What's New

January 2018


  • BRYCS latest webinar, Managing Trauma: Tips for Supporting Refugee Teens in Schools, Refugee Resettlement, & Other Contexts, has been archived! This webinar builds off of BRYCS previous webinar on Understanding Trauma in Refugee Youth. Reflect on your work and relationships with refugee teens and learn about some of the dilemmas they face, as well as how to converse helpfully and meaningfully with them, and intervene more effectively with their families and schools.
  • New Promising Practice! PRYSE Academy, an Alliance for Refugee Youth Support and Education (ARYSE) program, is a free summer day camp for immigrant and refugee youth in middle and high school. The goal of the program is to help participants feel safe and welcomed in their new home by supporting them in developing self-confidence, English skills, and engaging in the broader community. The program combines academic classes, creative expression workshops, and sports.
  • National Migration Week is January 7-13th! USCCB/MRS has created a toolkit that provides many migration related resources that can be used during this week for migration events. The toolkit includes practical to-dos and prayer resources.
  • January is National Slavery & Human Trafficking Prevention Month! A Day of Prayer Toolkit, from the United States Conference of Catholic Bishops/Migration and Refugee Services (USCCB/MRS), promotes efforts to raise awareness and educate communities on human trafficking. The toolkit also provides best practices to help advance antitrafficking initiatives.
  • January is National Mentoring Month! This month we focus on the need for mentors, as well as how each of us can work together to increase the number of mentors to help ensure positive outcomes for young people and children. Visit BRYCS highlighted resource list for more resources on youth mentoring!.


Call for Papers

  • The Journal of Communication Inquiry (JCI) invites submissions that adopt critical-cultural approaches to the intersection of media and immigration, such as the complex role in negotiating the migration process and experience and how it has affected children who are both immigrating or have immigrated, for its October 2018 theme issue, “Mediating Global Migration.” A list of possible topics is also available. Apply by January 15, 2018.
  • Call for Submissions! The Child Welfare Journal is looking for articles that extend knowledge in any child/family welfare or related service; on any aspect of administration, supervision, casework, group work, community organization, teaching, research, or interpretation; on any facet of interdisciplinary approaches to the field; or on issues of social policy that bear on the welfare of children and their families. The deadline is rolling.
  • Migration Studies is seeking high quality research on human migration in all its manifestations, and particularly work that presents: comparative findings with relevance beyond a single case study; new methodological techniques and insights; or new theoretical takes on the drivers, dimensions and impacts of migration.
  • Migration Letters is inviting papers on the following topics: migration and security, intra-rural migration, conflict and migration, health and migration, trafficking, asylum migration, development and migration, immigrant integration, return
    migration, psychology of migration, migration and SMEs, gender issues, migration research and scholars. The deadline is rolling.


  • The Growing Opportunities and Leaders grant, from The Kids 'N Community Foundation,  is available for non-profit organizations that specialize in working with children. Grants from the foundation support the health and educational needs of underserved populations. Apply by January 8, 2018.
  • Grants from the Kerr Foundation aim to identify and support non-profit organizations and institutions that provide new or enhanced opportunities for those working with children in the areas of education, arts and culture, health and human services. Apply by January 12, 2018.
  • Grants for Outreach & Services to Underserved Populations, from the Office of Violence Against Women (OVW), supports the development of culturally and linguistically appropriate resources for underserved survivors as well as activities that improve the capacity of communities to support underserved populations impacted by domestic violence, sexual assault, dating violence, and stalking.  Apply by January 26, 2018.
  • Initiative for Students and Youth grant, from The JAMS Foundation/ACR, provides funding for conflict prevention and dispute resolution programs for K-12 students and for adults working with youth populations. Programs that advance the development, implementation, and/or assessment of conflict prevention and resolution strategies to serve youth in families whose integrity is jeopardized by changes in social environment that can lead to gang involvement are encouraged to apply. Apply by February 14, 2018.
  • Teacher Vision grants, from American Electric Power (AEP), support projects that have an academic focus and a goal to improve student achievement. AEP has a special interest in science, mathematics, technology, electrical safety, the balanced study of energy and the environment, and energy efficiency. Apply by February 23, 2018.
  • Determining and Monitoring Health Conditions Among U.S.-Bound Refugees and Other Globally Mobile Populations grant, from the Centers for Disease Control and Prevention (CDC), supports public health research on endemic, neglected, emerging or re-emerging infectious diseases, and other conditions of public health importance, in U.S. bound refugees and other globally mobile populations, to promote health and prevent disease in domestic and international populations. Apply by February 28, 2018.
  • Health Habits: Timing for Developing Sustainable Healthy Behaviors in Children and Adolescents, from the National Institutes of Health (NIH), seeks to employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behaviors in children and youth. Applications should target social and cultural factors for children and adolescents who are experiencing early symptoms of mental health problems. Apply by January 7, 2018.
  • Pilot Studies to Test the Initiation of a Mental Health Family Navigator to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents, from the National Institutes of Health (NIH), aim to develop and pilot test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. Applications are due January 7, 2018.
  • Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents, from the National Institutes of Health (NIH), aim to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. Applications are due January 7, 2018.
  • Healthy Habits: Timing for Developing Sustainable Healthy Behaviors in Children and Adolescents (R01), from the National Institutes of Health (NIH), promotes research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors. Applications are due January 8, 2018.
  • The Caplan Foundation for Early Childhood Foundation Grant is intended to be an incubator of promising research and development projects that may ultimately enhance the development, health, safety, education or quality of life of children from infancy through seven years of age across the country. The Foundation provides funding in the following areas: Early Childhood Welfare; Early Childhood Education and Play; Parenting Education. The deadline to submit a Letter of Inquiry is January 31, 2017
  • Pathways Out of Poverty, from the Herb Block Foundation, seeks proposals which focus on improving student achievement and healthy development of young people. Projects may include in-school and community-based educational programs, after-school activities, and mentoring programs. Letters of Intent are due February 7, 2018.
  • Vision Screening in Children, from the Department of Health and Human Services Health Resources and Services Administration (HRSA),  seeks to improve vision screening and eye health in young children by providing technical assistance and education to state public health entities in implementing evidence-based recommendations for coordinated education, screening, follow-up and surveillance of vision problems in preschool-aged children. Applications are due February 15, 2018.
  • Adolescent and Young Adult Capacity Building Program, from the Department of Health and Human Services Health Resources and Services Administration (HRSA) seeks to improve the health of adolescents and young adults by strengthening the capacity of state maternal and child health programs to address their needs effectively. Applications are due February 16, 2018.


Migration & Resettlement Awareness

  • Map of the Day: Where People Have Been Forced to Flee From Their Homes in 2017, from the UN Dispatch, provides information on internally displaced people around the world during the first half of 2017 due to conflict and disasters. More than 9 million people have become newly displaced in 2017 and about half are fleeing conflict. A full report on interal displacement is also available.
  • Bury Me, My Love is a reality-inspired interactive fiction designed for mobile phones, telling Nour’s story as she flees Syria and tries to reach Europe . Unlike other interactive fictions, your choices have an impact on the story allowing users to better understand the complex situations migrants face and the weight their choices often have. 

For Refugee/Immigrant Children & Youth

  • Book Fiesta: A Children's Book Day Celebration/Celebremos el dia de los libros encourages children to use their imagination when reading. This resource includes activities and discussion questions to help explore topics of particular relevance to English learners and engage families of immigrant backgrounds. Recommended for ages 4-8.
  • Migrant, Each spring Anna leaves her home in Mexico and travels north with her family where they will work on farms. Sometimes she feels like a bird, flying north in the spring and south in the fall. Sometimes she feels like a jack rabbit living in an abandoned burrow, as her family moves into an empty house near the fields. But most of all she wonders what it would be like to stay in one place. Recommended for ages 4-7. (Description from source)
  • American Me: Teens Write About the Immigrant Experience, Teens from all around the world write about their experiences immigrating to the United States and adjusting to their new lives. From wanting to fit in, to understanding American culture, these teens share how they overcame the challenges of acclimating to a new country and made it their home.
  • 25 Must-Read Multicultural Books for Preschoolers and Kindergartners is a collection of books stories that expose children to cultural and ethnic diversity and celebrate differences. The books portray children from various backgrounds, including African American, Hispanic, Middle-Eastern, Asian and Native American. The set includes stories related to the immigrant experience, books that help children embrace their unique heritage, and folktales from around the world.
  • Rosie and Warda and the Big Tent, from the Hebrew Immigrant Aid Society (HIAS), tells the story of two classmates on a school camping trip where they share different aspects of their cultures with each other. The book focuses on the beauty of cultural differences and the importance of welcoming others into the community, especially in schools. Recommended for grades 1-3.

Cultural Orientation/Integration

  • How Refugee Community Groups Support Resettlement, from Forced Migration Review, addresses the work of grassroots refugee community groups that have been an integral part of the resettlement process in the US. Their work has complemented professional services and filled important gaps in resettlement agencies' services.
  • Belonging Begins at Home: Housing, Social Inclusion and Health and Well-being for People from Refugee and Asylum Seeking Backgrounds, from the Southgate Institute for Health, Society and Equity, examines the experiences of people from refugee and asylum seeking backgrounds living in South Australia for seven years or less in relation to housing, social inclusion and health and well-being. The goal of the study is to promote good housing experiences and social inclusion for positive health and well-being.
  • Little by Little: Exploring the Impact of Social Acceptance on Refugee Integration into Host Communities, from The Office of Community Oriented Policing Services (COPS), suggests that social acceptance is an integral component of a refugee’s integration process and should be prioritized in programming and policy development. The study analyzes a variety of tools and means to foster social acceptance and relationships between members of both communities. Additionally, COPS launched a Training Portal to provide law enforcement officials and community partners with access to interactive online training and to provide a variety of multi-media community policing resources at no cost.

Child Welfare/Families

  • Treat Them Like Gold: A Best Practice Guide for Partnering with Resource Families, a guide from the NC Department of Health and Human Services, shares background information, resources, and suggestions to help achieve safety, permanence, and well-being for Latino and immigrant children and their families. The guide aims to provide tools agencies can use to build, refine, and sustain partnerships with resource families.
  • Stolen Childhoods: End of Childhood Report, from Save the Children, compares the latest data for 172 countries and assesses where the most and fewest children are missing out on childhood. The report documents gaps between rich and poor countries and the urgent need to accelerate progress for the most vulnerable children. (Description from source)
  • Parenting in Displacement - Adapting Vroom for Displaced Syrian Families, a report from Save the Children, takes a hard look at the events that rob children of their childhoods, such as poor health, conflict, violence, child marriage, and child labor. These factors have created a global childhood crisis causing millions of children have their childhoods cut short because of who they are and where they live. The report is also available in Arabic.
  • Special Immigrant Juvenile Status (SIJS), from Kids in Need of Defense (KIND), offers general guidance for practitioners to help them successfully advocate for Special Immigrant Juvenile Status (SIJS).
  • Race for Results, from The Annie E. Casey Foundation, explores what it takes for all children to become successful adults and the barriers to opportunity that persist for many children of color and those living in immigrant families. This report measures how children are progressing on key milestones by race and ethnicity at the national and state levels, explores the significant barriers facing children in immigrant families and offers recommendations for helping children in these families secure the stability, economic resources and opportunities all the nation's children need to thrive.
  • “Unaccompanied Children as Illegal Immigrants in the United States”, from Vulnerable Children and the Law: International Evidence for Improving Child Welfare, Child Protection and Children's Rights, provides an overview of unaccompanied children in the United States, discusses the legal process, including issues of custody and legal representation, which the children must face in the United States as immigrants without status, and focuses on some of the social welfare issues, such as trauma, that must be dealt with once the children are in the United States. (Description from source)
  • Outcast and Desperate: Rohingya Refugee Children Face a Perilous Future, from the United Nations International Children's Emergency Fund (UNICEF), is part of a series highlighting the challenges faced by children in current crisis situations. The report focuses on the situation facing Rohingya refugee children and their families now suffering harsh conditions in camps in southern Bangladesh after fleeing violence in Myanmar.

Early Childhood



  • "Resettlement of Refugee Youth in Australia: Experiences and Outcomes Over Time", from Forced Migration Review, examines the effects of resettlement on young people, who have been found to face significant challenges such as disrupted education pre-migration, barriers to educational success post migration; extensive family responsibilities and experiences of discrimination. However, this study shows that young refugees demonstrate significant resilience and a great capacity to negotiate these challenges.
  • Cultural Adaptation of Somali Refugee Youth, explores the cultural adaptation of a group of Somali refugee youths in a public urban high school. As these youths negotiate the social contexts of peers, school, family, and community we see the ways in which race, religion, gender, and youth culture shape their notions of identity. (Description from source)

Health/Mental Health

  • Community Impact: Effective Messaging and Trauma Informed Care Approaches, from The National Partnership for Community Training (NPCT), offers a presentation of how effective messaging and trauma informed care practices contribute to a healthy and welcoming environment for refugees. A community engagement information guide that offers recommendations on how to engage the private sector and discusses how communities can implement trauma-informed care practices is also available.  
  • Guidance on Refugee Trauma for Teachers and Educators, from The National Child Traumatic Stress Network (NCTSN), offers information on welcoming refugee children and their families, how to support youth in what may be an unfamiliar classroom setting, and how to address issues in sensitive and respectful ways.
  • Caring Across Communities: Helping Immigrants and Refugee Students Succeed, from the Robert Wood Johnson Foundation (RWJF), examines the benefits of the Caring Across Communities program, which serves children from 55 foreign countries, who speak 33 different languages. The support provided by social workers and cultural brokers aid educators and families in recognizing and addressing signs of trauma.
  • "Promoting Mental Health in Unaccompanied Refugee Minors: Recommendations for Primary Support Programs", from Brain Sciences, examines the variation in prevalence of mental health issues and migration stressors, such as language barriers and cultural differences, in unaccompanied refugee minors and the best ways to support them. The article details three psychological processes that can aid youth in adapting to a new country and promote mental health.
  • Immigrant Child Health Toolkit, from the American Academy of Pediatrics, provides a comprehensive list of resources designed for pediatricians to address common matters related to immigrant child health, including the needs of children and family when the family is separated, due to deportation. A toolkit for mental health care for immigrant children is also available. (Description from source)
  • “Out of Our Mind: Art Therapy and Mindfulness with Refugees, Political Violence and Trauma”, from The Arts in Psychotherapy, considers the combination of art therapy and mindfulness in work with refugees and asylum seekers and how these approaches can be combined to help individuals build strategies for safety, support resilience, and work with multiple levels of loss, after extreme and traumatic experiences.
  • Information Guide on Grief and Healing, from the National Partnership for Community Training (NPCT), is a compilation of information guides to assist resettlement workers and mental health providers in their work with refugee mental health and aims to  increases service providers' capacity to facilitate healing by distinguishing between types of grief, providing tools and tips for case workers and clinicians and suggesting self-care practices for service providers working with grieving communities.
  • "Comparing Trauma Exposure, Mental Health Needs, and Service Utilization across Clinical Samples of Refugee, Immigrant, and US-Origin Children", from the Journal of Traumatic Stress, compares trauma exposure of children referred for assessment and treatment by U.S. providers in the National Child Traumatic Stress Network (NCTSN). The clinic-referred sample of refugee-origin youth presented with distinct patterns of trauma exposure, distress symptoms, and service needs that merit consideration in services planning. (Description from source)

Female Genital Cutting (FGC)

  • "Changing Cultural Attitudes Towards Female Genital Cutting", from Nature Journal, examines the use of entertainment to dramatize locally discordant views on female genital cutting and how it has provided a basis for applied cultural evolution without accentuating intercultural divisions. This approach differs from others that can sometimes imply the need to introduce values and expectations from outside the local culture, which can lead to backlash from the target community.
  • "Female Genital Mutilation and Cutting: An Anatomical Review and Alternative Rites", from Clinical Anatomy, provides an overview of the World Health Organization’s four classifications of FGM/C and explores alternative rites of passage which are seen as an important strategy for eliminating this harmful practice. Such alternative rituals avoid genital cutting and involve educating girls about family life and women's roles.
  • Maasai Daughters is a documentary short about the lives of three girls and the women who rescued them from retrogressive cultural practices in their own Maasai community at the AIC Girls School and Rescue Center in Kajiado, Kenya.


  • Who Made My Clothes?, from FutureLearn, is a free online course that introduces learners to the garment supply chain and provides techniques to determine who made their clothes and find out how to influence global change.
  • Human Trafficking: New Global Estimates of Forced Labor and Modern Slavery, from Congressional Research Service (CRS) Insight, looks into the International Labor Organization’s (ILO) new report on the global prevalence of modern slavery. The report’s estimate concluded that some 89 million people had experienced modern slavery in the past five years but stressed that its estimates are conservative, noting the lack of data due to underreporting.

Program Development