Resources for Future Students

Health & Social Inequalities I:

Community Research and Action with Refugees

SOC 346 001/PSY 450 004/ANTH 340 005

Fall 2017




Instructor: Jessica Goodkind, PhD                                                                           

Required Materials: 1) a training manual, 2) weekly readings, and 3) two books.  As a participant in the course, everyone is expected to be prepared to engage in the class.  Please be prepared and have read the assigned materials before you come to class.   


1) The training manual is available at the copy center in Dane Smith Hall. Students are required to purchase a copy of the manual (cost is ~$8). The training manual also lists the required readings on e-reserves.


2) Readings are available online through the course site on UNM Learn


3) Required texts:

  1. Wilkinson, R., & Pickett, K. (2009). The Spirit Level: Why Greater Equality Makes Societies Stronger. New York: Bloomsbury Press.


Students will also be required to read one of the following three texts. Students will know during the first week of class which text they need to purchase:

  1. Stearns, Jason. (2011). Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa. Philadelphia, PA: Public Affairs.
  2. Ansary, Tamim. (2012). Games Without Rules: The Often Interrupted History of Afghanistan. New York, NY: Public Affairs.
  3. Shadid, Anthony. (2005). Night Draws Near: Iraq’s People in the Shadow of America’s War. New York: Picador.


Course Purpose

This course is the first in a two-semester sequence of research, intervention, and advocacy methods. The overall sequence is designed to provide you with an opportunity to develop the skills and ideas necessary to be an effective social change agent with and for the refugee family with whom you work.  You will learn how to be a successful advocate, how to foster and facilitate adult learning, and you will sharpen your empathy and communication skills plus gain valuable experience interacting with diverse individuals and settings within the community. This project will be beneficial not only to the families we serve, but to you, the advocate, as well.


The first semester of the sequence is an introduction to the Refugee Well-being Project, including education about refugees and their children, the specific cultures and history of Iraq, Afghanistan, and the Great Lakes region of Africa, adult learning, and collective action.  Information will be presented and discussed regarding health and social inequalities, the history of immigration and refugee movements, myths and facts about refugees and immigrants, and community responses to refugees and immigrants. Students will receive training in the advocacy model and how to utilize this when working with the family assigned to them. The second semester will focus on the progression and completion of the model through implementing the advocacy model with refugee families.



This course will involve 5 components. These components include:

1)     Weekly training and discussion of relevant concepts;

2)     Weekly written exams, thought papers, or homework assignments;

3)     Family advocacy responsibility;

4)     Weekly supervision of family advocacy progress; and

5)     Learning circle responsibilities.


We will meet twice per week throughout approximately the first 14 weeks of the semester. Beginning in December, we will meet once per week for the remainder of the first semester and for the entire second semester. The meeting day and time for your second semester involvement will be either Tuesday or Thursday for one hour between 8:45-10:45 am.  There will be no mid-term or final exam for this course. Please note:  you are expected to continue family advocacy responsibilities through finals week.


  1. Weekly discussion/training. When readings have been assigned for a week, you should come to class prepared to ask questions about the readings, discuss the readings, and, in some cases, be tested on the readings. Part of your grade will be class discussion and participation, which involves mandatory attendance.  During our class discussions you have the opportunity to clarify any and all points that may be unclear to you. This class is based on active doing, and no question is too silly or small to be discussed.


  1. Weekly written questions or thought papers.  The written questions are based on the mastery model, which promotes the idea that you learn the information for each week and build upon concepts throughout the course. Therefore, it is imperative that you master each week’s information before moving on to the following week. Your written questions are graded and reviewed in class the same day.  Students who receive less than a 10 that week will have the opportunity to rewrite the questions and turn the answers in at the beginning of the following class for an increase in the assigned points.  For some weeks, you will write a short two-page thought paper on the readings.  Thought papers are intended to help you think more deeply and critically about what you are reading and to relate what you are learning to your own experiences.  Thought papers are NOT summaries of the readings, but rather reflect your ideas and insights based on the readings.  Therefore, they should show that you have completed the readings and understand them, but we do not want a summary of the readings.  I am interested in your original thoughts and reflections. Thought papers and other homework assignments must be completed on time or the class sessions may not make sense to you.  See Grading Criteria for further details.


  1. Family advocacy responsibility.  You will have the opportunity to work with a particular family after participating in the Learning Circles for about one month.  Student and family assignments will occur at the end of November or beginning of December, when both you and I feel comfortable with your competency and skill in the advocacy model.  Family Advocacy is based on: 1) the student making a diligent effort to complete weekly goals agreed upon in supervision and in collaboration with the family; 2) the student spending 6-8 hours with or on behalf of her/his family over at least two days (this includes 3 hours in the Learning Circles but not supervision time); and 3) following the project guidelines and philosophies when working in the community.


  1. Weekly supervision.  Once you begin working with a family, weekly supervision will occur for one assigned hour during our previously scheduled class time. Weekly supervision will entail discussing your experiences engaged with the family, clarifying the goals that were set, and critically reflecting on the ways that the goals were or were not addressed or accomplished.  The supervision groups are designed to create learning opportunities for all students and instructors involved.  It is expected that you will give each other feedback and suggestions.


  1. Learning Circle responsibilities. The Learning Circles will begin meeting in November. Each student will be assigned to a weekly Learning Circle (either Tuesdays or Wednesdays 5:00-8:00 pm). The Learning Circles will continue throughout the remainder of your involvement in the project (excluding winter break, spring break, and other University holidays). Attendance is mandatory.  Your participation in the Learning Circles will be valuable to both you and the partner/family with whom you are working. It is an opportunity to begin building trust and a relationship with your partner; therefore it is essential that you attend every Learning Circle.  Learning Circles are an opportunity to learn together, share ideas, and work with your partner/family with an interpreter present.  The Learning Circles also fulfill 3 of the 6-8 required hours you spend with your partner/family per week.  You may miss ONLY ONE of the Learning Circles per semester.


Class Policies

Attendance/Commitment to Course

Your regular attendance in this course, during class time, supervision and Learning Circles, is critical to your learning and is an ethical responsibility to the partner/family with whom you will be working. I understand that emergencies occur. You can miss no more than two classes and one Learning Circle per semester. After any absence occurs, I expect you to communicate with me to ensure that you find out what you missed and fulfill any responsibilities you may have. Communication is paramount. I reserve the right to drop any student who cannot fulfill his/her commitment to the course.


Due Dates

Assignments are due on assigned days. Extensions and make-ups are NOT available. Documented illnesses or emergencies are the only exceptions to this policy. If an emergency arises, you must contact me by email before the class in which your assignment is due. 


Two Semester Requirement

Students are required to complete both semesters of the course because of your commitment to the family with whom you will be partnered. In order to receive any of the 9 credits, all 9 must be completed. A grade will be issued for the first semester (Fall 2017), but it is only temporary. A retroactive grade adjustment will be made for Fall 2017 if Spring 2018 courses are not completed.


Diversity and Academic Integrity

This course encourages different perspectives related to such factors as gender, race, nationality, ethnicity, sexual orientation, religion, and other social and cultural identities. This course seeks to foster understanding and inclusiveness related to such diverse perspectives in a manner directed by personal integrity, honesty, and respect for self and others. Included in this focus is the need for academic honesty by students as stated by the UNM Pathfinder. The University of New Mexico believes that academic honesty is a foundation principle for personal and academic development. All University policies regarding academic honesty apply to this course. Students need to do original work and properly cite sources.


Academic Accommodations

Accessibility Services (Mesa Vista Hall 2012, 277-3506) provides academic support to students who have disabilities. If you think you need alternative accessible formats for undertaking and completing coursework, you should contact this service right away to assure your needs are met in a timely manner. If you need local assistances in contacting Accessibility Services, see the Bachelor and Graduate Programs office.



If you are a veteran, please let me know if you have appointments at the VA or other service-related obligations, and I will make every effort to accommodate them.  However, please also keep in mind the course attendance policy.

Mental Health Concerns

Mental health issues can manifest in anyone at any time. Please talk with me if you are struggling and would like assistance finding help. The UNM Student Health & Counseling center (SHAC) has free and low cost services for students. See


Cell Phones/Electronic Devices/Computer Use

Laptops, tablets, and similar devices are not allowed in this course. I created this policy after careful consideration. Based on growing and compelling evidence and my own observations, I am convinced that the use of electronic devices in the classroom negatively impacts the learning and retention of everyone in the room. For those of you interested in the research findings, the data indicate that students who have access to their laptops spend a significant part of the class period focusing on activities not related to the class. In addition, laboratory studies show that, even when the study is set up so that students are on-task the entire time, those who take notes on laptops do not retain information as well as those who hand-write their notes. I believe that it is my ethical responsibility to try to create the conditions that will maximize your learning. You can read more here:  In the same spirit, please do not use your phone in class for any reason. If there is a matter that requires your immediate attention, please leave the classroom and return when you are done.


Communication/Learning Relationship 

I expect you to take an active role in your learning. If you are having trouble, you need to come see me. I am very happy to help you understand concepts that are unclear to you and/or techniques with which you need further practice. I am willing to work with you until you completely understand. Further, if you do not understand something, I will expect you to ask questions. I give ample opportunity to ask questions. If you are uncomfortable speaking in front of the class, come and talk to me during my office hours.

Grade Disputes 

Questions concerning grades should be presented, via email, within one week after you have received the grade. After the one-week period, grade changes for the specific assignment will not be possible. If a meeting is required, then I will schedule one as quickly as possible to discuss the grading process.  If we cannot reach an agreed upon grade, consult the grievance policies as outlined in the UNM Pathfinder. 



The course emphasizes ethical practices and perspectives. Above all, students and instructors should strive to communicate and act, both in class interactions and in assigned coursework, in an ethical way.

A Restorative Classroom

As we learn about and discuss global conflict and the difficult circumstances from which many refugees have to heal, I want this classroom to be a model restorative space. This means creating an atmosphere that is respectful, safe, fair, and supportive, and that seeks to develop empathy, enhance responsibility and accountability, and repair harm and build relationships. Here are 10 ways to be restorative that were created by Dr. Mikhail Lyubansky, based on the work of Howard Zehr. I am committed to these principles, and I ask that you be guided by them in this course:

  1. Take relationships with your classmates (and instructors and refugee partners) seriously, envisioning yourself in an interconnected web of people, institutions and the environment. Treat everyone respectfully, even those you feel don’t deserve it, even those who have harmed or offended you or others.
  2. Try to be aware of the impact - potential as well as actual - of your actions on others.
  3. When you become aware that your actions negatively impacted others, take responsibility by acknowledging and seeking to repair the harm - even when you could probably get away with avoiding or denying it.
  4. Involve those affected by a decision, as much as possible, in the decision-making process.
  5. View the conflicts and harms in class (and in your life) as opportunities. Much learning and connection can emerge from them.
  6. Listen deeply and compassionately to others, seeking to understand even if you don’t agree with them. Think about who you want to be rather than on proving that you are “right.”
  7. Don’t silence yourself. Engage in dialogue with others, even when what is being said is difficult, remaining open to learning from others and the encounter. It is my intention to create conditions where there is enough safety for everyone to speak their honest “truth.” For my part, I pledge to not hold back and speak honestly (yet, hopefully, with sensitivity) about whatever we’re discussing. I would very much like if others did the same.
  8. Be cautious about imposing your “truths” or views on other people/situations. Each person has a right to (and is responsible for) his/her own feelings, thoughts, and beliefs. We will not always agree or see everything the same way. Try to approach disagreement by focusing on your own understanding and growth rather than on trying to change someone else.
  9. Be aware of your internal state. Give yourself and each other permission to be sad and afraid, and even confused and angry (I’ll make sure the anger is safely contained). If you do find yourself feeling unusually emotional, you might want to spend some time reflecting on what’s happening and/or talking it through with me, a classmate, or someone else you trust in order to make sense of your experience.
  10. Sensitively confront everyday injustices including sexism, racism, homophobia, and classism.


Grading Rubric

Semester 1



Points Per Unit

Total Units

Total number of possible point

Earned points






Written Questions





Thought Papers










Advocacy Responsibility





Learning Circle Attendance/Participation





Total Points






  • Attendance/Participation: Attendance will be taken for each class. Participation will be assessed by students’ involvement in course discussions and activities.
  • Written Questions: These are completed and graded in class. See course schedule.
  • Thought Papers:  These are 2–3 page papers that will encourage original reflections on the readings, discussions, films that make up the course. See course schedule for due dates.
  • Assignments:  Five assignments that are to be completed outside of class. See syllabus for due dates.
  • Advocacy Responsibility: This involves meeting your goals and time requirement of 6-8 hours for each week of advocacy with your refugee partner(s).
  • Learning Circle Attendance/Participation: Students will sign an attendance sheet at each Learning Circle. Participation will be assessed by involvement in cultural exchange, preparation and involvement in one-on-one learning, and completion of other assigned responsibilities (e.g., setting up room, cleaning up, food preparation).

Tentative Course Schedule




8/22/17                              Introductions & Overview of the Course


8/24/17                              Film: Homeland – Immigration in America: Refugees                      





08/29/17                            Unit 1: An Overview of Refugees and the Refugee Experience

                                              (Training Manual and Unit 1 Readings)


08/31/17                            Unit 1 continued

                                              Written Questions    




09/05/17                            Unit 2: Great Lakes Region of Africa, Afghan, & Iraqi Cultures and Background

                                              (Training Manual and Unit 2 Readings)


09/07/17                            Unit 2 continued

                                              (Text: First half of assigned text – Hossieni, Shadid OR Stearns)

                                              Film: Ghosts of Rwanda




09/12/17                            Unit 2 continued

                                              (Text: Second half of assigned text – Hossieni, Shadid OR Stearns)

                                              Thought Paper on Unit 2 due



09/14/17                            Unit 2 continued

                                              Group Presentations/Discussion of Texts

                                              Guest Speakers




09/19/17                            Unit 3: Policy Issues Impacting Refugees & Immigrants

                                              (Training Manual and Unit 3 Readings)

                                              Written Questions


09/21/17                            Unit 4: Multiple Perspectives on Mental Health

                                              (Training Manual and Unit 4 Readings)







09/26/17                            Unit 4 continued

                                              Guest Speaker

                                              Thought Paper on Unit 4 due


09/28/17                            Unit 5: Adult Education and Social Change

                                              (Training Manual and Unit 5 Reading #1)

                                               Adult learning activity and discussion




10/03/17                            Unit 5 continued

                                              Film: Adventures of a Radical Hillbilly


10/05/17                             Unit 5 continued

                                              (Unit 5 Readings #2, 3)

                                              Thought Paper on Unit 5 due




10/10/17                            Unit 6: Refugee Children’s Experiences and Special Issues

                                              (Training Manual and Unit 6 Readings)       



10/12/17                            FALL BREAK


WEEK NINE                       


10/17/17                            Unit 6: Refugee Children’s Experiences & Special Issues continued

                                              Written Questions today

                                              Film: Death of a Shaman


10/19/17                            Unit 6 continued

                                              Discussion & Guest speaker




10/24/17                           Unit 7: Empathy/Values Clarification/Problem Solving

                                              (Training Manual pp. 50-55 only and Unit 7 Readings)



10/26/17                            Unit 7 continued

                                              (Training Manual pp. 56-64)

                                              Empathy homework assignment due





10/31/17                            Unit 7 continued

                                              (Text on eReserves: Storti, Culture Matters, pp. 1-108)


11/02/17                            Unit 8: Diversity and Oppression

                                              (Training Manual and Unit 8 Readings #1-2)

                                              Thought Paper on Unit 7 and/or 8 due



Note: Learning Circles begin this week


11/07/17                            Unit 8 continued

                                              (Unit 8 Readings #3-5)

                                              Privilege homework due



11/09/17                            Unit 9: Advocacy/Assessment

                                              (Training Manual and Unit 9 Readings)

                                              Written Questions today




11/14/17                             Unit 10: Advocacy/Implementation

                                              (Training Manual, Unit 10 Reading, Text: Wilkinson & Pickett The Spirit Level – read pp. ix-31 and 173-300, plus one other chapter as assigned)

                                              Unmet Need homework due


11/16/17                            Unit 11: Monitoring/Secondary Intervention/Role of Crisis

                                              (Training Manual and Unit 11 Readings, including Storti, Culture Matters, pp. 109-213)

                                              Written Questions today




11/21/17                            Unit 11 continued

                                              Community Resource Project #1 due

                                              Refugee Partner Assignments


11/23/17                            THANKSGIVING






11/28/17                            Unit 12: Ending the Intervention

                                              (Training Manual and Unit 12 Readings)

                                              Written Questions today


11/30/17                            Final Review and Preparation for Advocacy

                                              Community Resource Project #2 due



WEEKS SIXTEEN AND SEVENTEEN (includes finals week)


12/05/17                            Meet in supervision groups.

12/07/17                            Meet in supervision groups.

12/12/17                            Meet in supervision groups.

12/14/17                            Meet in supervision groups.



We will regularly review the syllabus and adjust as necessary.  Revised syllabi will be posted on UNM Learn.  It is your responsibility to keep abreast of changes in our class.






At the end of this unit, you will be able to:

  • Compare the categories of displaced peoples (immigrant, refugee, asylum-seeker, internally-displaced person) and define refugee warehousing, urban refugees, and acculturation
  • Describe recent warfare tactics that have contributed to the creation of large numbers of refugees
  • Explain how refugees are legally recognized and protected and be able to cite basic statistics about refugees throughout the world and in the United States and refugee repatriation and resettlement
  • Describe the unique challenges that refugees face during the different phases of the refugee experience and how the Refugee Well-being Project addresses some of these challenges after they resettle in Albuquerque
  • Critically analyze how refugees are portrayed and treated




  1. United Nations High Commissioner for Refugees. (2017). UNHCR Global Trends: Forced Displacement in 2016 (pp. 1-29, 56-57). Geneva, Switzerland: UNHCR.


  1. Zong, J. & Batalova, J. (2017). Refugees and Asylees in the United States. Migration Policy Institute:


  1. Ager, A. (1999). Perspectives on the refugee experience. In A. Ager (Ed.), Refugees: Perspectives on the experience of forced migration (pp. 1-23). New York: Cassell.


  1. Harrell-Bond, B. (1999). The experience of refugees as recipients of aid. In A. Ager (Ed.), Refugees: Perspectives on the experience of forced migration. (pp. 136-168). London: Pinter.


  1. Pedersen D. (2002). Political violence, ethnic conflict, and contemporary wars: Broad implications for health and social well-being. Social Science and Medicine, 55, 175-190.


  1. Boast, Will. (2016). Blaming Muslims, at first, in Norway. New York Times Magazine.





At the end of this unit, you will be able to:

  • Describe some of the historical, political, and social circumstances that contributed to the creation of refugee situations in Afghanistan, Iraq, Syria, and the Great Lakes Region of Africa
  • Understand some of the experiences and challenges that refugees from Afghanistan, Iraq, Syria, and the Great Lakes Region of Africa have faced in their home countries and during flight and resettlement
  • Explain some of the cultural backgrounds, beliefs, values, and strengths of refugees from Afghanistan, Iraq, Syria, and the Great Lakes Region of Africa that may be relevant to fostering their well-being during resettlement




  1. Cultural Orientation Resource Center. (2014). Refugees from Syria. COR Refugee Backgrounder.


  1. Cultural Orientation Resource Center. (2014). Refugees from the Democratic Republic of the Congo. COR Center Refugee Backgrounder.


  1. Cultural Orientation Resource Center. (2008). Refugees from Iraq. COR Center Refugee Backgrounder. (pp. 1-24 and 29-35)


  1. Cultural Orientation Resource Center. (2002). The Afghans. COR Center Refugee Backgrounder. (pp. 1-12, 9-29, and 33-41)




  1. Stearns, Jason. (2011). Dancing in the Glory of Monsters: The Collapse of the Congo and the Great War of Africa. Philadelphia, PA: Public Affairs.


  1. Ansary, Tamim. (2012). Games Without Rules: The Often Interrupted History of AfghanistanNew York, NY: Public Affairs.


  1. Shadid, Anthony. (2005). Night Draws Near: Iraq’s People in the Shadow of America’s War. New York: Picador.






At the end of this unit, you will be able to:

  • Explain the history of refugee recognition worldwide, how the United States and other countries make decisions to recognize refugee populations, and what factors affect these decision-making processes
  • Understand domestic U.S. policies that affect refugee assistance and resettlement
  • Discuss the economic impact of refugees in the United States and globally
  • Describe current efforts to change global policies on the treatment of refugees to create sustainable long-term solutions







  1. Farmer, Paul. (2003). Pestilence and restraint: Guantanamo, AIDS and the logic of quarantine. In Pathologies of power: Health, human rights and the new war on the poor (pp. 51-90). Berkeley, California: University of California Press.


  1. Brown, A & Scribner, T. (2014). Unfulfilled promises, future possibilities: The refugee resettlement system in the United States. Journal on Migration and Human Security. The Center for Migration Studies of New York, NY.


  1. New American Economy (2017). From Struggle to Resilience: The Economic Impact of Refugees in America (pp. 1-24)


  1. Dawood, Nora. (2011). From persecution to poverty: The costs of the U.S. Refugee Resettlement Program's narrow emphasis on early employment. In: Policymatters, 2011.


  1. Legrain, Philippe. (2016). Refugees Work: A Humanitarian Investment That Yields Economic Dividends (pp. 7-9). Tent Foundation.




U.S. Senate Committee on Foreign Relations. Abandoned Upon Arrival: Implications for Refugees and Local Communities Burdened by a U.S. Resettlement System That Is Not Working. (2010).





At the end of this unit, you will be able to:

  • Recognize that mental health has multiple definitions and dimensions and compare non-Western and Western conceptualizations of mental health
  • Describe different approaches to healing from trauma, including trauma-focused treatments, psychosocial approaches, and traditional cultural approaches
  • Understand the contribution of current stressors to mental health problems experienced by refugees




  1. Honwana, A. (1998). Non-Western concepts of mental health.


  1. Miller, K.E. (1999). Rethinking a familiar model: Psychotherapy and the mental health of refugees. Journal of Contemporary Psychotherapy, 29, 283-306.


  1. Miller, K.E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: Bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70, 7-16.


  1. Isakson, B.L., & Jurkovic, G.J. (2013). Healing after torture: The role of moving on. Qualitative Health Research, 23(6), 749-761.


  1. Shoeb, M., Weinstein, H.M., & Halpern, J. (2007). Living in religious time and space: Iraqi refugees in Dearborn, Michigan. Journal of Refugee Studies, 20, 441-460.




Hassan, G., Kirmayer, L.J., Mekki- Berrada, A., Quosh, C., el Chammay, R., Deville-Stoetzel, J.B., Youssef, A., Jefee-Bahloul, H., Barkeel-Oteo, A., Coutts, A., Song, S. & Ventevogel, P. (2015). Culture, context and the mental health and psychosocial wellbeing of Syrians: A review for mental health and psychosocial support staff working with Syrians affected by armed conflict. Geneva: UNHCR.





At the end of this unit, you will be able to:

  • Compare and contrast the “banking” method of learning with transformative/popular/ emancipatory educational models
  • Describe the relationship between education and social change, as envisioned by Paulo Freire, Jane Addams, Myles Horton, and the Refugee Well-being Project
  • Name the components of Learning Circles and explain the purposes of each
  • Describe and utilize techniques for effective second language acquisition for adults




  1. O’Donoghue, J.L. & Lesch, D.U. (Eds.) (1999). We are the freedom people: Sharing our stories, creating a vibrant America (selected pages). St. Cloud, MN: Sentinel Printing Company.


  1. Freire, P. (1970, 1993). The pedagogy of the oppressed.  In Barash, D.P. Approaches to peace: A reader in peace studies (pp.138-144). New York: Oxford University Press.


  1. Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change (pp. xv-xxxvii, 102-109, 128-138, 145-163, 199-202). Philadelphia: Temple University Press.





At the end of this unit, you will be able to:

  • Describe some of the particular strengths, stressors, challenges, and issues experienced by refugee children during each phase of the refugee experience
  • Explain the complexity of outcomes that may occur as refugee children attempt to adjust to living in the United States
  • Implement effective strategies for initiating, increasing, maintaining, and decreasing behavior among children and youth
  • Understand the disadvantages of employing punishment with children and youth




  1. National Child Traumatic Stress Network Refugee Trauma Task Force. (2003). Review of child and adolescent refugee mental health. Boston, MA: Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services.


  1. Blackwell, D. & Melzak, S. (2000). Far from the battle, but still at war: Refugee children at school. Child Psychotherapy Trust. London.


  1. Rumbaut, R.G. (1996). The new Californians: Assessing the educational progress of children of immigrants. California Policy Seminar Brief, 8(3), 1-12.




United Nations. (1989). Convention on the Rights of the Child. United Nations General Assembly. Adopted by the United Nations General Assembly, November 20, 1989.





At the end of this unit, you will be able to:

  • Differentiate between active listening and other methods of communication
  • Be an effective, empathic listener
  • Identify personal and cultural values that impact your behavior and interactions with others
  • Explain strengths-based methods of intervention and how they contrast with other approaches to working with families




  1. Early, T.J. & GlenMaye, L.F. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118-130.


  1. Wilmes, D.J. (1998). Skills for establishing positive behavior. In Parenting for prevention: How to raise a child to say no to alcohol/drugs (pp. 115-126). Minnesota: Johnson Institute Books.


  1. Wilmes, D.J. (1998). Communication skills. In Parenting for prevention: How to raise a child to say no to alcohol/drugs (pp. 141-150). Minnesota: Johnson Institute Books.


TEXT (available on eReserves):


            Storti, C. (2012). Culture Matters: The Peace Corps Cross-Cultural Workbook (pp. 1-108). Washington, DC: Peace Corps Information Collection and Exchange.





At the end of this unit, you will be able to:

  • Describe multiple forms of oppression and how these differ from prejudice
  • Explain how oppression limits the growth and development of all people (both those who are privileged and disadvantaged by each particular form of oppression)
  • Understand ways in which you have been privileged and disadvantaged and how these affect your life on a daily basis
  • Analyze how your work with your refugee partners may be affected by different forms of oppression




  1. Pharr, S. (1988). The common elements of oppressions. In Homophobia: A weapon of sexism (pp. 53-64). Inverness, CA: Chardon Press.


  1. Strickland, G. & Holzman, L. (1998). Developing poor and minority children as leaders with the Barbara Taylor School Educational Model. Journal of Negro Education, 58, 383-398.


  1. McIntosh, P. (1995). White privilege and male privilege:  A personal account of coming to see correspondences through work in Women’s Studies.  In M.L. Anderson & P.H. Collins (Eds.), Race, class and gender: An anthology, (pp. 76-87). Belmont: Wadsworth Publishing Company.


  1. Jones, C.P. (2000). Levels of racism:  A theoretical framework and a gardener’s tale. American Journal of Public Health, 90, 1212-1215.


  1. Turner, S. (n.d.). Vindicating masculinity: The paradoxical effects of empowering women in a refugee camp.





At the end of this unit, you will be able to:

  • Describe how and why social services are often structured in ways that blame the recipients of these services for their problems rather than identifying structural/systemic causes
  • Effectively follow the steps of the assessment phase of advocacy
  • Apply strengths-based methods to working with refugee families




  1. Ryan, W. (1976). Blaming the victim(pp. xi-30). New York: Vintage Press.


  1. Powell, D.S., Batsche, C.J., Ferro, J., Fox, L. & Dunlap, G. (1997). A strength-based approach in support of multi-risk families: Principles and issues.  TECSE, 17(1), 1-26.





At the end of this unit, you will be able to:

  • Describe nine different advocacy strategies for mobilizing resources and how to select an optimal strategy for a given situation
  • Explain the importance of involving your refugee partners in the advocacy efforts and how to do so
  • Examine and describe the multiple dimensions of health that are impacted by inequalities and some of the mechanisms through which these impacts occur




Wilkinson, R., & Pickett, K. (2009). The Spirit Level: Why Greater Equality Makes Societies Stronger. New York: Bloomsbury Press.





At the end of this unit, you will be able to:

  • Identify when secondary intervention is needed and how to conduct secondary advocacy efforts
  • Effectively monitor your intervention throughout implementation
  • Identify common cultural misunderstandings and ways to reduce misunderstandings and promote effective communication


TEXT (available on eReserves):


            Storti, C. (2012). Culture Matters: The Peace Corps Cross-Cultural Workbook (pp. 109-213). Washington, DC: Peace Corps Information Collection and Exchange.






At the end of this unit, you will be able to:

  • Describe the intervention that you will be engaging in with your refugee partner(s)
  • Understand the rationale for a short-term (20-week) intervention
  • Explain the important components of ending the intervention
  • Compare and contrast different approaches to refugee/immigrant activism (social change efforts) and some of the challenges and benefits that may occur






  1. Tyno, Y. (n.d.). A resettlement example: What resettlement agencies forget.


  1. Diao, N. (1995).  From homemaker to housing advocate: An interview with Mrs. Chang Jok Lee. In M.L. Anderson & P.H. Collins (Eds.), Race, class and gender: An anthology, (pp. 515-523). Belmont: Wadsworth Publishing Company.


  1. Sylvan, L. (2006). Refugee protest in the Global South: Recent developments. In World Refugee Survey 2006 (pp. 28-31). Washington D.C.: Immigration and Refugee Services of America.