What possibilities are there to promote integration among unaccompanied refugee minors as an educational worker? My thesis is based on this research question. The theoretical examination of the topic is the foundation of the pedagogical integration work.
First, I defined the central terms "unaccompanied minor refugees" and "integration". Then I refer to the reasons for the flight of the juveniles. These are very diverse, which is why I also refer to the respective countries of origin of the juveniles. The course of the work with these juveniles, is determined by legal regulations.
Subsequently, I list the different forms of youth welfare for unaccompanied minor refugees. This point includes the different facility forms of accommodation, in which educators can also be active.
Furthermore, I will deal with the specifics of socio-educational work, followed by the problems, as well as the possibilities of integration. In my conclusion, I will briefly discuss the perspectives of unaccompanied minor refugees, as well as their significance in society if integration is successful.
Table of Contents
1 Introduction
2 Definition
2.1 Unaccompanied minor refugees
2.2 Integration
3 Reasons for fleeing
4 Processes and procedures
4.1 Legal basis
4.2 Convention Relating to the Status of Refugees
4.2.1 Hague Protection of Minors Convention
4.2.2 Convention on the Rights of the Child (CRC)
4.2.3 Resolution of the Council of the European Union
4.2.4 Entry
4.3 Age determination
4.4 Placement
4.5 Clearing procedure
5 Forms of youth welfare
5.1 Full-time care
5.2 Residential education
5.3 Intensive socio-pedagogical individual care (ISC)
5.4 Integration assistance for mentally handicapped children and young people
5.5 Youth social work
5.6 Common forms of housing for mothers, fathers and children
6 Special features of socio-pedagogical work with UMFs
7 Problems of integration
7.1 Lack of schooling
7.2 Language
7.3 Culture / Religion
7.4 Exclusion and discrimination
8 Possibilities of integration
8.1 Education
8.1.1 School education
8.1.2 Training
8.2 Leisure activities
8.3 Projects
9 Conclusion, Outlook
Objectives and Themes
The thesis aims to analyze the challenges and potential opportunities for the integration of unaccompanied minor refugees (UMFs) within the German social and pedagogical system. It explores legal frameworks, support mechanisms, and the crucial role of educators in fostering social inclusion and personal development for these vulnerable youth.
- Legal procedures and statutory requirements for unaccompanied minor refugees.
- Pedagogical approaches and youth welfare services tailored to UMFs.
- Identification of integration barriers such as language, schooling, and discrimination.
- Practical strategies for fostering social, educational, and vocational integration.
Book Excerpt
6 Special features of socio-pedagogical work with UMFs
The UMFs must be able to deal with loss experiences of familiar people, such as friends and relatives.B. In addition, there are the experiences of violence and traumatization. The escape route is also characterized by fear and danger. These negative factors lead to a layering of multiple loads (cf. Ehring, Wally Marianne: : Unbegleitete minderjährige Flüchtlinge, Ihre rechtliche Stellung in Deutschland und Anforderungen an die Soziale Arbeit. Saarbrücken 2008)
The UMFs can develop a loss of trust, which can make it difficult to build new relationships. The negative experiences that the UMFs had to make can lead to the following symptoms: Anxiety, depressive moods, sleep disorders, psychosomatic complaints, such as nausea, headache or back pain and autoaggressive behavior (self-injurious behavior). Likewise, speechlessness can arise as a reaction of grief and uprooting. This is a reaction due to the sudden unlived farewell to the family. The UMFs have fears for their family who are left behind and feel a so-called survival debt. (Jordan, Silke et al.: Soziale Arbeit mit Flüchtlingskindern. Anregung zur Umsetzung einer komplexen Aufgabe. In Fritz Florian/Groner, Frank (Hrsg.): Wartesaal Deutschland. Ein Handbuch für die Soziale Arbeit mit Flüchtlingen. Stuttgart 2004, p.151-169)
Psychologists also see major problems in the development of non-traumatized refugees. The UMFs are in the phase of adolescence (period from late childhood through puberty to full adulthood) and through this phase the feelings of abandonment caused by flight are strengthened. The UMFs live through this personal phase of life in a culture foreign to them with divergent norms and values. The uncertainty of the future perspective results in mental strains. As part of my pedagogical work in a take care of UMFs, I asked the young people what scares them the most. The UMFs, who were between the ages of 14 and 17 years old, often mentioned the fear of deportation. She is plagued by the uncertainty of how long they can stay in Germany, as well as uncertainty about their school and career prospects. The fear of discrimination in public or in the school they will attend has also been mentioned. (Prof. Dr. Weiss, Karin et al. 2002: ', Unbegleitete jugendliche Flüchtlinge und Sozialarbeit”)
Summary of Chapters
1 Introduction: This chapter outlines the context of the refugee situation in 2015 and describes the personal motivation of the author to explore the field of work with unaccompanied minor refugees.
2 Definition: This section provides definitions for the key terms "unaccompanied minor refugees" and "integration" based on legal and social frameworks.
3 Reasons for fleeing: This chapter analyzes the primary causes of flight, including war, persecution, and human rights violations, while highlighting the vulnerability of minors.
4 Processes and procedures: This section details the legal foundations and administrative steps involved in the entry, age determination, placement, and initial clearing procedures for UMFs.
5 Forms of youth welfare: This chapter discusses various pedagogical support services and accommodation forms available to youth, such as foster care, residential education, and individual socio-pedagogical care.
6 Special features of socio-pedagogical work with UMFs: This chapter focuses on the trauma, developmental challenges, and the necessity for building stable, trust-based relationships within pedagogical settings.
7 Problems of integration: This section addresses significant obstacles to integration, specifically the lack of previous schooling, language barriers, cultural differences, and social exclusion.
8 Possibilities of integration: This chapter explores avenues for fostering integration through targeted education, training opportunities, leisure activities, and support projects.
9 Conclusion, Outlook: The final chapter summarizes the demands placed on educators and reflects on the broader socio-economic impact of successfully integrating refugees into German society.
Keywords
Unaccompanied minor refugees, UMF, integration, pedagogy, youth welfare, asylum process, trauma, language acquisition, schooling, social work, diversity, education, vocational training, clearing procedure, resilience
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis focuses on the integration of unaccompanied minor refugees (UMFs) in Germany, specifically examining the pedagogical tasks and challenges faced by social workers and educators.
Which central topics are discussed?
The central topics include legal procedures for refugees, forms of youth welfare, strategies for overcoming educational and language barriers, and the psychological support required for traumatized youth.
What is the main research question of the work?
The research question asks what specific possibilities exist for educators to effectively promote the integration of unaccompanied minor refugees into German society.
Which scientific methodology is employed?
The author uses a literature-based theoretical analysis combined with personal reflections gained from practical internship experiences in youth welfare facilities.
What does the main body of the text address?
The main body covers the legal frameworks, the stages of the clearing procedure, existing social welfare models, the specific psychosocial needs of UMFs, and practical integration opportunities like sports or projects.
How would you characterize this work using keywords?
This work is characterized by terms such as unaccompanied minor refugees, youth welfare, integration, pedagogical support, and socio-educational intervention.
What role does the "Clearing procedure" play for the youth?
The clearing procedure is a vital initial stage that determines a minor's health, educational needs, and legal status to ensure they are placed in the most appropriate care facility.
How does the author propose to improve integration in the school environment?
The author suggests using a standardized questionnaire to better record the previous educational background and personal strengths of UMFs, facilitating their placement in suitable school forms.
- Arbeit zitieren
- Maria Dietl (Autor:in), 2016, Unaccompanied Minor Refugees. Problems and Possibilities of Integration, München, GRIN Verlag, https://www.grin.com/document/1183396
