Unaccompanied Foreign Minors Research Articles

Explanatory Model of the Relationships Between Self-Efficacy and Personal Learning Environments in Immigrant Minors Without a Legal Guardian

Abstract This study addresses the need to analyse the personal learning environments and self-efficacy of unaccompanied foreign minors. In addition, it seeks to identify existing relationships between these two parameters and establish an explanatory model which can help to understand the present situation of this collective regarding their inclusion in the educational sphere of society. A total of 292 unaccompanied foreign minors (UFM) aged between 8 and 17 years participated in this comparative and cross-sectional research study. A questionnaire to measure PLE and social integration in UFM, and the student’s self-efficacy scale (ACAES) was administered. From the results, it is observed that once UFM pass the 9-month period, improvements are seen in their academic planning and management, In addition to an improved use of educational resources. They showing positive effort and being self-efficacious in their academic performance. Nonetheless, communication and social interaction declines considerably. The model established a strong relationship between self-efficacy and PLE.

The adaptation of foreign minors between risk and protective factors

The frame of risk and protection factors in relation to the social and educational adaptation of unaccompanied foreign minors is very complex. This qualitative Systematic Review aims to analyze the most recent scientific research on psychological, educational and social variables that can contribute to adaptation, in order to outline the factors on which to work in order to structure intervention strategies as well as to structure life projects in line with the evidence. The literature search conducted identified 11 empirical studies. The results highlighted specific risk and protection factors, contextual (e.g. role of peers, teachers and parents) and individual (e.g. mental health, coping strategies, resilience) related to the adaptation of unaccompanied foreign minors. In addition to discussing the practical implications of the studies in line with development models, the methodological limitations found in the studies are also highlighted and future perspectives indicated.

The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe

Recent studies, supported by the European project Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe, suggest that service-learning (SL) is an effective approach to develop personal and social learning linked to real contexts. This particular case study analyses the perceived effects of an SL programme implemented in Melilla (on the border between Africa and Europe) by Physical Education Teacher Education (PETE) students. They offered a service focusing on promoting physical activity and sport among different vulnerable groups (unaccompanied foreign minors, migrants and refugees, adults with autism spectrum disorders, women in conditions of social exclusion, ex-drug addicts and vulnerable older people). This case study used a qualitative hermeneutic-phenomenological methodology. A total of 46 PETE students (36 male and 10 female) participated in one of the two editions of SL carried out in 2017–2018 and 2018–2019. Two focus groups and 46 personal reflective journals were analysed, and some interesting outcomes emerged from the thematic analysis, related to the four categories of Butin’s conceptual model, which was used as a benchmark. These findings reveal how SL can promote an inclusive Physical Education (PE) experience in such a multicultural setting. The positive results achieved are consistent with previous SL research and specifically support the applied intervention design based on the phases of Kolb’s experiential learning (1984). In conclusion, SL offers an empowering approach for multicultural education in PETE programmes, supporting the socially critical research developed in PE in recent decades.

Reduction of prejudice toward unaccompanied foreign minors through audiovisual narratives. Effects of the similarity and of the narrative voice

This study focuses on the reduction of prejudice toward foreign unaccompanied minors (UAMs) by means of audiovisual testimonial messages. Specifically, it analyzes the role of two narrative elements that can influence, in an indirect way, the intention to share the message, the feelings toward UAMs, the intention to approach UAMs, and the intention to collaborate with an NGO that provides support to immigrants. With this goal in mind, an experimental study (N = 500) was conducted using a 2 × 2 factorial design, where the factors analyzed were similarity in terms of social identity (high vs. low) and narrative voice (first-person vs. third-person). No interaction effects of similarity and narrative voice on identification or transportation were observed. However, multiple serial mediation analyses were statistically significant. A significant indirect effect of similarity on dependent variables was observed through perceived similarity (primary mediator), identification and transportation (secondary mediators), and counterarguing and reactance (tertiary mediators). Similarly, the narrative voice also had a significant indirect effect on the dependent variables that was explained by the increase in identification and transportation, and by the reduction in counterarguing and reactance. This work improves the understanding of the mechanisms that explain the impact of narratives and demonstrates that certain narrative elements can increase the effectiveness of audiovisual testimonial messages designed for the prevention of racism and xenophobia.

Academic self-efficacy and future work skills in unaccompanied foreign minors: structural equation analysis according to residence time

ABSTRACT The present study seeks to develop an explanatory model of existing relationships between future work skills and academic self-efficacy of a sample of Unaccompanied foreign minors (UFM) (n = 340) in Spain. The structural model demonstrated that management of cognitive load represents the main future work skill amongst UFM. Nonetheless, adaptive thinking acquires more relevance amongst those who have spent less time residing in Spain, whilst multidisiplinary capability is more relevant for those who have already been schooled. On the other hand, a stronger relationship existed between future work skills and effort within UFM who had spent less time residing in the country. However, UFM who had already received schooling acquired a greater association for comprehension and self-confidence within the construct of academic self-efficacy. Thus, it is essential for educational and foster care institutions to develop priority actions that meet the needs of UFMs from early ages. These should be aimed at psychosocial diagnosis and the implementation of action plans that will favour cultural immersion, language learning, team work and technology skills; which determines various action guidelines for social workers.

The Challenge of Training Translators and Interpreters in the Social Context of Foreign Unaccompanied Minors

There are many challenges facing teachers in the classroom, throughout the process of training translators and interpreters in higher education. This paper aims to share reflections and teaching practices related to the preparation of these future professionals, in the context of caring for a vulnerable group of the immigrant community, Unaccompanied Foreign Minors (UFM). The proposal is based on taking a step further in the Teaching Practice and Development (TPD) methodology of Specialized Translation and Bilateral Interpreting subjects by incorporating new knowledge such as that related to Public Management or Social Sciences. This is due to the firm belief of the author of this manuscript in the quality of training from a multidisciplinary approach that will undoubtedly bring many more benefits, not only to the students, but also to UFM as a sensitive group, to the Administration as a competent body and, also, to the host society.This proposal arises from a simple question: Are future translators and interpreters prepared to manage their work in a vulnerable context? To answer this question, it is necessary to analyze the practical knowledge acquired by these professionals in the preparation phase. Thus, the main objective of this work is to demonstrate that the use of real texts in the Translation and Interpreting classroom is a bet that leads to an excellent academic training. Furthermore, this multidisciplinary work will serve as a model to be followed by teachers in this field

Analysing stereotypes and prejudices about immigrant students in European secondary education.

This study is part of the QuamMELOT Erasmus+ Project, whose objective is to improve the educational and social inclusion of immigrant minors in general and unaccompanied foreign minors (UFM), through an online course for secondary school teachers with this type of students. This paper aims to analyse the stereotypes and prejudices about immigrant students in secondary education in three European countries: Spain, Greece and Italy. For this purpose, a content analysis of the products generated during the course by teachers has been carried out with a cross-sectional and structured methodology, focused on a descriptive-interpretative analysis according to the qualitative paradigm. The results show an increase in xenophobic statements as perceived by teachers. They believe that this is due to the impact of the global phenomenon of migration on the media, which affects everyday conversations, and a climate of fear exacerbated by populist voices in the political sphere. Moreover, through the analysis of the exercises proposed in the real class through the online course, it is interesting to observe the diversity of the students' reactions to a literary exercise that proposes a controversy about the "colonial difference" that still persists today. There is likewise awareness among teachers of a lack of methodological strategies to break down the prejudices and stereotypes that exist in their classrooms. It also highlights the need to raise awareness in the classroom about this danger, which is at the root of the principles of acceptance and multiculturalism on which Europe is founded.

Unaccompanied young people and transition to adulthood: Challenges for child care services

The transition to adult life of unaccompanied foreign minors together with the role of specialised child care services in their caring is one of the least investigated stages of the itinerary on these minors’ migration. The article identifies the challenges and difficulties those specialised services in care of unaccompanied minors face, once their fostering ends. The study design is qualitative exploratory. The fieldwork in a southwestern European region involved working groups with specialised professionals and workshop sessions with unaccompanied foreign minors, coming mainly from the African continent. The results detected three major institutional, contextual and legal difficulties. Programs to support the transition to adult life lack a stable and standardised organisation, with sufficient financial and technical resources. An approach based on the social fabric of the community becomes essential. Finally, a planned transition pathway strongly requires legal (residence permit) and social (education and employment opportunities) supports. The research concludes that the observed local authorities are adopting a proactive position and that the technical relationship spaces for professionals have become a stable good practice.

Relationship between the personal learning environment and the educational level of unaccompanied foreign minors

The present research analyses the construction of the personal learning environment of unaccompanied foreign minors in relation to their educational level with the aim of improving learning flexibility. A sample of 600 unaccompanied foreign minors from the autonomous cities of Ceuta and Melilla, responded to a questionnaire comprised of 40 questions about their personal learning environments. Results suggest that younger minors make less use of their personal learning environment, which happens for all dimensions of the questionnaire, which are self-concept of the learning process, planning and learning management, use of resources and tools, and communication and social interaction. Teachers and educators have the important role of supporting minors and teaching them to manage their personal learning environment in order to make optimal use of it. These results are discussed in terms of recommendations for the Spanish educational system or any other context with similar characteristics.

Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors.

The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in nature was conducted with a quantitative empirical-analytical focus. Results: Results from discriminant function analysis indicate that 86% of group membership was correctly classified from gender alone, with female learning environments leading to greater future success. Conclusions: It can be concluded that the predictive results possess methodological coherence. Thus, from them we can propose possible development strategies, particularly targeting males, in order to improve learning and promote social integration. According to the results obtained, improvement of learning strategies and strengthening of the very learning environments, demands new policies to be established which promote emotional improvement and better futures for UFM, especially males.

L'accoglienza dei minori stranieri non accompagnati in Italia: ambivalenze normative e istanze educative

I minori stranieri non accompagnati rappresentano una componente significativa dei flussi migratori in Italia non solo dal punto di vista numerico, ma anche per le caratteristiche e le peculiarità che li contraddistinguono. Nel presente lavoro si fornisce, innanzitutto, un resoconto dell'evoluzione statistica del fenomeno dei minori stranieri soli. Successivamente, viene esaminata la complessa condizione di questi minori sotto il profilo giuridico e socio-educativo per capire quali sono i loro reali bisogni da soddisfare per garantire accoglienza e soprattutto un'effettiva integrazione. In questa prospettiva, vengono analizzate le ultime leggi riguardanti i minori stranieri non accompagnati per evidenziarne le problematicità e le ambivalenze che devono essere superate al fine di realizzare un sistema di accoglienza efficace. Infine, viene presa in esame la figura del tutore volontario, previsto dall'attuale normativa come garante della tutela del minore, che, secondo l'autore, dovrebbe assumere anche una valenza educativa e che perciò dovrebbe acquisire specifiche competenze educative e interculturali per comprendere i bisogni del minore e promuovere la sua piena integrazione.

Academic Self-Efficacy in Unaccompanied Foreign Minors: Structural Equation Modelling According to Schooling

(1) Background: New migratory flows taking place in Europe and the USA are categorised by a huge arrival of unaccompanied foreign minors (UFM), requiring appropriate attention to schooling in order to guarantee their integration. In facing this situation, the various political and educational administrations of the European Union (EU) have promoted an action plan for schools. Despite this, it has been shown that schooling does not totally guarantee social integration, encouraging the development of a new social model to generate new ways of understanding the learning process. (2) Methods: The aim of the present study is to adapt and validate Bandura’s academic self-efficacy scale (2006) within a sample of UFM. This scale is composed of 18 items distributed according to three underlying constructs. (3) Results: The validation analysis consisted of an exploratory factorial analysis using principal component analysis with varimax rotation, followed by confirmatory factorial analysis using structural equations (root mean squared error of approximation (RMSEA) = 0.052; normalised fit index (NFI) = 0.90; incremental fit index (IFI) = 0.91; confirmatory fit index (CFI) = 0.91). Reliability and internal consistency of the instrument was also tested with values being higher than 0.7 for all dimensions. (4) Conclusions: The final instrument was reduced to 12 items which were grouped into three dimensions (effort, self-confidence and understanding). Finally, the conducted multi-group analysis showed a stronger relationship between understanding, self-confidence and effort within UFM who had resided in Spain for a longer time. This could be linked to the more prolonged schooling process received.

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors.

Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (♂ = 92.1% (n = 575); ♀ = 7.9% (n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant differences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.

Career Guidance for Unaccompanied Young Migrants. A Report on an Italian Experience

Unaccompanied foreign minors are migrant children without their parents, relatives, or other adults. In Italy, especially in Sicily, an increasing number of young, non-European Union foreigners arrive daily in search of a new life and work opportunities. Despite this increasing phenomenon, interventions to support young migrants in career projects are infrequent and occasional within the host communities. With the aim of developing a career guidance intervention suitable for unaccompanied foreign minors, we propose a case study presenting a career guidance intervention for a group of unaccompanied foreign adolescents. The framework is the life design paradigm. The conductors of the activities were career counsellors, with the support of a cultural mediator and/or an educator. The setting of the interventions was individual and small groups. The instruments and procedures were predominantly qualitative. This paper includes a discussion of the strengths and weakness of this intervention, including the results of the post-intervention evaluation and the follow-up after one year.

Il MSNA, tra diritti consolidati e nascenti esigenze di tutela. Il punto di vista di un ufficio Tutele Metropolitano

The Italian Juvenile Law guarantees protection to unaccompanied foreign minors, which is a child coming from non-EU countries without parents. This phenomenon, in recent years, concerns the migratory flows of refugees, who arrive from Turkey or Libya to the coasts of Italy; the journey is often dramatic and sometimes it requires to pass through other European countries. The EU Regulation - Dublin III, which entered into force on 1 January 2014, points at the competence of the EU State in which the minors arrived at first; further transfers, except the need to be reunited with family members in other EU States, are not significant for the European law. The current system of granting refugee or other forms of international protection is based on this fundamental principle. The protection of unaccompanied foreign minors in Italy is achieved through a form of "multidisciplinary" support; the legal data is only one component. In addition, there are social and educational projects as well as protection for health; the need of an effective integration is perceived. Together with the social intervention, a legal public representative, the Guardian, is appointed for unaccompanied minor. The competence belongs to the Municipality in which the minor is found or where, following a first reception, will be transferred on the basis of a regional territorial assignment, within the national system of Italian reception for refugee minors, called "SIPROIMI". The legal Guardian’s role is to guarantee children’s rights and an adequate assistance. It’s a very thorny topic in the Metropolitan Area of Bologna, which has more than a million inhabitants; all the local offices created a "Public Metropolitan Protection Office" with the aims to manage these aspects. Promoting the function of these public offices confers the role of a “third party” in the protection of the children with the assistance of social and health services.

La tutela penale del minore migrante in Italia

Providing specific criminal protection for migrant minors requires the balance of two legal aspects related to the specific weaknesses of the children; on the one hand, the condition of the minor is characterized by the inadequate experience and specific risks of victimization; on the other hand, the migrant status is related to the lack of social and family references, economic need and diversity of culture. The protection the two mentioned legal aspects requires the enforcement of both different rules to be combined; the application of existing regulations, with the evaluation of the crime’s circumstances, as well as the definition of new criminal figures, who identify some peculiar forms of possible aggression or endangerment, are both useful solutions for the very problematic balance of the two goods. In order to provide effective protection for migrant minors, it is essential to fully implement the principle of “last resort”. Criminal protection, in fact, should only intervene in support and completion of priority preventive administrative safeguards; the administrative protection has to intervene before the commission of serious crimes, which risk compromising, even irremediably, the personality of the vulnerable minor. Otherwise, the administrative action would provide only indirect protection, with no effects on weak persons; an efficient intervention aims to preserve the fragility of the migrant child taking into account the objective risks, often very serious, due to the simultaneous of the two conditions (minor age and migration status). Criminal protection alone would not prevent the maturing of trauma, harassment, exploitation, material and educational deprivation. The law of 7 April 2017, n. 47 «Provisions regarding the protection measures for unaccompanied foreign minors» is significant in this regard.

Unaccompanied Foreign Minors, the Difficult Path from Migration to Citizenship

In Italy, the number of unaccompanied foreign minors (UFMs) is constantly and continuously increasing, and includes unaccompanied and separated minors, as well as asylum seekers, coming from different countries and for different reasons. To better understand this phenomenon, the regulations that protect UFMs, the Italian immigration system, and the fundamental rights of children will be discussed. Possible risk factors such as deviance, exploitation and trafficking, and possible intervention strategies to protect unaccompanied foreign minors will also be discussed.

The recent Italian vaccination law and the role of Local Health Authorities: the case of LHA Roma 1

Abstract Issue/problem The increase of vaccine hesitancy is leading to decrease vaccination coverage. In Italy, a new vaccination law was approved in July 2017 to contrast the spread of preventable infections. 10 vaccines became mandatory for children and unaccompanied foreign minors aged 0-16 and provided for free according to the national immunization schedule for each birth cohort. Being vaccinated is now required to attend schools and kindergartens even if a ban for students aged 0-6 or a fine for the other are previewed. Description of the problem According to the law, in Lazio Region, a web platform was realized in May 2018 in order to permit schools to update the list of their pupils. Medical doctors from LHAs had to evaluate continuously the updated lists, verifying the vaccination status of each student in order to approve their enrolment at schools or to recall parents providing counseling about vaccination. Results From August 2018 to March 2019 schools settled in the area of LHA Roma 1 registered 121.687 pupils (among those 105.720 pupils were also resident in the area of LHA Roma 1). After a preliminary check within data already present in the regional vaccination registry, around 30 healthcare operators, from the 6 healthcare districts of LHA Roma 1, were widely involved in order to evaluate pupils’ vaccination status. The number of evaluations decreases in the same period from 19.634 to 4921, but 4908 out of these 4921 were pupils not found in the regional vaccination registry, probably for errors in the registration of personal data such as the fiscal code. Some students’ families received vaccination counseling. Lessons The web platform realization was an innovative way to monitor vaccination status: it facilitates a further collaboration among schools and LHAs in order to guarantee health in community and to increase awareness about vaccinations and their benefits. A great involvement of schools and healthcare operators was observed. Key messages Although some problems such as pupils not found in the regional vaccination registry persist, the way of working in a collaborative way addressing community troubles is clearly traced. Technology and information systems help community services in monitoring and improving health outcomes. Their use has to be improved and promoted.

Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps in labour market inclusion are easily widened amongst those who, for various reasons, have not received adequate training, such as immigrants (including unaccompanied foreign minors) and young people without qualifications that have several difficulties in the access to higher education. Further, as is noted in the Phoenix report entitled Future Work Skills 2020, our educational system suffers from a lack of training with regards to the employment skills that need to be integrated into current society, as these have a crucial role for achieving success in the workplace. The aim of this study is to analyse the key skills for the inclusion of Unaccompanied Foreign Minors (UFM) in the workplace, developing a scale for the assessment of ten basic skills for the work of the future. These individuals are mostly young people without qualifications trying to make it in the new environments of current Smart Cities. This study employs an empirical and experimental methodology with two comparison groups of UFM adolescents. The UFM population is contextualised by the migratory flow from North Africa to Europe. Multistage sampling was used to select 345 participants. An approximation scale of the level of Future Work Skills was created as a data collection instrument through simulations of Horizon 2020 (EA-HFL-SH2020). Multivariate analysis was performed which revealed significant differences between school variables, work experience and educational level. The results are aligned with the evaluation of skill acquisition level for the working future of UFM and with the proposed training model of work skills that facilitate their inclusion in the world of the European workforce, as a function of the significant differences found. In addition, the emphasis is placed on the interest of identifying this type of skills in this group in order to develop appropriate training programs in higher education for employment success.

Bridges between people: nonverbal mediation in an intercultural perspective and training proposals

Starting from the meaning of terms prejudices and mediation, the paper will deal with the theme of “intercultural mediation”, discussing aspects that characterize it, focusing on the non-verbal and creative elements. It will than reflect upon the necessary professional skills and on possible trainings through the body-artistic language (focusing on dance-movement therapy methodology), drawing inspiration from training experiences with professionals who face emergency situations within very complex social contexts. Italy receives 89% of the unaccompanied foreign minors arriving in Europe. However, Italy does not have adequate laws in place to initiate life projects and social inclusion which could help the overwhelming influx of refugees and migrants. In this very complex situation non-verbal competences can give the possibility to build bridges between people and to create social networks, that could help bring about more effective actions and, may be, political change