The School Counsellor's Role in Promoting Social Justice for Refugee and Immigrant Children Le rôle du conseiller scolaire dans la promotion de la justice sociale pour les enfants réfugiés et immigrants
Notice bibliographique
Résumé
Forced migration as a result of conflict and war has contributed to the global movement of people and the need for institutions, such as schools, to respond with programs and services to meet the needs of students from culturally diverse backgrounds. Citizenship and Immigration Canada (2012) reports 257,515 newcomers to Canada in 2012, with approximately 10-12% classified as refugees. By 2031, Statistics Canada (2010) projects that roughly 30% of the population will be a visible minority and approximately 36% will be under the age of 15.Globally, the increase in the numbers of refugees and asylum seekers and the forced movement of people to host countries such as Canada, Australia, and the United States have necessitated a closer examination of educational systems and policies that affect resettlement and adjustment (Taylor & Sidhu, 2012). Much of the literature related to refugee education has focused on problems and challenges that refugee students encounter and the difficulties the school and community have with helping students be successful in a host country (McBrien, 2009). Schools have a critical role in the process of resettlement of refugee students (Christie & Sidhu, 2002), yet numerous reports indicate that schools feel unequipped and teachers feel ill-prepared to meet the unique and diverse needs of these students (Stewart, 2011).Refugees are individuals forced to flee their country because of persecution, war, or violence (UNHCR, 2013). Many refugee children and adolescents, who have been exposed to war and armed conflict prior to coming to Canada, have certain needs beyond cultural and social adjustment. Some students have suffered from personal trauma, torture, imprisonment, violence, and loss (Machel, 2001), and others have experienced long-term catastrophic stress and psychological distress as a result of conflict and forced displacement (Zanskas, 2010). Changes to demographics result in increasingly complex social dynamics as well as concerns for inequality and injustice (Goodman, 2001). In addition to noting changing demographics and the movement of people, Kirylo, Thirumurthy, and Ceasar (2011) drew attention to the varied modes of technologies and communication systems that have connected the world and resulted in interrelationships between people from diverse countries, also resulting in the need for increased multicultural and social competencies for counsellors.Although many children from refugee backgrounds exhibit resilience and resourcefulness, there are some who come to school and experience numerous challenges and obstacles that complicate their social, academic, and emotional development (Matthews, 2008). The literature pertaining to the needs of refugee children reveals numerous systemic and complex issues that complicate the adjustment process for refugee children (Yakushko, Watson, & Thompson, 2008). School counsellors can act as stable support persons in the lives of refugee students, and they can play an integral role in making schools into safe and accepting environments for these children. To do this, school counsellors need to learn about the issues related to children from refugee backgrounds so that they are able to critically examine and challenge how to best meet their personal, social, and academic needs. When properly prepared, school counsellors can play an important role in constructing culturally responsive policies, practices, and interventions that influence the entire school community.More attention needs to be devoted to programming and support for newcomer and refugee children, and educators need more preparation so that they have the skills and knowledge to best support their unique educational and psychosocial needs (Stewart, 2011). Numerous reports suggest that school systems are failing these students (Dahir & Stone, 2009; Hek, Hughes, & Ozman, 2012), and this often leads to exclusion or marginalization and the exacerbation of social difficulties (Stewart, 2011). …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».