, M., Drolet, J., & Esses, V. (2013, March 30). Information needs of immigrants to Alberta: Report based on focus groups with newcomers in Brooks, Calgary, Edmonton and Grande Prairie. Prepared by the Pathways to Prosperity Partnership.

Calgary Local Immigration Parntership (CLIP). (2013). Strategic plan for a welcoming city 2014-17. Retrieved from http://www.calgarylip.ca/wp-content/uploads/2014/09/CLIP-STRATEGIC-PLAN-14-17-V13.pdf

Cardu, H. (2007). Career nomadism and the building of a professional identity in female immigrants. Journal of International Migration and Integration, 8(4), 429-439.

Caulford, P., & D’Andrade, J. (2012). Health care for Canada’s medically uninsured immigrants and refugees: Whose problem is it? Canadian Family Physician, 58, 725-727.

Chambers, N., & Ganesan, S. (2005). Refugees in Canada. In N. Waxler-Morrison, J. Anderson, E. Richardson, & N. Chambers (Eds.), Cross-cultural caring: A handbook for health professionals (2nd ed.) (pp. 289-322). Vancouver, BC: University of British Columbia Press.

Chuang, S. S., and Canadian Immigrant Settlement Sector Alliance/Alliance Canadienne du Sector de l’Establissement des Immigrants (2010). New start for youth study: An examination of settlement pathways of newcomer youth (74 pp.). Ottawa, ON: Citizenship and Immigration Canada.

Clarke, J., & Wan, E. (2011). Transforming settlement work: From a traditional to critical anti-oppression approach to newcomer youth in secondary schools. Critical Social Work, 12(1), 14-26.

Creese, G. (2010). Erasing English language competency: African migrants in Vancouver, Canada. Journal of International Migration and Integration, 11(3), 295-313.

Creese, G., & Wiebe, B. (2009). Survival employment: Gender and deskilling among African immigrants in Canada. International Migration, 50(5),56-76.

Dion, K., & Dion, K. (2001). Gender and cultural adaptation in immigrant families. Journal of Social Issues, 57(3), 511-521.

Dlamini, N., Anucha, U., & Wolfe, B. (2012). Negotiated positions: Immigrant women’s views and experiences of employment in Canada. Affilia, 27(4), 420-434.

Di Giovanni, J. (2016). The morning they came for us: Dispatches from Syria. New York: Liveright. Drachman, D. (1992). A stage of migration framework for service to immigrant populations. Social Work,

37, 68-72. Drolet, J., Hamilton, L., Esses, V., & Zavrazhyna, H. (2015, February). Better employment outcomes for

immigrants. Report prepared for the Immigrant Sector Council of Calgary. Drolet, J., Sampson, T., Burstein, M., Smith, B., Gredling, A., & Pasca, R. (2014, January 14). The role

of employers in bridging newcomers’ absorption and integration in the Canadian labour market: A knowledge synthesis project. Prepared for the Social Sciences and Humanities Research Council (SSHRC). http://p2pcanada.ca/wp-content/uploads/2014/03/The-Role-of-Employers-in-Bridging-Newcomers-Absorption-and-Integration-in-the-Canadian-Labour-Market-A-Knowledge-Synthesis-Project.pdf

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Drolet, J., & Drolet, N. (2014). The situation and migration experiences of Cambodian domestic workers. In S. Hessle (Ed.) Global social transformation and social action: The role of social workers, pp. 108-112. Surrey, UK: Ashgate Publishing Ltd.

Drolet, J., Sampson, T., Jebaraj, D., & Richard, L. (2013). Social work and environmentally induced displacement : A commentary. Refuge : Canada’s Journal on Refugees, 29(2), 55-62.

Drolet, J., Yan, M.C., & Francis, J. (2012, August). A Working Paper on Settlement, Integration, and Welcoming Communities Domain in British Columbia, 1996-2012. Metropolis BC Working Paper # 12-07. http://mbc.metropolis.net/assets/uploads/files/wp/2012/WP12-07.pdf

Drolet, J. & Robertson, J. (2011). In the smaller city a settlement worker wears many hats: Understanding settlement experiences in Kamloops, British Columbia. Our Diverse Cities, 8, 139-144.

Drolet, J., Robertson, J. and Robinson, W. (Fall, 2010). Settlement experiences in a small city: Voices of family class immigrants and settlement workers. Canadian Social Work Journal, Special Issue on the Settlement and Integration of Newcomers to Canada, 12(1), 218-223.

Elabor-Idemudia, P. (2005). Immigrant integration in Canada: Policies, programs and challenges. In C. James (Ed.), Possibilities and limitations: Multicultural policies and programs in Canada (pp. 58-75). Halifax: Fernwood.

Enns, R., Kirova, A., & Connolly, D. (2013). Examining bonding and bridging activities in the context of a common spaces approach to integration. Canadian Ethnic Studies, 45(3), 39-63.

Esses, V. M. , Hamilton, L. K., Bennett-AbuAyyash, C., & Burstein, M. (2010). Characteristics of a Welcoming Community. Retrieved on June 15, 2015 from http://p2pcanada.ca/wp-content/uploads/2011/09/Characteristics-of-a-Welcoming-Community-11.pdf

Esses, V., Burstein, M., Haan, M., Holtman, C., Caputo, S. M., Andrew, C., Sharpe-Harrigan, M., Lacassagne, A., Jean-Pierre, J., Drolet, J., & Clement, G. (2014, March). Local immigration partnerships and the réseaux en immigration francophone: Strategies for increasing harmonization and developing performance measurement tools. Report prepared for Citizenship and Immigration Canada (CIC).

Esses, V.M., Dietz, J., Bennett-AbuAyyash, C., & Joshi, C. (2007). Prejudice in the workplace: The role of bias against visible minorities in the devaluation of immigrants’ foreign-acquired qualifications and credentials. Canadian Issues/Themes Canadiens, Spring, 114-118.

Este, D. (2007). Introduction. In G. Shervey and D. Watt (Eds.), conference proceedings and action plan of the Immigration, Integration, and Language: A Public Policy Conference on Living, Learning and Working in Canada(pp. 25-27). Calgary, AB: Faculty of Education, University of Calgary.

Este, D. (2007). Summary of issues: Living. In G. Shervey and D. Watt (Eds.), conference proceedings and action plan of the Immigration, Integration, and Language: A Public Policy Conference on Living, Learning and Working in Canada(pp. 57-59). Calgary, AB: Faculty of Education, University of Calgary.

Este, D.,& Tachble, A. (2009). Fatherhood in the Canadian context: Perceptions and experiences of Sudanese refugee men. Sex Roles, 60(7/8), 456-466.

Falicov, C. (2007). Working with transnational immigrants: Expanding meanings of family, community, and culture. Family Process, 46(2), 157-171.

George, U. & Chaze, F. (2009). Tell me what I need to know: South Asian women, social capital and settlement. Journal of International Migration and Integration, 10(3), 265-282.

Grant, P., & Nadin, S. (2007). The credentialing problems of foreign-trained personnel from Asia and Africa intending to make their home in Canada: A social psychological perspective. Journal of International Migration and Integration, 8(2), 141-162.

Hojati, Z. (2012). Marginalization and leadership: Iranian immigrant women’s challenges in Canadian academia and society. Jounral of Global Citizenship and Equity Education, 2(2), 1-17.

Jackson, S., & Bauder, H. (2013). Neither temporary nor permanent: The precarious employment experiences of refugee claimants in Canada. Journal of Refugee Studies. doi: 10.1093/jrs/fet048

Khanlou, N., Beiser, M., Cole, E., Freire, M., Hyman, I., & Kilbride, K. (2002). Mental health promotion among newcomer female youth: Post-migration experiences and self-esteem. Ottawa, ON: Status of Women Canada.

Kumsa, M. (2006). No! I’m not a refugee! The poetics of be-longing among young Oromos in Toronto. Journal of Refugee Studies, 19(2), 230-255.

Li, P. (2003). Destination Canada: Immigration debates and issues. Don Mills, ON: Oxford University Press.

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Murray, D. (2012). Becoming a queer here: Integration and adaptation experiences of sexual minority refugees in Toronto. Refugee, 28(2), 127-135.

Ngo, H. (2009). Patchwork, sidelining, and marginalization: Services for immigrant youth. Journal of Immigrant and Refugee Studies, 7, 82-100.

Ngo, H., & Este, D. (2006). Professional re-entry for foreign-trained immigrants. Journal of International Migration and Integration, 7(1), 27-50.

Pine, B., & Drachman, D. (2005). Effective child welfare practice with immigrant and refugee children and their families. Child Welfare, 85, 537-562.

Quairoe, L. (2006). Negotiating a sense of belonging in a new school environment in Canada. International Journal of Diversity, 5, 197-204.

Reitz, J. (2014). Immigrant skill utilization: Trends and policy issues. Journal of International Migration and Integration, 15(1), 1-26.

Rossiter, M. J., & Rossiter, K. R. (2009). Diamonds in the rough: Bridging gaps in supports for at-risk immigrant and refugee youth. Journal of International Migration and Integration, 10(4), 409-429.

Rupra, A. (2010). Experiences of front-line shelter workers in providing services to immigrant women impacted by family violence. In J. Fong (Ed.), Out of the shadows: Women abuse in ethnic, immigrant and aboriginal communities (pp. 132-146). Toronto: Women’s Press.

Salehi, R. (2010). Intersection of health, immigration, and youth: A systematic literature review. Journal Immigrant Minority Health, 12, 788-797.

Shimoni, R., Este, D., & Clark, D. E. (2003). Paternal engagement in immigrant and refugee families. Journal of Comparative Family Studies,34(4), 555-568.

Simich, L. (2008). Negotiating boundaries of refugee resettlement: A study of settlement patterns and social support. Canadian Review of Sociology and Anthropology, 40(5), 575-591.

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Grading

University of Calgary

Faculty of Social Work, Central and Northern Alberta Region BSW Grading System

2018-2019

Grade Grade Point

Description Percentage Range

A+ 4.0 Outstanding 95 - 100

A 4.0 Excellent – superior performance, showing comprehensive understanding of subject matter

95 – 100

A- 3.7 90 – 94

B+ 3.3 85 – 89

B 3.0 Good – clearly above average performance with knowledge of subject matter generally complete

80 – 84

B- 2.7 75 – 79

C+ 2.3 70 – 74

C 2.0 Satisfactory – basic understanding of subject matter

65 – 69

C- 1.7 60 – 64

D+ 1.3 55 – 59

D 1.0 Minimal Pass – marginal performance 50 – 54

F 0.0 Fail – unsatisfactory performance or failure to meet course requirements

Below 50

A student’s final grade for the course is the sum of the separate assignments. It is not necessary to pass each assignment separately in order to pass the course.

Withdrawal No refunds for withdrawal from fall session half-courses after September 13, 2018. The last day to add or swap fall session half-courses is September 14, 2018. The last day to withdraw with permission from fall session half-courses is December 7, 2018. The last day to drop fall session block week courses is August 27, 2018 or the last day to withdraw with permission from fall session block week courses is August 31, 2018. The Undergraduate Academic Schedule for 2018-2019 can be viewed at http://www.ucalgary.ca/pubs/calendar/current/index.html. The online version of the academic schedule supersedes the information on this course outline.

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Course Evaluation

Student feedback will be sought at the end of the course through the standard University and Faculty of Social Work course evaluation forms. Students are welcome to discuss the process and content of the course at any time with the instructor.

PROFESSIONAL CONDUCT As members of the University community, students and staff are expected to demonstrate conduct that is consistent with the University of Calgary Calendar http://www.ucalgary.ca/pubs/calendar/current/k-2.html Students and staff are also expected to demonstrate professional behaviour in class that promotes and maintains a positive and productive learning environment. Consistent with the aims of the Social Work Program, all students and staff are also expected to respect, appreciate, and encourage expression of diverse world views and perspectives. The University of Calgary also expects all to respect, appreciate, and encourage diversity. All members of the University community participating in the Social Work Program are expected to offer their fellow community members unconditional respect and constructive feedback. While critical thought, and debate, is valued in response to concepts and opinions shared in class, feedback must at all times be focused on the ideas or opinions shared and not on the person who has stated them. Where a breach of an above mentioned expectation occurs in class, the incident should be reported immediately to the Associate Dean or his/her designate. As stated in the University Calendar, students who seriously breach these guidelines may be subject to a range of penalties ranging from receiving a failing grade in an assignment to expulsion from the University. Students and staff are expected to model behaviour in class that is consistent with our professional values and ethics. Students are expected to comply with professional standards for the Social Work profession as outlined by the Canadian Association for Social Workers, Code of Ethics (2005): https://casw-acts.ca/en/Code-of-Ethics and the Alberta College of Social Work Standards of Practice (2013): http://www.acsw.ab.ca/document/1327/final_standardsofpractice_20131104.pdf Students are expected to ensure they are both familiar with, and comply with these standards.

RESEARCH ETHICS "If a student is interested in undertaking an assignment that will involve collecting information from members of the public, he or she should speak with the course instructor and consult the CFREB ethics website (http://www.ucalgary.ca/research/researchers/ethics-compliance/cfreb) before beginning the assignment."

WRITING EXPECTATIONS It is expected that all work submitted in assignments should be the student’s own work, written expressly by the student for this particular course. You are reminded that academic misconduct, including plagiarism, has extremely serious consequences, as set out in the University Calendar http://www.ucalgary.ca/pubs/calendar/current/k-2.html

IMPORTANT INFORMATION A number of services are available through the Wellness Centre to support students in distress or those needing wellness supports: http://www.ucalgary.ca/wellnesscentre/resources Wellness Centre Phone Support (403) 210-9355 24 hours/day If a student requires immediate or crisis support, they can also call the Mental Health Help Line 1-877-303-2642 (toll free within Alberta for mental health advice). Each individual is responsible to ensure compliance with the University of Calgary copyright policy.

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Individual questions and concerns should be directed to [email protected]. Any research in which students are invited to participate will be explained in class and approved by the appropriate University Research Ethics Board. Students must use their ucalgary email address as the preferred email for university communications. The Social Work representative to the Students Union is to be determined ([email protected]). Appeals: If there is a concern with the course, academic matter, or a grade, first communicate with the instructor. If these concerns cannot be resolved, students can proceed with an academic appeal, and must follow the process in the Calendar. http://www.ucalgary.ca/pubs/calendar/current/i.html The Student Ombudsman’s Office can be reached at http://www.ucalgary.ca/ombuds/ for assistance with any academic and non-academic misconduct concerns. The Freedom of Information and Protection of Privacy (FOIP) Act indicates that assignments given by you to your course instructor will remain confidential unless otherwise stated before submission. The assignment cannot be returned to anyone else without your express permission. Similarly, any information about yourself that you share with your course instructor will not be given to anyone else without your permission.

ACADEMIC ACCOMMODATION It is the student’s responsibility to request academic accommodations. Discuss your needs with your instructor no later than fourteen (14) days after the start of this course. If you are a student with a documented disability who may require academic accommodation, please register with the Student Accessibility Services http://www.ucalgary.ca/access/ (403) 220-8237 or email: [email protected]. Students needing an Accommodation in relation to their coursework or to fulfil requirements for a graduate degree, based on a Protected Ground other than Disability, should communicate this need, preferably in writing, to their Instructor or to the Faculty of Social Work’s Associate Dean (Teaching & Learning).

SUPPORTS FOR MENTAL HEALTH The University of Calgary recognizes the pivotal role that student mental health plays in physical health, social connectedness and academic success, and aspires to create a caring and supportive campus community where individuals can freely talk about mental health and receive support when needed. We encourage you to explore the excellent mental health resources available and the Campus Mental Health strategy website (ucalgary.ca/mentalhealth).

SEXUAL VIOLENCE POLICY The University recognizes that all members of the University Community should be able to learn, work, teach and live in an environment where they are free from harassment, discrimination, and violence. The University of Calgary’s sexual violence policy guides us in how we respond to incidents of sexual violence, including supports available to those who have experienced or witnessed sexual violence. Of those who are alleged to have committed sexual violence, it provides clear response procedures and timelines, defines complex concepts, and addresses incidents that occur off-campus in certain circumstances. Please see the policy available at https://www.ucalgary.ca/policies/files/policies/sexual-violence-policy.pdf

SAFEWALK

Safewalk provides a safe and reliable alternative to walking alone at night around and on the U of A campus. Located at 0-22 SUB, phone (780) 492-5563 or 4-WALK-ME. In addition to the UofA’s Safewalk program, security personnel at Enterprise Square will provide an escort from the main lobby between 6:00 p.m. and 11:00 p.m., any day that the building is open. Arrangements to be accompanied can be made at the security desk opposite the elevators on the main floor at the time the escort is required – reservations ahead of time are not possible. Security will escort you within a two-block radius of Enterprise Square.