Figures
1.1Strengths-based refugee-centred model.27
3.1Moo Dar Eh’s future dream to become a piano teacher.67
3.2Moo Dar Eh feels mixed emotions at her upcoming transition.70
3.3Moo Dar Eh recalls her first weeks of high school.72
3.4Moo Dar Eh on the right with her friend at high school, six months post transition.75
3.5The three phases of transition.77
5.1Bioecological model.118
6.1The number of refugee arrivals in Iowa, 2006–2017.137
6.2SCSD student enrolment trends, 2006–2017.140
9.1Overview of trends of asylum seekers and refugees in Ireland, 2010–2015 (Office of the Refugee Applications Commissioner [now International Protection Office]; Reception and Integration Agency; Eurostat; Office of the Promotion of Migrant Integration; Tusla. Note: 2012 and 2015 based on December monthly report – no annual report available on website).206
9.2Age of minor residents in Direct Provision, 2016 (Reception and Integration Agency, 2016).207
9.3Separated children referred into State care, 2010–2016 (Social Work Team for Separated Children, 2017).208
9.4Type of language support provision.211
Tables
3.1The processes of transition.68
3.2A de-identified replica of Moo Dar Eh’s two-week rotation timetable.71
6.1Demographic characteristics of Iowa and SCSD (2016–2017).135
6.2Top 5 largest groups resettled in Iowa, 2006–2017.136
11.1Synopsis of benefits of the UK Refugee Council SMILE Programme for child refugees and young people.244
11.2School and community recommendations from the Citizen’s Panel (IEF & NICIE, 2010).248
11.3Laws pertaining to child refugee status in the UK (UK Home Office, 2017).254
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