This book offers a comprehensive overview of resilience across immigrant and refugee populations. It examines immigrant and refugee strengths and challenges and explores what these experiences can impart about the psychology of human resilience. Chapters review culture functions and how they can be used as a resource to promote resilience. In addition, chapters provide evidence-based approaches to foster and build resilience. Finally, the book provides policy recommendations on how to promote the well-being of immigrant and refugee families. Topics featured in this book include: Methods of cultural adaptation and acculturation by immigrant youth. Educational outcomes of immigrant youth in a European context. Positive adjustment among internal migrants. Experiences of Syrian and Iraqian asylum seekers. Preventive interventions for immigrant youth. Fostering cross-cultural friendships with the ViSC Anti-Bullying Program. Contextualizing Immigrant and Refugee Resilience is a must-have resource for researchers, professors, graduate students as well as clinicians, professionals, and policymakers in the fields of developmental, social, and cross-cultural psychology, parenting and family studies, social work, and all interrelated disciplines.

Despite the increased adoption of digital education materials during the pandemic, there is a persistent issue of educational inequity and exclusion, especially for students in rural areas and those with diverse disabilities. Digital technologies have the potential to expand and liberate education, but their inconsistent history raises questions about their effectiveness in addressing these challenges. Implementing Inclusive Educational Models and Technologies for Equity and Diversity offers a comprehensive and timely reference source that aims to provide an opportunity for reflection on the crucial issue of inclusion and equity in the context of educational improvements. This research book provides relevant academic work, empirical research findings, and an overview of this relevant field of study. It also covers recommended topics such as mobile and blended learning, teaching, and learning strategies, technological concerns, and ethical and sociological concerns such as accessibility for users with diverse disabilities and addressing individual differences. By providing a platform for research opportunities and increasing understanding of inclusion and equity in education, the book can contribute to the development of effective strategies and tactics to create inclusive educational environments that leverage digital technologies.

This textbook provides theoretical and clinical knowledge needed by social workers and other practitioners involved in humanitarian emergency response. Social workers are well positioned to serve coordinating and leadership roles in this interdisciplinary field due to their holistic training. This book weaves together micro, mezzo, and macro levels of practice into integrated social work practice. Its historical account of humanitarian emergencies, coverage of social work frameworks and principles, and review of existing best practices at the clinical, community, and policy levels ground the reader in a field of social work that requires consideration of historical frameworks alongside innovative responses to the complexity of humanitarian emergencies. The contributors incorporate best practices as well as address gaps in awareness, knowledge, and skills that they have observed and studied worldwide. Some of the topics explored include: Social Work with Displaced Children, Women, LGBTQI+, Asylum Seekers Return and Reintegration of Displaced Populations and Reconstruction in Post-conflict Societies Culture, Trauma, and Loss: Integrative Social Work Practice with Refugees and Asylum Seekers Clinical Social Work Practice with Forcibly Displaced Persons Grounded in Human Rights and Social Justice Principles Integrative Social Work Practice with Refugees, Asylum Seekers, and Other Forcibly Displaced Persons is adoptable as a primary text for MSW and doctoral elective courses on global social work or international social work practice with persecuted and forcibly displaced people. This textbook is targeted to clinical social work or policy courses as well, and can be supplemental reading for required courses for migration and forced displacement majors. It is also useful for social workers or interdisciplinary practitioners working around the globe with displaced populations.

In this book, Mu crafts a sociology of resilience through his multi-year research with Australian students. The content is not merely concerned with individual achievements in precarious conditions but also ponders over transformative, reflexive, and power-rejective everyday practices that make social change possible, probable, and even inevitable. Since Emmy Werner and her colleagues discovered the "self-righting" and "invincible" children on the Hawaiian island of Kauai who fared well despite exposure to significant household risks, positive psychology has markedly advanced the knowledge about child and youth resilience to adversities. Yet, many children and adolescents continue to slide through system cracks. This fact does not invalidate psychology of resilience; rather, it urges new frameworks to break the reproductive circle of inequality. Reframing the traditional psychological notion of resilience through recourse to Bourdieu’s relational and reflexive sociology, the book moves beyond individual adaptation to adverse conditions and takes a deep dive into sociological resilience to structural problems. It offers school professionals and educational researchers an epistemological tool to reapproach resilience and reappropriate Bourdieu for social change. Offering scholarship that will interest researchers in the areas of child and youth resilience, sociology of resilience, and sociology of education, the volume is written to engage with the intellectual work of both established scholars and emerging researchers within Australia and beyond. The empirical analyses also provide useful insights for educational professionals in schools and resilience researchers in universities.

Based on information gathered from the internationally used Spiritual Needs Questionnaire, this book offers analyses of the spiritual and existential needs among different groups of people such as the chronically ill, elderly, adolescents, mothers of sick children, refugees, patients' relatives, and others. The theoretical background, specific empirical findings and the relevance of addressing spiritual needs is discussed by experts from different professions and cultural contexts. Supporting a person's spiritual needs remains an important task of future healthcare systems that wish to more comprehensively care for the healthcare needs of patients, and of religious communities to ensure that spiritual concerns of all persons, independent of their religious orientations, are met in and outside healthcare settings.

This edited collection examines the mind of leaders throughout the Bible to understand how thoughts and behaviors can support or sabotage leadership efforts. It is divided into three parts: the first part addresses thinking, influence, and communicating through the theoretical lenses of humility, metacognition, and personal well-being. Part Two addresses managing, motivating, and change through the theoretical lenses of leader-follower relationships and Lewin’s change model. Finally, Part Three addresses ethics, service, and character through the theoretical lenses of participative leadership, inclusivity, resilience, and mentoring. Each chapter uses a biblical example to demonstrate the role of the mind in the effectiveness of different leaders. This volume will serve as a valuable resource to researchers interested in leadership studies, particularly those examining the biblical perspective.

Inclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up-to-date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries. This important book explores the diversity of student experiences, addressing both compulsory schools and vocational education, and examines how different Nordic countries conceptualise and approach support and SNE for immigrant students. Readers will get an opportunity to read various studies that address gaps in the realisation of inclusion and special need education. This book initiates a dialogue on generating new knowledge, approaches, and methods to expand the flexibility necessary to implement a fully inclusive education. The book offers research that includes strong theoretical and practical frameworks, interviews, interventions, assessments, case studies as well as offers future directions for inclusive and special needs education. By exploring the process of inclusion and special needs education in the Nordic countries, this book is an essential read for those who intend to deepen their understanding and to enact inclusion, and the development of special needs education for immigrant students.