A Multiliteracy Language Intervention for Refugee Children

Abstract

risk (i.e., low, medium, high) and stressor domain (i.e., resettlement, acculturation, isolation, trauma). Interactive components accompany didactic content to support learning and knowledge transfer in assessment and treatment planning that is relevant for all providers supporting mental health, well-being, and education. The RICST includes (a) an overview of the Four Core Stressors framework; (b) stressor-specific educational content and sample guiding questions; (c) scaffolding to assess refugee/immigrant youth on a spectrum of low–moderate–high risk for each stressor; (d) specific intervention suggestions and strategies for the provided risk assessment (e.g., interventions for youth rated moderate-risk for traumatic stress); and (e) user feedback and usability questions at the end. Table 1 shows the four core stressors framework with stressorspecific educational content and sample guiding questions to explore each stressor. Following educational content and guiding questions related to each stressor, service providers are given a risk assessment table that provides specific examples for how youth who are low, moderate, and high risk within a given stressor may present. Anchors for each level of risk relate to whether a given stressor interferes with youth functioning at school, at home, and in social situations and/or how a stressor detracts from the safety of the youth’s social environment. A low-risk rating indicates a high level of functioning and/or a safe social environment, medium risk indicates diminished functioning and/or a distressed social environment, and high risk indicates severe impairment in functioning and/or a threatening social environment. Service providers are then prompted to select the level of risk for that particular stressor: low, moderate, or high risk. Use of the RICST can facilitate SLPs’ ability to understand a child’s demonstrated function and make decisions regarding the types of services needed. After selecting a risk rating, service providers are presented with intervention strategies specific to the stressor and the risk rating. Intervention strategies commonly encourage collaboration with other services, schools, community members, and/or cultural brokers. The results of the RICST can be printed to share with team members. No assessment of any child should be done in isolation, but this is especially true for immigrant/refugee children. The SLPs need to see the “big picture” of the child’s life.