The World United

Social-Emotional Support for Children of Newcomers

in Primary Education

Jan BaanEvelien van Asperen

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Pharos

Translated from the Dutch by Ron Peek, Peek Language Services Ltd, United

Kingdom, as commissioned by Stichting Pharos, The Netherlands. Translation

copyright © 2005, Ron Peek, Peek Language Services Ltd.

This translation has been made for information purposes only. No part of this

translation may be reproduced and/or published in any form or by any means,

electronic, mechanical, photocopying, recording or otherwise, without the prior

permission of Stichting Pharos and Peek Language Services Ltd.

Details Dutch original:

Colophon

FC de Wereld ['The World United'] is published by Pharos, Knowledge Centre for Refugees and HealthPostbox 13318, 3507 LH Utrecht, The NetherlandsTelephone: +31 (0)30-2349800Fax: +31-(0)30-2364560Email: pharos@pharos.nlWebsite: www.pharos.nl

Text: Jan Baan and Evelien van AsperenMusic: Arno de Vree, EigenWijs Muziekproducties, Gouda, The NetherlandsDesign: Casper Klaasse, Amsterdam, The NetherlandsPhotography: Joost GrolIllustrations: MajelPrinted by: StetycoEditorial board: Voetlicht, Amsterdam, The Netherlands

ISBN 90-75955-04-9

© Utrecht, The Netherlands, Stichting Pharos, 1998No part of this publication may be reproduced and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher.

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Contents

Introduction

1. Background

2. Foundations of the Programme

3. Design of the Programme

4. Introducing the Programme

5. Recommendations for Implementing the Programme

6. Reading Guide

7. Description of the LessonsLesson 0: IntroductionLesson 1: MeLesson 2: The SchoolLesson 3: My HomeLesson 4: My FamilyLesson 5: CelebrationsLesson 6: FriendshipLesson 7: GamesLesson 8: Me, You, We and the Future

Literature

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INTRODUCTION

All European countries have to deal with an influx of immigrants from outside the EU, including asylum seekers. Entry procedures differ from country to country, as does the support for immigrants, asylum seekers and refugees with residency status.The annual number of newcomers also varies in each country. Many newcomers consist of families with children. Approximately one-third of all asylum seekers in the Netherlands are below 19 years of age.All countries within the EU have compulsory education for children, particularly for children between 5 and 12 years of age. As a result, the children of asylum seekers and immigrants are also required to attend school. The structure of (primary) education for these children also varies in each country. It is often the case that the children of asylum seekers and immigrants attend mainstream primary education. Some countries may have special arrangements whereby such children initially receive intensive language classes, after which they enter normal classes. Other countries, such as the Netherlands, have separate schools for such children.For the sake of clarity, we will hereafter use the phrase 'children of newcomers' to refer to the children of asylum seekers, immigrants and refugees with residency status.

Children of newcomers may come from vary diverse backgrounds. Such diversity relates to their country of origin, the culture that they or their parents come from, their religion, educational background, as well as reasons why they left their own country. Working immigrants left their country in order to find work in Europe, in order to escape poverty or to increase their standard of living. Asylum seekers and refugees were often forced to leave their country due to war or persecution on the basis of their race, religion, beliefs, or because they belonged to a minority. What all children of newcomers have in common is that they enter a more or less foreign culture, often with hardly any knowledge of the language of the country. In addition, they often had to leave behind families, as well as familiar surroundings. In addition, children of asylum seekers and refugees have often been subject to traumatic experiences, such as war and violence in their own country, have travelled along dangerous escape routes, and after finally arriving in the host country, they – as well as their parents – often have to face uncertainty over whether or not they may stay. In some cases, such as in the Netherlands, they are often also forced to move houses.

All these traumatic experiences can have an adverse impact on normal and healthy social-emotional development. International academic literature in the field has shown that children of asylum seekers score highly in relation to psycho-social problems (Fazel & Stein, 2003, Sokal, 2001). In other words, special attention must be paid to social-emotional issues that arise in relation to children of newcomers. Schools should provide education and ensure that children's cognitive development takes place in a satisfactory manner. The best way to ensure this is to pay sufficient attention to children's social-emotional development. In order to assist schools in this matter, programmes have been developed for these groups of children that specifically focus on improving their social-emotional development.

‘The World United’ is one of such programmes. The programme was originally developed for refugee children in the Netherlands between 10 and 12 years of age, but it also proved to be very useful for other children of newcomers. The eight weekly lessons provide children with the space to talk and engage with each other on the basis of familiar topics. In particular, these lessons offer children the opportunity to share positive feelings with each other, but they also provide room for dealing with negative feelings. Many schools in the Netherlands, particularly those with children of asylum seekers and refugees, use this method. It is well-received by both children and teaching staff. Teachers consider that the method provides them with the right tools, and the long-term effects on the children have also been positive.We hope that schools in other European countries will also find this programme very useful. All these children face similar issues, no matter which country they now live in. Thanks to the financial support of the European Refugee Fund (ERF), we have been able to implement The World United and to adapt it for a more international usage. This includes an English translation, from which the programme can be translated into the preferred language of

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use in other countries, as well as adapted in light of their own specific culture and national education systems. We hope that the implementation of this programme will make a small but significant contribution to the health and well-being of the children of newcomers throughout Europe.

Jan BaanSeptember 2005

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1. BACKGROUND

Abdall is a twelve-year old boy from Iraq. Together with his father he came to the Netherlands. His mother, older brother and younger sisters only followed them after quite some time. Since their arrival, Abdall has been having behavioural difficulties. He is pestering one of his younger sisters, does not listen to his parents and continuously acts in an awkward manner. He often starts small fights at school and disrupts classes and his learning performance is below average. As a result of his behaviour, he is regularly beaten by his father.

Majid is a ten-year old boy from Iran. Together with his mother and older brother he came to the Netherlands, after having spent three years as refugees in the Ukraine. His father stayed behind in Iran. Majid is afraid when he has to go to bed in the evenings. He often wakes up at night due to nightmares. He regularly holds a picture of his father and then cries softly. His mother is trying to arrange for his father to come to the Netherlands, but the procedure is taking a long time. Majid blames his mother, claiming she is not trying hard enough. He often tells scary stories at school, but the teacher does not know whether he is making things up or has actually experienced the things he talks about.

These are just two examples of refugee children in the Netherlands who have very different backgrounds. It sometimes seems as if refugee children are special children that require a lot of care and support. Fortunately this is not the case. Often they are just normal children, who temporarily require special attention as a result of their background. What does distinguish them, however, is that they have often already experienced quite a lot in their young lives, and are sometimes still experiencing it. This may pose problems for a healthy social-emotional development. In this chapter, we will look first at some of the backgrounds that these refugee children have and will describe some of the problems that they face. We will then discuss the social-emotional problems that can be identified as a result thereof. Finally, we identify several factors that may provide protection against the impact of stress factors on the social-emotional development of such children.

Many Different Countries and Cultures

Refugee children come from many different countries and cultures. African countries such as Somalia, Sierra Leone, the Democratic Republic of Congo, Sudan, etc., Asian countries such as Iraq, Iran and Afghanistan, but also Armenia, Uzbekistan and other countries that were part of the former USSR, and even European countries such as former Yugoslavia. The parents of such children often lived in the countryside or big cities. Their background may be in nomadic traditions and they may be illiterate. They may also have been educated at university, held good jobs and were living quite well. Their parents may be Muslim, Catholic, Hindu, Orthodox or Buddhist. They may also speak many languages. In brief, the backgrounds of refugee children often vary widely. However, what they do have in common is that their parents often had to leave their country as a result of war, violence and persecution, and – sometimes by accident – ended up in a particular country within Europe. This makes these children different from the children of working immigrants, whose parents by and large chose to come to a specific country for economic reasons. They are different from refugees, who do not go somewhere, but come from somewhere.

Escaping Violence and Persecution

Refugee children often had to leave behind everything they cherished in their own country: family, home, school, friends. Often such children literally have nothing left from their own country, not even pictures. Some children were unable even to say goodbye, because their parents had to leave in a hurry. For most refugees, a safe return to their own country is impossible in the short term. Whereas many migrant children are still able to go on holiday to their own country, this is virtually impossible for most refugee children.

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By fleeing from violence, refugees managed to save their own lives and those of their children, but this is often not the end of their suffering. Initially, just after their arrival in the host country, they often experience a feeling of relief, a feeling of finally being safe. At that stage, expectations about the host country can be quite positive. Everything seems to be well-organised, you are given a roof over your head, as well as support. Feelings of euphoria abound. After some time, however, such feelings can turn into disappointment. The initially hospitable country appears to be less hospitable. People often live in depressing uncertainty for a long period, waiting to find out whether or not they will be allowed to stay, or will have to leave again. In the usually long period that it takes for a decision to be made in relation to their request for asylum, refugees sometimes have to move from one place to another. For children this means continuously having to say goodbye and having to adapt to new circumstances: a new environment, a new school, a new teacher or teachers. Over and over again they have to try and make new friends, and they may also face problems with not being understood, as well as discrimination. Parents and children often do not receive the peace and quiet they need to process everything that they have been through.

Adjusting is Difficult

Parents and children may react in different ways to their escape and the new situation in which they find themselves in the host country. Parents may see all kinds of danger for their children, e.g. the influence of Western norms and values, as a result of which they maintain (too) strict rules for their children, whereas the children would like to have more freedom. Parents may also feel so lost that they give their children more freedom than they can cope with.There are children that have experienced hardly any of the problems in their own country at all. There are also others who actually did physically experience hunger and violence. Some children may have been soldiers and literally fought in wars, often forced to do so after having seen their families killed before their own eyes. Some children have not seen their father and/or mother for years and experience major adjustment difficulties when being reunited with a parent who still needs to adapt to living in the host country. At school, children are mainly involved in adapting to their new circumstances. They are also trying to learn the new language and are often laughed at when they mispronounce words. The combination of a new language and a completely new environment requires a huge investment on their part to make new friends.In other words, the initial situation, reactions and needs of such children differ widely. Some of them never want to go back, while others feel homesick a lot of the time. But all of them are trying to find their place within this new society. The longer they are in the host country, the less attention this will require, since both their situation and they themselves have become more adjusted to each other. If uncertainty about their situation in their home country is quite high, or their parents have not adjusted that well, it will also be more difficult for these children to regain the required balance in their new lives.

Psychological and Social Problems

When refugees are allowed to stay – are given a residence permit – and can live somewhere 'definitively', it seems possible that a new life can begin. But this is often not as easy as it seems: new problems appear and old problems reappear. This time of relative peace and quiet after a period of significant uncertainty often causes memories of what happened to return more strongly. The process of coping with such memories that both parents and children may subsequently experience is not always without difficulties. Physical and psychological complaints and tension may appear or increase. Parents can become more agitated because of this situation, which lowers their level of tolerance towards their children's behaviour. Neglect and even abuse of children is not uncommon. As a result of their own difficulties, parents are often unable to see the difficulties their own children experience. They are unable to provide them with adequate support and affection. Children will then often feel let down. Parents may also respond in an inappropriate manner to the fears that their children may have, thereby increasing such fears and uncertainty even more. Concern and feelings of guilt for family members remaining behind, as well as uncertainty about a family reunion can cause a lot of tension within families. Not dealing with

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such grief in relation to family members who were killed or murdered may evoke strong emotions. Socially speaking, family life is also under pressure. A new balance needs to be found. This requires a lot of time, effort and energy, and may not always succeed. In several refugee families one of the parents may be missing – mostly the father. As a result, the other parent has to deal with everything on his or her own. Mothers may not always be used to raising and caring for their children, because this may have been done by other family members in their own country. Now she has try and raise her children all by herself, in a foreign environment whose language and culture she hardly knows. For many parents, this can be quite a difficult task.

Not having a job (or any job prospects) affects the position of the father. Parents forced to be together most of the time may end up having relational difficulties, which may in some cases even lead to separation or divorce. Several families are forced to accept a much lower social standing than they were used to, ending up in the poorer areas of bigger cities. A low income may lead to financial debt, also because children want material things from their parents, who may give in to such demands due to feelings of guilt.

Social-Emotional Problems

In recent years, there has been little academic research into the prevalence of social-emotional problems among refugee children in the Netherlands. However, a recent British study showed that more than 25% of refugee children at schools experience significant psychological problems, in particular, emotional problems (Fazel & Stein, 2003). Small-scale studies have been carried out in the Netherlands among a small number of children of asylum seekers (Sokal, 2001, Abou-Farha, 2003), or particular groups of children of asylum seekers (Benus, 2002). Less recent studies in the Netherlands showed that refugee children experience significantly more psychological problems, in particular regressive behaviour, fears, sleeping difficulties, behavioural difficulties and adjustment difficulties at school (Mooren et al, 1993).A recent small-scale study by Sokal (2001) showed that 53% of all children between 4 and 12 years of age had psychological problems, of which 4.5% were very serious. In addition, a high percentage of sleeping difficulties were identified, as well as behavioural difficulties and regressive behaviour (bed-wetting). A preparatory study among children of asylum seekers between 4 and 12 years of age in four centres for asylum seekers in the Netherlands showed that 40% of such children suffer from psycho-emotional and behavioural difficulties (Abou-Farha, 2003). Research carried out by Benus (2002) into problems relating to the social-emotional development of Afghan and Iraqi children between 4 and 12 years of age demonstrated that Afghan children experienced significantly more problems in their social-emotional development (very likely to be due to the war situation in their

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country of origin). In particular, parents observed withdrawal, frightened behaviour, social difficulties, reasoning difficulties, attention span difficulties, as well as delinquent and aggressive behaviour. On a day-to-day basis, it is also evident that such children suffer from all kinds of social-emotional difficulties. In particular, schools observe behavioural, concentration and learning difficulties in such children, as well as children being quiet and withdrawn.

Factors Providing Protection

There are several factors (see Chapter 2) that can influence social-emotional development in a positive manner. In addition, there are also factors that can protect children if they are (or have been) exposed to stressful situations. The impact of such protective factors works as a kind of counterbalance, which goes some way towards recovering children's psychological balance. Garmezy (1983) distinguishes protective factors at three levels: children's positive personality traits, a supporting family, and an external support system.Personality traits include physical health, the level of competence in emotional, social and cognitive areas, as well as the way in which children have learnt to deal with stressful situations in their lives. The stronger children are in these areas, the more resilience they have. At another level, children's families can provide a significant degree of protection. Parents that give their children with attention, warmth, understanding and affection, as well as decent care, structure, regularity, safety and certainty, are invaluable to children's healthy development, in particular, for young children who are still quite dependent on their parents. However, if a family is unable to provide several or the majority of these elements as a result of social and/or psychological circumstances, as may sometimes be the case with refugee families, then the family situation does not protect children, but poses an additional risk.Finally, children's social environment can offer them protection. For example: sport clubs, where children can be physically active, and which reduces stress as a result; by having friends; by having opportunities for social-cultural expression; and by attending school. Outside the family, school is the most important place for children. Although school in the new country may be different from that in their own country, children still experience it as picking up 'normal' life again. School is also the place where new contacts can be made with peers and new friends can be made. At school, children are also allowed to behave as children again, have fun and laugh; something they are not always able to do at home. Teachers are role models that the children can identify with and from whom they learn norms and values. At school, children experience the habits and customs of the new society, which accelerates their feeling of being 'at home'. This can only increase their self-confidence. And last

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but not least, school education looks at the future, which enables children to focus on the future instead of continuously looking back to the past.Nevertheless, it is impossible for schools to replace the essential support provided by parents and families: if things are not going well at home, then it is likely for this to be noticed at school. However, schools can compensate to some degree for a lack of parental support by providing some of the additional care and attention that these children require.

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2. FOUNDATIONS OF THE PROGRAMME

Social-Emotional Development

The term 'social-emotional development' incorporates a distinction between social development and emotional development. Social development refers to how children learn social skills and behaviour (social competence). Emotional development refers to how children learn to recognise and understand feelings (emotional competence). Such feelings will always need to be expressed in an acceptable manner. Emotional problems express themselves in behaviour and often in a way that is not socially acceptable. Both emotional and social competence are essential to children's development in general. If there are problems in the social-emotional area, then it is also quite common for difficulties to occur in other developmental areas. Social-emotional development is person-centred. Children develop at their own pace and deal in different ways with events that they experience during their lives. They may need personal support in this area. There are several elements within children's social-emotional development that can make it easier for them to cope with the different events they may experience in their lives. These elements are skill-related. Such skills include those of how to deal with emotions or feelings (emotional competence), as well as social skills (social competence). It is very difficult to formulate end goals in relation to these concepts. This issue is more about an increase in observable skills, such as skills in relation to how to make and maintain long-term relationships with others, as well as skills in relation to the development of one's self-image and self-esteem. In other words, what is important is that children become more resilient and obtain or acquire sufficient skills to be able to cope successfully with traumatic experiences and events.

Encouraging Factors

It is generally accepted that a responsive attitude by carers (parents and teachers) is a deciding factor in relation to children's balanced development in a wide range of areas. Within the social-emotional area, developing and maintaining a good relationship of mutual trust upon which children continue to develop. Self-confidence and confidence in others can be seen as the 'two feet' that allow children to stand on their own.

How this development takes place is closely related to the opportunities that children have, how they assess such opportunities, as well as those opportunities that may be offered by their environment. Success gives an insight into one's own possibilities. Such experiences of success provide important encouragement. All humans have a basic need of wanting to be able to exert a certain influence over their environment, which results from their own actions. This basic need has also been referred to as 'aiming towards competence', or the internal 'locus of control'. Experiences of success and failure are both important to the image one has of one's own competence. Harter (1997) indicates that not only are the direct consequences of one's own behaviour important to the image one has of one's own competence, but that this image is also influenced by the (indirect) reactions of third parties

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(parents, teachers, peers). In relation to emotional aspects, Harter indicates that success does not only lead to experiencing joy in the activities undertaken, but also to feelings of pride and satisfaction.

Reinforcing Competence and Social Support

The ‘The World United’ method is based on three theoretical foundations. Firstly, it relies on social support theory (Caplan, 1976), in which recognition, as well as emotional and normative support are important factors. Secondly, it is based on the stress and coping theory of Lazarus (1984), as well as the effectiveness of ‘school-based prevention programmes’ that has been described in the relevant academic literature (Bosma & Hosman, 1990, Cowen et al, 1996).Thirdly, the method has been designed in accordance with what is referred to as the 'Nijmegen phase model of prevention' (Hosman, 2001).On the basis of stress and coping theory, compensating factors are used and reinforced (protective factors). School is generally viewed as an important protective factor in the academic literature on this issue. In addition, children are provided with important skills, such as coping, and, in particular, emotion-oriented coping styles that can reduce the level of stress that they may experience.Teachers play an important social support role. This role can be reinforced even further by using support methods like 'The World United', which allow for further reinforcement of children's affective and social competence. Reinforcing children's affective competence means that children's self-confidence is increased and they develop a more positive self-image. As a result, children's internal ‘locus of control’ increases. Children's social competence is reinforced by this method, since they learn social skills e.g. as a result of the rules of the game that are used during lessons. This leads to a visible improvement in children's social behaviour and a reduction in behavioural difficulties. Since a healthy social-emotional development, as well as little to no social-emotional problems, form the basis for a healthy cognitive development, children who have participated in this programme will display improved learning performances.

Aim

The aim of the programme is to improve the affective, social and cognitive competences of all the children who participate in the programme.

Effectiveness

Large-scale research was carried out in 2003 and 2004 into the effects of the ‘The World United’ programme. This research was undertaken by the Research & Evaluation Section of the CED Group in Rotterdam, the Netherlands. The study looked at 124 children in 14 classes at 8 different schools. In addition, the effects of a comparable programme, 'Just Show Who You Are’ (published by Pharos in 2001), were studied as well, comprising 121

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children in 9 classes at 5 schools. Finally, 131 children in 12 classes at 6 schools were used as a control group, i.e. neither of the two programmes was used. Measurements took place at three different times: immediately prior to the implementation of the programme, immediately after the implementation of the programme, as well as follow-up measurements after one year. In order to measure pupils' well-being, a questionnaire was used for teachers, the SCHOBL-R, as well as a self-assessment instrument for pupils. In addition, various teachers were interviewed and several lessons were observed. In order to measure cognitive competence, we used the 'Tempo Test Numeracy' (TTR – 'TempoTest Rekenen', de Vos, 1992).One of the findings from such follow-ups was that no effects could be observed between any of measurements taken in advance and those taken afterwards, except for the cognitive competence. This competence had increased significantly during the programme. Effects on the pupils' well-being were only noticeable in the follow-up measurements taken one year afterwards. Pupils scored significantly higher for psychological and social functioning, and lower for psychosomatic complaints. This may indicate 'sleeper' effects, as well as an ongoing focus by teachers on the children's social-emotional development.Ten out of eleven teachers who implemented the programmes found that the programmes brought clear added value to the regular curriculum, since not much attention is normally paid to the backgrounds of these children. In addition, these teachers also remarked that they got to know the children better and in a different way as a result of using such programmes.

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3. DESIGN OF THE PROGRAMME

Why The World United?

The title of the programme is The World United. 'United' does not refer to 'Football Club' here, but it does share with this sport the symbolic meaning of togetherness, as well as tension and effort.1 The World United represents one world in which there are tension and difficulties, but also a world that we all need to build on together. Children come to live in new places from all over the world as a result of tensions and difficulties. Now we have to continue together in a different part of that same world, working towards a new future. The song exemplifying this programme is also called The World United.The aim of the programme The World United is to focus attention on refugee children and children of other newcomers; something that does not happen often enough within regular lessons. Insofar as the children themselves wish to do so, the programme allows them to discuss and express their specific experiences. This is not so much about their awful and sometimes traumatic experiences, but mainly about their good memories, so as to address their healthy and strong parts. By reinforcing these strong parts, the process of coping with negative experiences can be improved, as well as their overall well-being. In this way, children are able to discover that they all have their own unique story and future, notwithstanding all their experiences in the past and present. The programme provides children with the space to express themselves in a safe environment, which encourages their self-confidence, as well as providing opportunities for expressing themselves. All of this increases the chance that their school performances will also improve.

Warning Function

The programme also has a warning function. If children seem to have social-emotional difficulties that they and/or their parents are unable to deal with, then it is very likely that such difficulties will surface during the programme. If such difficulties prevent children's functioning and performance at school, then schools may call in external support after consultation with parents and/or carers. Getting support at an early stage can prove to be crucial in helping traumatised children to function well again, as well as improving their learning performance.

When this programme was piloted, one boy appeared to function well within his class. However, during lesson time spent on The World United, he continuously ended up in conflict situations with other children. It proved to be impossible for him to stop talking about his own country. He was interrupting every discussion, asking for attention, and kept saying that he really wanted to talk. The teacher and other children found this quite disruptive, but did not stop him. He appeared to be a very lonely child, who was really homesick and longing to return to how things were before he had to flee. In his stories, everything seemed to get bigger, more beautiful and richer in his own country. His responses showed that he knew very well what was socially acceptable or not, but his own development tasks, as well as subsequent questioning, showed that he tended to respond differently when he was at ease with himself. This clearly showed that he needed help.

Children who constantly seem to feel uncomfortable, protect themselves, display no emotions, are very extrovert or very withdrawn, may have difficulties that require special attention. Since the children are at the same time occupied with processing their experiences and adjusting themselves to the new situation, appearances may be deceptive and signals may be very subtle or hardly visible. In that sense, a child who is adjusting 'too well' may actually have difficulties that will only surface in the long term.

The World United is able to help these children by allowing them to drop some of these 'appearances' and show what is taking place underneath. There is no reason, however, to assume that such children are sad or, in advance, that they are in a weak position. It is very important to address the strengths of these children and affirm their life experiences. Teachers can ably show feelings of admiration for the way in which such children have 1 Translator's note: The original Dutch title of the programme is 'FC De Wereld', which could also have been translated as 'FC The World' or 'The World FC'.

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learned to cope with all kinds of difficulties. One way of doing this is by saying how very brave it is that they have responded to the changes they have experienced in their short lives in such a positive way.However, there are also children that require more attention during normal lessons and less during the programme. It may be that children become more quiet, since attention is finally being paid to those 'parts' of them that were previously 'not addressed'. Such children truly benefit from the programme.

Place within the Curriculum

The World United is a very special activity within schools' curriculum, because:

It is intended for a special target group, namely refugee children/children of newcomers; With a maximum of 12 children, the size of this group is smaller than that of regular classes; The programme should preferably be implemented by two supervisors; The children are central rather than the learning material; Children do not need to perform; The programme involves no assessment.

The effect of the programme can be reinforced when subsequent follow-up activities are introduced during regular classes, which aim to increase the interaction between children and their teachers. This also addresses the need to approach the integration process from two sides: both the children of newcomers, as well as their fellow pupils and the schools in general, are required in order to achieve a good level of integration.

Target Group

The programme has been developed for refugee children in the final years of primary education (10 to 12 years of age), but younger or older pupils should also be able to participate. Children should have a reasonable level of language proficiency in order to participate in the programme. Groups taking part in the programme may include children in special classes for newcomers, or may comprise children from different classes. Groups should have a maximum of 12 children. The group process will be influenced in a positive manner by including pupils of a similar age range, as well as a proportionate number of boys and girls for each group. Having more boys than girls in a group may result in an atmosphere where pupils feel less able to trust each other. Boys often feel the need to display their 'tough side' in such circumstances.Any tensions and/or conflicts between pupils should also be kept in mind when splitting the group into smaller groups. We do not recommend placing such pupils in the same group, in order to increase as far as possible the atmosphere of mutual trust within the group. If children display very serious social-emotional difficulties, then it may be better to obtain expert advice first as to whether or not such children should be allowed to participate in the programme. Whether or not parents and/or carers should be informed prior to their children's participation in the programme is left to the schools' own discretion. Schools may decide to include the programme as part of the regular curriculum.

It is very important to have a designated class room for these weekly lessons. This is particularly important in order to able to work in an atmosphere that is free from any outside noises or other distractions. Privacy is essential, since matters of a private, intimate, as well as confidential nature are discussed.

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Structure of the Programme

The World United consists of 8 lessons of approximately 90 minutes each, depending on the time that schools are willing to make available, as well as teachers' estimation of pupils' concentration levels. Depending on whether or not children already know each other, an introductory meeting may be held prior to beginning the lesson cycle. The lessons deal with the following topics:

Me School My Home My Family Celebrations Friendship Games Me, You, We and the Future

These are universal themes. The cycle has been structured in such a way that the emotionally more demanding topics (My Home, My Family, and Friendship) take place in the middle of the programme. Each lesson begins and ends with The World United song. The children learn the song from the first lesson onwards. The topics of the programme appear in the verses of the song. When commencing a new topic, a new verse will be added. During the first meeting, the children will sing the first two verses and the chorus. The third verse will be studied for the second lesson. The fourth verse will be studied for the fifth lesson. The fifth verse will be studied for the sixth lesson. During the final lesson, the song can be sung as a whole and parents are invited to attend as well. The soundtrack of the song can be found on the CD that is included the work folder. The lyrics of the song are provided in Chapter 6.If the situation allows for it, then children may also learn the song in a meeting prior to the programme (where teachers announce the programme and introduce an additional supervisor), or during music lessons.

Topics

The important thing in the introductory meeting (Lesson 0) is that the children get to know, and learn to trust, each other and that they understand at the end of the lesson that they will work through the programme together with the other children. This lesson is only required in the event that the group includes children from different classes.

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The children introduce themselves to each other through different activities.

The children find themselves to be the centre of attention immediately in the first lesson, which deals with the topic Me. The teacher explains what the programme is all about. The children then tell where they come from and – if they want to – how they have ended up in the host country. The discussion then moves on to what they are good at, with the aim of working on a positive self-image.

The topic School allows children to talk about their school experiences in the host country. They are then asked how these schools differ from those in their own country. In our experience, this often leads to many enthusiastic stories, which may include corporal punishment, and children may compete with each other about the level and extent of such punishment.

The topic My Home also has a symbolic significance. To have a roof over your head means to be safe. The type of home you live in says something about your social standing and many refugee families have had to accept a lower social standing once they left their own country. Not all places are safe to live in. You can live at the weirdest places, such as refugee camps, refugee centres, or in tents. In our experience, children often draw the homes in their own country during the follow-up activity, or their dream home, which may be in a very different country.

The topic My Family may be the most emotional topic for many children. Previous lessons allowed children to work together in a trusting relationship. What children will say during this lesson will also depend on the atmosphere and level of trust within the group. In our experience, there are often children who have lost family members, or who had to leave them behind, or whose family members may have ended up in other countries after their escape. Discussions involving this topic often centre on families being torn apart or dispersed. In this respect, it is important to recognise that children's extended family tended to be very closely connected in their own countries. It is not uncommon for an aunt, grandfather or grandmother to be as emotionally significant, or even more significant, to the children than their own parents.

In general, the topic Celebrations does not present that many difficulties for the children, although it provides plenty of space for feelings of nostalgia. The children often tend to speak very enthusiastically about celebrations in their own country. The follow-up activity is normally also received quite well by the children. Sometimes 'death celebrations' – as one of the children described it once – are discussed, which refer to mourning rituals. The

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association between celebration and mourning is sometimes easy to make, since they both may include dressing up, not having any school, the assembly of family and friends, as well as food. At times it can be a real celebration when an elderly person has died and passes away from earthly to eternal life. Celebrations rarely take place when young people die, on which occasion deep mourning is more common.

The topic Friendship may also be emotionally quite difficult for the children. With this topic, the emphasis is usually on making new contacts after arrival in the host country. For example, it is quite remarkable that children have often forgotten the names of their friends in their own country. They all seem to have difficulties with trying to make new friends. The quickest friendships most children tend to make are with other foreign children. This also depends on the area in which they live.

The topic Games is close related to the topic Friends. After all, what is it that you do with friends? Play, of course! This lesson, as well as previous ones, can make clear which children tend to feel lonely. It is also quite remarkable how often children are trying to adjust to the life their new country, since they rarely introduce games from their own country in this lesson. This topic has both a symbolic as well as an educational significance. It allows for discussion about winning or losing, which also plays a part in violent conflicts. The first reaction to a disagreement is mostly 'Let's fight!'.

The final lesson involves having to deal with other people. This concludes the cycle: from the topic 'Me' to the other topics Me, You, We and The Future. You will always be surrounded by others. The children will have discussed and experienced a lot together when they reach the end of the programme. It is not just about themselves, but also about the people around them, such as teachers and friends, as well as their parents and/or carers. The latter will be invited to celebrate the end of the programme with the children in the final lesson.

Past, Present and Future

The past, present and future will play a role as focal points throughout the topics in all lessons. From the present, a step is made towards their own country – the past. The future, as a topic, is a continuous theme throughout the whole programme, but is more suitably addressed in one topic rather than another. Sometimes children are so happy with the attention paid to their experiences that there is not enough time to go into their expectations for the future. Nevertheless, the topic 'The Future' is essential to the programme. Which school would you like to go to in the future? Where would you most like to live and in which house? One of the programme's important aims is for the children to connect past, present and future. The past deserves a place, the present is now, and at school they work on their future. In particular, children should be able to see, or set out, their own direction in life. The children's past is a part of the their life that cannot be eradicated, but needs to be processed. They can also influence their future. The future is still wide open and can – to a certain extent – be controlled.

Each lesson includes a group discussion, a follow-up activity, and sometimes an evaluation. In particular, children often like to talk about the topics as relevant to living in their new country. As a result, the group discussion turns out to be the most interesting thing for the children. During individual discussions, when they are doing the follow-up activities, children may sometimes talk about more traumatic experiences they have suffered, rather than doing so in front of the whole group. In the group evaluation, children are then free to show what they have made. No child should be forced to show something, even if this influences the group dynamics and more children may be unwilling to show their work. In this programme, the children themselves decide what they say and what they want to show. Enough is already being decided for and about them in their daily lives.

Lesson structures have been carefully planned, but in the end it is up to the supervisors to adapt the individual lessons when, and where, necessary. Sometimes it is better to shorten or extend a particular activity. It is also not an issue if certain activities cannot be carried out, as long as the guiding theme of the programme remains clear. Some activities allow for several approaches, which are described after the activity under the heading 'Alternative'. In this way, supervisors will be able to select the most suitable approach for their group.

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Me-Book

The programme also includes a Me-Book. This book can be regarded as a kind of log or diary of the programme. Its aim is to give some additional value to the programme, as well as to give the children a kind of reference work for the future. All children will make their own Me-Book, in which they keep all their follow-up activities. The book will also include the lyrics of the song, the group picture, as well as copies of the stories used. If the children's literacy and language skills are good enough, they may also write small lesson reports in the Me-Book, or their own stories, or include something personal, such as a picture or a letter.

The Me-Book will be kept at school during the programme. At the end of the programme, all children are allowed to take it home. The work folder included with this book contains several pre-printed Me-Book sheets and follow-up activities that can be photocopied. When making photocopies, we recommend that you use thick paper. The children can keep everything in a special folder, which can be purchased by the school.

Time Schedule

Apart from the introductory lesson, the programme lasts a minimum of 8 weeks: one lesson of approximately 90 minutes once every week. The minimum amount of time used should be 8 x 75 minutes. The material described and its development offer room for additional time to be spent on the lessons. How the time is spent for each lesson also depends on the group and supervisors. Both supervisors and children often found 75 minutes for each lesson too short. Once the group is up and running, so many things can be talked about, and children also like to have plenty of time for the follow-up activities. Lesson plans also include the time for each activity, which are rough estimates. If it fits with the school timetable, then we recommend that 100 minutes are allowed for each lesson, so as to have some additional time in the event that activities may last longer than planned. If this is not possible, then it might be useful to schedule two additional meetings (one halfway and one prior to Lesson 8) to conclude follow-up activities. It is not a good idea to finish these activities at home or during regular classes. Alternative activities have been described for nearly every lesson if there is additional time. The best way to do the programme is in the mornings prior to a lunch break. At that time, children are not too tired and lessons can run into the break if required, or individual support may be provided. In keeping an eye on ensuring continuity in the programme, we recommend that the programme is not interrupted by holidays lasting longer than a week. Preparation and evaluation of lessons by supervisors will require approximately 1,5 hours for each lesson.

Cooperation

Although The World United is aimed at a specific target group, it is not separate from other school activities. It is important that schools support the programme, since they are responsible for its implementation. Preferably two supervisors should be appointed to carry out the programme: one lead supervisor and one co-supervisor. Lead supervisors could be the children's teacher, and the co-supervisor could be an internal educational adviser, or a remedial teacher. However, this can also be someone external, e.g. a child care professional. Where necessary, co-supervisors should focus on individual children that may require additional temporary support. Interns may also participate in the programme, but this should last for the whole duration of the programme.Supervisors will discuss every lesson between themselves prior and subsequent to such lessons. Prior to lessons, they will make clear who supervises which activity and prepare these activities. After lessons, they will evaluate how such lessons went, group dynamics, as well as children's responses. It is a good idea to prepare a report of the lessons and their subsequent evaluations. In particular, class teachers of participating children could be asked to observe the children during regular classes and to note any changes. If any particular reactions or behavioural changes are observed among such children, then it may be useful to discuss these together. The programme may become a set discussion point at team meetings, and include discussion of preparation, development, progress, and any specific issues in relation to the children.

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Integration

Children of newcomers often find themselves in regular classes with other children. In this programme, they are placed in a special group. During the programme, such children will share several experiences with each other. This does not mean that this should be avoided by the rest of the school. After all, integration in society, and therefore at school, is the final aim of the programme. As a result, it is a good idea to also inform the other children at school about the programme, as well as the backgrounds and cultures of the children of newcomers in general. This may increase children's understanding of each other's culture and could contribute to mutual integration.

Rules of the Game

The rules of the game that apply during the whole programme are discussed with the children in the first lesson. These rules are the following:

Not to laugh at each other during lessons; To let others finish what they are saying; To respect each other and each other's feelings; To indicate if they do not want to say something right now; They do not have to perform; They may speak freely if they want to; They may not talk outside the lesson about what happened inside the lessons.

In order to maintain these rules of the game, disruptive children (disturbing behaviour/demanding a lot of attention) can be given activities to do.

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4. INTRODUCING THE PROGRAMME

Prior to schools deciding to use The World United, they should ensure that several conditions are met in relation to content and organisation. These conditions are briefly outlined below.

Scheduling the Programme

The lesson cycle should preferably be timetabled in the form of eight weekly lessons. The programme can then be completed in a period of two to three months. Continuity between lessons is extremely important. Since all lessons look back to the previous lesson, as well as forward to the next one, it is important that pupils are able to remember each lesson clearly.Due to the need for structure and predictability of the lessons for the children, all lessons should be planned at the same time each week. In the event that groups may include children from various classes, it is essential to select a suitable time and then agree such time with the various class teachers of the children. We do not recommend that lessons be held on Monday mornings, since children usually like to talk about the weekend at such time. Friday afternoons are neither recommended, since the children will normally be tired by this time.

Information for School Teams

It is important that an information meeting is held for the whole school team prior to implementing The World United. The World United is most likely to be used in one or more classes, but it is important that other teachers are also informed about the programme, including its aims and structure. This is even more important in the event that participating children attend different regular classes and the lead supervisor is not their regular teacher.

Information for Parents

Schools are free to decide whether or not they want to inform parents in advance that their children will be participating in the programme. It may be useful to inform parents about the programme, so children are also able to talk about it at home. However, it may also be the case that parents will be concerned that it may all prove to be too much for their children. They may prefer not to let them participate in the programme, fearing that it may bring up painful memories from the past.However, it is important to invite parents for the final lesson. Parents should be notified several weeks in advance and be reminded of such invitation shortly before the final lesson. If possible, it is best to invite parents by speaking to them directly.

Group Composition

Based on the experience of research carried out in the Netherlands, The World United works well when homogeneous groups are used, e.g. groups consisting only of refugee children. This may also apply to groups consisting solely of the children of immigrants with different backgrounds. Whether or not homogeneous groups are also the most suitable option in other countries is a question that cannot be answered in advance. The best results are obtained with small groups: 8 to 12 children is ideal.

Importance of an Internal Educational Adviser

We recommend that schools have an internal educational adviser, who can work both as a co-supervisor, as well as provide continuity in the programme in the event that one of the teachers on the programme becomes ill or leaves. This adviser can also be trained to coach the relevant teachers during implementation of the programme. Both the internal educational adviser and teachers need to set aside time within the school's timetable for the programme to be carried out.

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Training Lead and Co-Supervisors

Lead and co-supervisors should be trained in the skills required for implementing The World United prior to its implementation. In the Netherlands, such training is provided by Pharos. In other countries, such training may be provided by other suitable organisations. Several of the skills required by supervisors are described in the following chapter.

Cooperation with Local Child Care Services

Prior to implementing the programme, we recommend that schools contact local child care services that are experienced in dealing with children of asylum seekers, refugees and other immigrants, so as to establish a basis for mutual cooperation.The most effective cooperation will occur when a social worker of such child care services will participate as a co-supervisor when the programme is run for the first time. This social worker will then be able to provide advice in relation to certain pupils who may require additional support, be of use in the event of any referrals, as well as offering advice in relation to other programmes that may benefit some of the children. Finally, it also makes the link that exists between education and support services known to a wider public, which may in some cases facilitate access to such support services.

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5. RECOMMENDATIONS FOR IMPLEMENTING THE PROGRAMME

This chapter provides several guidelines and recommendations for ensuring that the successful implementation of The World United is based on experiences of the programme in the Netherlands.These recommendations are grouped together under four headings: working with a co-supervisor/external adviser; skills and attitude of teachers; general recommendations for implementation; and evaluation.

Working with a Co-Supervisor/External Adviser

The manual of The World United recommends that the programme is implemented in cooperation with a co-supervisor. This may be an internal or external adviser. We recommend that schools use a co-supervisor when implementing the programme for the first time. This should preferable be the internal adviser. Having a co-supervisor has several benefits, particularly in relation to maintaining order during lessons. He or she can provide support in relation to creative approaches, provide individual support to pupils after class if necessary, and is able to prepare and evaluate lessons with the lead supervisor.Whether or not a co-supervisor should be used when running the programme again depends on several circumstances. The involved teachers may feel sufficiently confident to run the programme themselves after having run it the first time. If there are less than 10 children in each group, then most of the time no co-supervisor will be required. However, for reasons of continuity it is important that an internal adviser has the required training and can be called upon to take over the programme in the event that teachers participating in the programme become ill.The benefits of having an external adviser, such as a social worker from local child care services, have already been mentioned. In addition, it is also important when running the programme that external advisers offer their point of view in relation to the programme's impact on the children, based on their professional training. This may benefit teachers during evaluations.

Skills and Attitude of Teachers

Implementing The World United means working with children in a different way. Important features for teachers include having an open attitude, as well as a high level of interested and involvement. Pupils like it when teachers are informed about their situation and show interest in their problems. It is also important that teachers reveal something about themselves. For example, one way of doing this is by bringing a photo album. This increases the level of trust between children and teachers, and will encourage children to ask questions.Since group discussions are often used in The World United, it is important that teachers are able to encourage children to be more open and extrovert, while at the same time being able to tolerate moments of silence, as well as respecting children who may prefer not to speak at certain times. Teachers must show sensitivity in assessing whether or not they should go into more detail when discussing emotional issues. Teachers should not be afraid of certain emotions coming to the surface, but should be able to give a positive spin to these feelings in discussions. In addition, teachers should be able to find the right balance between talking about past and present, as well as sad and happy things, in discussions.

The successful implementation of The World United depends largely on teachers' enthusiasm, as well as how well they know their pupils. This allows teachers to deal with children's responses in a more efficient way, as well as being able to asses which pupils have the required cognitive and social-emotional maturity to participate in the programme.Teachers should be able to deal creatively with the teaching material and be able to adapt it, e.g. in choosing which approaches may be more suitable for them to use, as well as enabling them to establish a better connection to the children's needs. In other words: teachers should have 'ownership' of the programme.Teachers should also not be afraid to ask for external support if required. Implementing The World United will often lead to greater knowledge about children's health and well-being. As a result, it may be wise to consult child care experts on these issues. The significance of being able to consult with an external child care worker should be evident in this context.

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General Recommendations for Implementation

These recommendations can be divided into 'organisational aspects' and 'content aspects':

Organisational aspects:

In general, lessons tend to last longer than the 90 minutes stated in this manual, so please take this into account. 90 minutes is the minimum amount of time required in order to manage all lesson components. In particular, group discussions tend to take more time than initially planned. If all pupils want to say something in a group of 12 to 16 children, then group discussions alone may last one hour. One suggestion is to plan the lessons in the mornings, so additional time may be available by running slightly into the afternoon period.

Running the programme for the first time requires a lot of preparation time. Please take this into account. Good preparation is half the job.

The time required for evaluations also needs to be taken into account, in particular, if the programme is implemented with a co-supervisor or external adviser. Specific issues in relation to individual pupils can be discussed during evaluations. If the programme is implemented by one supervisor, then it will be useful to make a note at the end of each lesson of all peculiar events that took place during such lessons.

Implementing The World United in two groups at the same school at the same time offers certain benefits. For example, supervisors can learn from each other and exchange practical tips on issues such as how to structure the lessons.

The programme is very verbally oriented and requires a lot of social interaction. It is important to keep this in mind when dividing the class into smaller groups. Preferably, part of the group should include children with reasonably social skills, who can act as an example for others.

Boys and girls are often seated separately in the circles used for group discussions. One way to avoid this is to mix things up by seating one girl between two boys.

Content aspects:

We recommend that teachers vary the approaches used, tailored to what the children like, as well as what the teachers feel most at ease with doing, such as a puppet show, games, role play, etc.

Teachers often find themselves more confident and experienced when running the programme for a second time. Based on their previous experience, it may then be very useful to use the various lesson components and indicated time for each lesson component in a more creative manner. More time may be spent on some of the more popular lesson components, whereas others could be shortened. Other approaches, which are more in line with teachers' skills and pupils' needs, could also be used. In this case, teachers should also consider whether any additional materials could be used to make the lessons more lively. However, this should not reduce the underlying theme of the lessons.

Experience has shown that due to lack of time, the Me-Book often does not get the attention it deserves. One suggestion would be to schedule some extra time in the lessons to complete the Me-Book.

Teachers, supervisors and pupils in some schools in the Netherlands expressed a wish to see an increase in the number of lessons offered by the programme. However, it should be possible to find a suitable place for The World United within the curriculum without having to schedule additional lessons. For example, certain topics could also be discussed again in later lessons. Attention could also be paid to other topics that were discussed in class, such as changes in family circumstances or having to move house, thereby using lesson components drawn from The World United.

Using videos to illustrate topics can also provide added value, e.g. a video on schools in other countries.

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6. READING GUIDE

All lesson descriptions follow a certain structure. Each lesson description begins with three items:

1. Aim and Purpose

2. Initial situation

3. Subsequent activities including the allocated time and total duration

This is followed by a description of each activity in the following way:

Number of the activity including its title

Short description of the aim of the activity

Duration of the activity

Required materials

Approach

Explanation of the activity by the supervisor

If required: some focal points for the activity

Alternative (not always)

Each lesson is followed by a description of some impressions that were gained during the pilot phase of the

programme's development ('Impressions From Practice'). These descriptions includes experiences with various

groups, as well as occasions where things went well and less well. They describe the reality of those particular

situations and are not to be seen as model examples. They are merely intended to give supervisors some idea of

children's likely responses during lessons, as well as an insight into the dynamics of the programme.

The impressions described may sometimes relate to approaches other than those described in this manual. This

is because the manual has recently been adapted in light of feedback received from implementing the programme

on a trial basis.

Lyrics to The World United Song

First I lived far away from hereIn my own country with much to doMy home and bed were also thereAnd everything I needed too

ChorusThe World United, put your arm around me (put an arm around your neighbour to the left and right)The World United, no longer alone you see (make a 'no' movement with your head)The World United, me, you and we (point to themselves, one another and all of us)The World United, for you and for me (point to others and themselves)

Now I live in a new townIn a street unknown to me

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'What's this or that?', I frownDoes anyone here know me?

Chorus

At school I have a blue penWith which one by one I writeAll the new words I learn thenAnd the teacher thinks I'm bright

Chorus

At home when we have a partyI am smartly dressedA visit from the whole familyEating together is best

Chorus

With all my friends aroundwe play with one ball or another I play with my friends on the groundAnd we swap cards with each other

Chorus

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7. DESCRIPTION OF THE LESSONS

LESSON 0: INTRODUCTORY LESSON

Aim and PurposeThis introductory lesson is only necessary at primary schools where pupils from different classes participate in the programme. Teachers should explain to the children why they are able to participate in The World United, a programme particularly aimed at the children of newcomers. They will get to know each other and their supervisors, as well as practising each other's names. At the same time, they are introduced to the way of working used in the programme and will practise the first two verses of the song at the end of the lesson.

Initial Situation Pupils are unfamiliar with the programme and why they have been brought together as a group.

Activities and Duration 1. Introduction 20 minutes2. What does a market in my country look like? 20 minutes3. What is there in the market? 20 minutes4. Conclusion 15 minutes Total 75 minutes

NB: Teachers can also give this lesson in an abbreviated form, prior to Lesson 1. Lesson 1 will then last a bit longer.

Activity 1: Introduction

The aim of this activity is for the children to understand that The World United programme is about to begin, as well as what it entails. They will get to know each other and their supervisors.

Duration 20 minutes

MaterialsNone

Approach Group discussion

ExplanationExplain that The World United programme is about to begin and that it will take place once a week at the same time for a period of 8 weeks. Then explain what the programme entails. It deals with the children themselves, their own country, and what they think of their new country. It is up to the children themselves as to what they want to say during the programme, but it is about themselves, their school, their home, their friends, etc.Then go round the group and let the children say their name, as well as which class they are in. Briefly talk about your own class as well. When everyone has had their turn, allow some children to show if they can already remember some of the other children's names by saying them out loud.

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Activity 2: What does a market in my country look like?

The children will begin with a situation from their own country: the market. Lots of things can be seen at a market in relation to different cultures, as well as customs and habits, including different types of food, the way in which negotiations take place, what type of clothing is sold, etc. In this way, the children work with one of the approaches used within the programme.

Duration 20 minutes

Materials Blank sheet of paper from the work folder Coloured pencils Felt-tip pens Chalk

Approach Making a drawing

ExplanationExplain to the children that they can draw a market in their own country and so are able to show something about where they come from. They may talk about it later on in the group discussion, about what it looked like, what was for sale, etc.

Activity 3: What is there in the market?

The children may talk about something they like in their own country and in this way reveal something about their own background.

Duration 20 minutes

Materials Drawings of the market

Approach Group discussion

ExplanationAsk each of the children in turn to show their drawing and say something about it. Say that the children may also ask each other questions.

Activity 4: Conclusion and song

Children may give brief feedback on the lesson. Conclusion of the lesson by singing The World United song.

Duration 15 minutes

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MaterialsWritten copy of the lyrics of The World United song

Approach Circle

ExplanationTell the children that the lesson has almost finished. What did they think of it? Do they still remember all the names of the other children? Do they look forward to the next lessons? Explain that the next lesson will be about themselves: ME. Then explain that each The World United lesson will begin and end by singing The World United song together. We will practise this song now.

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LESSON 1: ME

Aim and Purpose The programme is introduced. The song is rehearsed and teachers explain what the Me-Book is. Children may now begin to work in it for the first time. The children know that the programme is about themselves, their experiences with school, their home, family, celebrations, friends and games. They know that the programme is specifically for children of newcomers, since they have experienced things that other children have not. It is good to talk with each other about this issue and do some activities. If necessary, they will be introduced to the supervisors and a new way of dealing with each other. The children are the centre of attention in this first lesson. They will reflect on their backgrounds and those of other children, and talk to each other about it. In this way 'Me' is slowly extended to 'You' and 'We''.

Initial Situation The children are at the beginning of the programme. They already know each other or have gotten to know each other a little bit in the introductory lesson. They will get to know each other a bit more in this lesson. So far, they have only heard that The World United programme is about to begin. They may know the lead supervisor and may have already been introduced to the co-supervisor. They have already rehearsed The World United song several times, e.g. during music lessons or in the introductory lesson.

Activities and Duration 1. Introduction 15 minutes2. Where do I come from? 25 minutes3. Say something about yourself 25 minutes4. Me-Book 20 minutes5. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction to The World United

Children are informed about the programme and the key role they play in it. They will be introduced to the co-supervisor. The rules of the game for the programme are explained. Children know the first two verses and the chorus of The World United song and know that it will be sung at the beginning and end of each lesson.

Duration 15 minutes

Materials Written copy of the lyrics of The World United song

Approach Circle

Explanation Explain that The World United is about to begin and that it will take place once a week at the same time for a period of 8 weeks. Name the day and time of the lessons.Then explain that someone (the co-supervisor) will assist with the programme and mention their name. The co-supervisor then introduces him- or herself and tells the children something about him- or herself, as well as why it is so good to be involved in the programme (e.g. 'I am curious about what you will think of The World United', or 'I am curious about all the things you will say and do').Explain that The World United is about the children themselves, where they come from, what they like and dislike, what they think of their new country, whether they have any friends, or still remember all the things that were there in their country, etc.We will do this by talking and playing with each other and by making things together. It is important that we listen carefully to each other. If you want to, you may say something during the programme, but you do not have to if you do not want to.

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Since we will be talking about personal things, there are several rules of the game that are important for you to remember.I have written these rules down and will now tell you about them. These rules of the game will be placed here every lesson so they are easier for you to remember in each lesson.

The rules of the game are:

Not to laugh at each other during lessons. Of course you can laugh when something is really funny. But when somebody feels they are being laughed at, they should say so;

To let others finish what they are saying; To respect each other and each other's feelings; You can say if you do not want to talk about something right now; You do not have to perform; You can speak freely; You cannot speak outside the lessons about what has happened inside the lessons.

We will also make our own book in this lesson, but I will say more about this later.

First we will sing The World United song and do the movements that go along with it.

Focal Points It is important that an atmosphere of trust is created from the beginning. Action must be taken immediately

when somebody is laughed at during the lesson. This can be done in the following way: 'Laughing at someone is not nice. Everyone should be able to feel at ease within the group and laughing at someone does not create a good atmosphere. The aim is to help and trust each other. Laughing at someone does not help to do that.'

Ensure that all children are able to write down the whole The World United song, including all verses. They can then copy it later on into their Me-Book.

Activity 2: Where do I come from?

The aim of this activity is for children to introduce themselves by saying their name and by pointing out the country where they (or their parents) come from on the map.

Duration 25 minutes

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Materials A map of the world including country flagsOr a globe

Approach Circle

Explanation Show the map of the world and say that this is the world. The map of the world is displayed clearly and visible to all. Alternatively, place a globe in the middle of the circle.Ask the children in turn if they want to say their name and say which country they come from. Ask them to point out on the map or the globe where their country is and let them point out the country in which they live now. Let children guess how large the distance is between both countries. Flags of all the countries are shown at the bottom of the map. Children may point out the flag of their country of origin. Ask the children how they got here, by which means of transport, and how they felt about it.

Focal Points Sometimes children need help in finding the countries on the map of the world. It is important that children do

not take too much time, so everyone can have a go. Use a recent map of the world. The reason for this is that several borders have changed in recent years! You can also instruct the children to make flags of their own countries, which they can then pin to the map of

the world. If there is sufficient time, then children can also be asked for the differences between their country and the

country they now live in, e.g. landscape, climate, language, etc.

Activity 3: Say something about yourself

In this activity children are encouraged to say some nice and positive things about themselves. This will improve their self-image.

Duration 25 minutes

Materials A ball (or a cuddly toy)

Approach Game in a circle

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Explanation One of the children faces the circle backwards. A ball is passed around. The child facing the circle backwards then says 'Stop!' The child in the circle who has the ball is then invited to say something about him- or herself: what is he or she good at? What can he or she do very well? What does he or she like? This child can then face the circle backwards. The first child may sit down again in the circle. The game then continues. If a child has already said something about him- or herself, then the ball will be passed on until it reaches a child who has not yet had a go.

Alternative An alternative to this game involves the child facing the circle saying 'Stop!', the name of the child who has the ball at that moment, as well as what that child is good at. It is important here that attention is paid to both the child giving the compliment, as well as the child receiving it. How do both children respond?

Activity 4: Me-Book

In this activity attention is again paid to the 'Me' topic by letting children draw their own self-portraits and showing these to others. The children also begin making their own Me-Book.

Duration 20 minutes

Materials Photo album of supervisors Me-Book sheets with first tasks (portrait, hand, ‘Who am I?’) Pencils, chalk and felt-tip pens Mirrors

Approach Introduction 'Me-Book' Drawing a self-portrait

Explanation Explain what a Me-Book is by using your own photo album as an example. Let children look at the book. It provides a look into a teacher's life, which children like to know about. Then explain that the Me-Book can be compared with the photo album. The book is about you and in this case about The World United and what you experience during the programme. Then show the pre-printed sheets from the Me-Book, so as to give the children a better idea. All sheets will be collected in a folder, which the children can take home at the end of the programme.The children can then begin to draw their self-portrait.When time is almost up, all children will sit in a circle again and, if they want to do so, they can show their portrait to the other children.

Alternative If children show a lot of resistance to drawing their self-portrait, then teachers may draw the outline of their hand, which they can then colour. If this also meets with some resistance, then children can draw the flag of their country.

Focal Points Keep the introduction short. Showing your own photo album reveals your own vulnerability, which may

encourage children to do this as well. It is most likely that there will not be enough time to finish the self-portraits. Try to think in advance of a time

when the children can finish them. The most suitable time would be when the whole group comes together again. It is not a good idea to let the children finish it in the presence of other children who are not participating in the programme. The reason for this is that drawing something about yourself always reveals something vulnerable.

Try to give positive feedback during the evaluation at the end of the lesson, e.g. what a nice selection of colours the children used, or what lovely hair they have drawn.

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Respect the fact that some children may not want to show their drawings.

Activity 5: Conclusion

Children may provide brief feedback on this first lesson. They know that the following meeting will deal with the topic 'school'. The lesson finishes by singing the song.

Duration 5 minutes

Materials Written copy of the lyrics of The World United song

Approach Evaluation Announcement The song

Explanation Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they enjoy talking about themselves, as well as hearing from other children as well?Explain that the next lesson will be about 'school'. Now it is time to say goodbye until the next lesson and to sing The World United song.

Impressions From Practice: Me

... then we take the map of the world. The children's eyes are wide open and they help with unfolding the map. 'Is the world this big?' 'Yes, I knew that'. We attach the map to the blackboard. 'Who knows where the Netherlands is?' Everyone wants to point it out. Quite confidently the children point to Thailand, South-Africa and Mexico ... then the teacher shows where it is. Everyone begins to laugh ... 'Such a small country!' If you put your finger on it, you can no longer see it! Then all the children point out their own country Bosnia, Iran, Iraq, etc. 'My country is a lot bigger', shout some of the children quite proudly. Then the children quickly turn to the flags shown at the bottom of the map. Almost all of them have come to the Netherlands by plane ...

... Hakim says that his oldest brother was the first to leave and ended up in Sweden. His mother became more and more unhappy each day, because she missed him very much and in the end the whole family left Iraq. They ended up in the Ukraine first, which they did not like at all. Then they went to Germany and afterwards to the Netherlands, where their family was reunited ...

... One of the girls requires a lot of attention when the children are drawing. She takes away all the coloured pencils from the other children. She also talks a lot during the group discussion when she does not really have to, asking for a lot of attention, which is hard to control.Ali and Bawan want to show their portraits to the other children. They receive a lot of compliments from the supervisors. When Fartoum and Misha decide not to show their drawings, which is fully respected by the supervisors, the other children become very curious ...

... The children would love to do the pass-around game again. Ali asks again and again whether we could do the pass-around game once more. It is quite remarkable that while playing the game, he did not want to draw too much attention to himself and passed the ball around quickly. It looks as if he may want to say something, but is a little bit afraid of doing so ...

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LESSON 2: SCHOOL

Aim and Purpose This lesson is based on the situation here and now, school, as well as the group, 'we'. School plays an important role in the children's lives and provides a structure to their lives. Children talk about their own experiences with school in this country and – insofar as they can remember – school in their country of origin. Perhaps some children already know which school they would like to attend in the future. School often provides some of the first opportunities for the future and some children are very conscious of this fact.

Initial Situation The children have already finished one lesson of the programme, which focused on them as individual persons with their own backgrounds. They know The World United song and have rehearsed the third verse (e.g. during music lessons).

Activities and Duration 1. Introduction 10 minutes2. Making a group picture 20 minutes3. School then and now 30 minutes4. Making a drawing or writing a story 25 minutes5. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United song

Approach Circle

Explanation Explain that it is time to sing The World United again. The previous lesson was mainly about ourselves, about 'me', but we also did things together, as a group. Ask who would like to say something about what we did last time and what they liked most? Then explain that today we will be talking about ourselves and our school, as well as the school in your own country or the school you would like to go to in the future. After that, we will sing The World United song.

Focal Points Try to establish a link, or a guiding theme, within the programme by making a link to the previous lesson, so as to make the coherence of the programme clear. For example: all 'Me's' are now sitting together and make up the 'We'. 'We' are now a group and we are at school.

Activity 2: Making a group picture

The aim of this activity is to make children conscious of the fact that they are in a group and that this group forms part of school. The picture will also become a memory of this school.

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Duration 20 minutesThis activity may take more time. Please take this into account.

Materials Digital camera

Approach Making a group picture

Explanation Explain that we talked about ourselves the last time, as well as were we came from. Now we will talk about going to school. At school we are in a group. This group is often very important, as well as the feeling in the group and the support you give each other. The group you are in now is important for the programme of The World United. Without this group, there would be no The World United. That is why we will now make a group picture for the Me-Book.Ask the children where they would like to be in the picture and where they would prefer the picture to be taken (e.g. in front of the blackboard, at the back of the class, or on the school playing ground). Then pictures are taken at those various locations, by using different arrangements. Explain to the children that the most beautiful picture will be selected, that they will receive it next week and can then put it into their Me-Book.

Focal Points During or after taking the picture, say to the children that this is a group picture of the group at school. This

group is quite different from the group of children in their neighbourhood or in their regular classes. In other words, they all participate in different groups. At school they are in a group to learn and in this group they learn from each other.

Have a look at the pictures made by the children and print out two of them. Next week, let the children select the one they like the most.

Activity 3: School then and now

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The children reflect on their school experiences and consider the differences between school in this country and schools in other countries.

Duration 30 minutes The course of the discussion will depend on the atmosphere in the group as well as the amount of concentration. Allocate time for this activity accordingly. If the discussion is going well, then it may be a shame to end it prematurely. If this is so, then you may want to reduce the time of the follow-up activity (Activity 4). Materials Timetable and/or pictogram timetable of the school

Approach Group discussion

Explanation Begin with saying to the children that they are now going to school here and that most children may also have attended other schools in this country. Question: what do we do at school? A timetable or pictograms with activities may be very helpful here. Ask whether they see any differences between this school and the one they attended in their own country.Use this question to make the link to the school they used to go to in their country of origin. Here are some of the questions that you may want to ask about it:

Who can tell me what the biggest difference is between this school and the school you used to go to? What did you do first at your old school? (e.g. raising the national flag or singing the national anthem) What did the school look like? (e.g. outside in the open air, or just under a roof, benches instead of tables,

larger groups, few or many different teachers, different atmosphere, school uniforms, etc.) Which subjects did you like the most? In which language were you taught? What was punishment like? (e.g. corporal punishment) Do you miss your old school? Did you have many friends there? Would you still like to go to school for a long time to come? What would you like to learn at school in the future? What would you like to be in the future?

Focal Points Not all children have memories of schools in their country of origin. Some children were born here and

others were still too young to remember much. Many children have moved several times between and within countries and may have seen many schools as a result. Some children may also be able to tell school stories told to them by their parents or grandparents about 'how different things were back then'. In this context, it may be nice to point out to children that things change at school with the passing of time.

Children may be able to tell detailed stories about different forms of corporal punishment used at school in some countries in order to show their outrage or just by wanting to show off a bit and act tough with an attitude of 'look what I have been through'.

Some children may also speak about different situations in which corporal punishment was used, or still is used, e.g. at home. Do not discuss this in too much detail, but just take a note in order to be able to observe the relevant child(ren) more closely.

Children may also be asked during this activity to demonstrate something about their old school, e.g. by singing (a part) of the national anthem, saying a prayer, or write something on the blackboard in their own language.

Activity 4: Making a drawing or writing a story

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Children will incorporate their school experiences in a drawing or in a story about this school or another one.

Duration 25 minutesPrior to the lesson, think about when it may be possible for the children to finish their drawings or stories in the event that there is not enough time.

Materials Me-Book Task sheets for the Me-Book Chalk Felt-tip pens Pencils Paint Pen

Approach Making a drawing or writing a story

Explanation Explain to the children that they may now draw something that has to do with school. It may be about their school now or their old school. Or they may write a story instead about their school now or their old school. Make suggestions such as: you can draw the school building, or the teacher(s), or the classroom(s) where you attend lessons. You could also draw your school uniform, or how children were standing when raising the flag. You could also write a story about what you liked most at your school now or at your old school. Maybe you could also write about punishment you may have had at your school, or which subjects you liked the best and why. You could also write a story that begins with: 'If I was the teacher, then...'.If children are familiar with a pictogram timetable at school, then it may be a good idea to suggest to them that they make an additional pictogram for an activity that they did at their old school, but not at their school now.

Alternative Drawing is a quick approach and several children will like it, although some may not. The programme includes quite a lot of drawing activities. Depending on the children's needs, as well as the expertise and skills of teachers, other approaches may be used as well. We therefore recommend that you look ahead to other lessons in advance, ask what the children prefer to do, and then decide on which alternative approaches could be used where.For example, making a drawing or writing a story in this particular activity could be replaced by a role play. Children could pretend to be the teacher in such role plays. Some children may then be teachers for five minutes and do something, e.g. how to deal with a difficult child, how to correct such a child, how to reward such a child, how to deal with a sad child, how to show interest in a child, etc. These are activities that may throw some light on how children would like to see their teachers respond.

Focal Points Making an additional pictogram is only useful if there is a pictogram timetable in the classroom. A copy of

the pictogram made can be resized and added, while the original can be put in the Me-Book. Working on activities on an individual basis may allow plenty of room for individual chats with children

while they carry out the activities. This may create a more intimate atmosphere which may enable children to talk more.

In the event that the group discussion comes to an end at an early stage, children could be allowed to begin with their drawings or stories. The group discussion may then be resumed after they have made their drawings, and they can say something about them. If children want to say something in smaller groups, then ask those children first if they would like to say it in front of the whole group, before doing so in smaller groups.

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Activity 5: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United song

Approach Evaluation Announcement The song

Explanation Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they like talking about school and working on this topic? Which activity did they like most?Explain that the next lesson will be about 'my home'. Now it is time again to say goodbye until the next lesson and to sing The World United song.

Impressions From Practice: School

... The children are using pictograms to put the timetable in the correct order. The link from school now to school then went well, despite children being very busy and sometimes interrupting the lesson. Nevertheless, all the children were very interested in each other's stories. They could hardly stop talking: about a large school with many classroom and sometimes 48 children in each class, about the school at the mosque where many repetitions had to be done and which had very strict rules. One girl demonstrates how she had to stand up if she wanted to ask her teacher a question.

During the drawing, individual discussions take place and it also appears that uniforms had to be worn at some schools. One boy draws his school now and his school then. One school is clearly made of natural stone and has very thick rocks in the walls. One boy complains that they had to recite very quickly from the Koran in Lebanon. The supervisor asks how quick and the boy demonstrates. The children from Iran and Iraq recognise all of this. Together they show how prayer was done. They begin to laugh softly ...

... Mohamed seems to be unstoppable now with his stories about his own country and there seems to be no limit to what he includes in his stories: I went to school in Baghdad. We had a shop at home and 8 cars and villas. I had a bicycle, but I caused several accidents, and then I was no longer allowed to cycle on the road, and later I was not allowed to cycle at all. And we were very well-known in Baghdad, and Baghdad was Iraq and the rest Kurdistan ... He cannot stop recounting things, even when the supervisor tells him that he can continue at another time.

Two other boys are inspired by Mohamed's story and one of them says that his father was a police agent and the other says that his father used to teach geography ...

... When talking about school in their own country, most children are unstoppable. Out come the stories about punishment, such as being hit blindfolded, but sometimes also at the request of their mother. The children talk

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about Koran schools and the fact that they took place on Fridays. The mention grandparents who used to write on dried animal skins with charcoal or a feather dipped in ink, e.g. in Thailand and Iraq. Naleeye also talks about his own experiences, although he normally finds this difficult.The discussion is going well, but in order to calm the children down a bit, we play the pass-around game from Lesson 1 again. Naleeye also gets his turn: 'Oh no!', he says! He finds it really exciting. The other children laugh playfully in the sense of 'Well, it's your turn now'. He finds it difficult, but manages to pull through bravely, maybe encouraged by the playful laughter, which gives him the impression that perhaps it is not too difficult.

The discussion then continues about school, about raising the flag and singing, about what it all looked like, and about uniforms. Time is running out and there are only ten minutes left to make the drawing and children begin immediately.

LESSON 3: MY HOME

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Aim and Purpose Living somewhere is central to everyone's lives. Living in a place with a roof over your head is a primary need. Living somewhere, having your own home or place, has to do with safety and protection. The aim of this lesson is for the children to learn to express themselves about their past and present experiences in relation to their home and safety.

Initial Situation The children have already finished two lessons of the programme, which focused on them as individual persons with their own backgrounds, as well as their school experiences. They know The World United song up to and including the third verse.

Activities and Duration 1. Introduction 10 minutes2. My home here and in the past 40 minutes3. Making a home 35 minutes4. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United song

Approach Circle

Explanation Explain that it is time again for The World United. The last time we talked about school. We also took some pictures, do you remember? Here are two very lovely pictures of the whole group. Which picture do you like the most? Show the picture to the children and let them decide which one they like best. After they have made their choice, say that they will get that picture next week so they can put it into their Me-Book. Ask the children to describe briefly any reactions they may have in relation to the previous lesson. Did they like working on the school topic? What did they like, what didn't they like? Then introduce today's topic: 'My Home'. Your home in this country or the one you had in your own country. After that, we will sing The World United song.

Focal Points Always try to establish a link with the previous lesson and thereby a guiding theme within the programme, so as to make the coherence of the programme clear.

Activity 2: My home here and in the past

Children share each other's experience about living in this country and in their country of origin where they used to live.

Duration 40 minutes

Materials Images, drawings and pictures of different types of homes and living accommodation.

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Approach Group discussion

Explanation Attach the images, drawings, pictures, etc. of different types of homes and living accommodation, such as houses, boats, huts made of clay or reed, farms, flats, tents etc., to the walls and/or blackboard. Introduce the discussion by saying that there are many different ways in which you can live, and therefore many different types of homes. Invite the children to say something about where they are living now: What type of home is it? In what kind of neighbourhood? How many rooms are there in their home? Does their home have stairs or an elevator? Does their home have a garden? Do they have their own room, or do they have to share one with their brothers and/or sisters? Do they have any pets? You may then ask the children whether or not they have already lived elsewhere in this country. Can they compare that home with the one they are living in now? Do they enjoy their new home better than the old one? Why did they move? Did they want to move, or not? You can then lead the discussion with the children back to their own country. Do they still remember how they used to live there? If they do not, or no longer, know it, then maybe their parents may have spoken to them about it. How many people where living in their old home? What did their old home look like? What did their old neighbourhood look like? Did they have many friends there? Et cetera.

Focal Points Talking about their own home here and in the past brings back a lot of memories for the children. One of the

most important functions of a home is that – in principle – it should provide a safe place. Try to pay attention to this aspect during the group discussion.

If the group discussion allows for this, then ask a question about whether they felt safe in their home. Do you feel safe in your home? Did something bad ever happened in, or around, your home? Does your home have a cellar, and have you ever been in there? Do you feel safe in the home your are living in now in this country? If the topic sleeping is raised, e.g. when children talk about whom they sleep with, then you could also ask

carefully whether or not they sleep soundly, or if they have ever had any nightmares, or are unable to sleep. Talking about sleeping can be introduced by asking question such as: What time do you go to bed? What do

you do before you go to bed? Who brings you to bed? Do you tend to fall asleep quickly? Do you have any dreams? Do you sometimes lie awake, and what do you think of then?

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This activity normally gives children plenty to talk about. Most of them would like to speak about their home now and their old home. If the topics 'safety' and 'sleeping' are raised as well, then this activity will take significantly more time. This is not a problem. In other words, do not cut short an enthusiastic discussion, but drop Activity 3 instead .

Activity 3: Making a home

The children will incorporate their living experiences, or thoughts on their own home, into a collage or a home.

Duration 35 minutes

Materials Paper Glue Scissors Old magazines Felt-tip pens Paint Cardboard Clay Digital camera

Approach Creative activity

Explanation Tell the children that they can make their own home now. They can do this by making a collage of the magazine pictures that they have cut out. They may also make a home from clay or cardboard. If they want to, they can also make a drawing. It is up to them to decide what type of home they want to make. This may be the home they live in now, or their old home, but it could also be their 'dream home' that they would like to live in in the future. The may make their home on their own, or together with someone else. When they have finished, the children may show their home to the other children.

Focal Points It is likely that this activity will require more time than scheduled. You may need to schedule an additional

lesson, so that the children can finish their homes. Supervisors should walk round during this activity and ask children questions about the home they are

making. It is difficult to fit any three-dimensional homes made by the children in their Me-Book. These pieces of work

should therefore be given a place in the classroom. Also take a picture that the children can put in their Me-Book.

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Activity 4: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United song

Approach Evaluation Announcement The song

Explanation Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they like talking about their home and working on this topic? Which activity did they like most?Explain that the next lesson will be about 'my family'. Now it is time again to say goodbye until the next lesson and to sing The World United song.

Impressions From Practice: My Home

... The question where you can live and where you can sleep has many replies. 'House', 'hut', 'caravan', 'tent'. 'Tents stink,' says Fatima and she pulls an ugly face; 'You can also sleep in a plane' and 'in a car, but we no longer have it, although we used to'; 'In a high bed, which my father made and he can do anything'; 'In a sports hall,' says Daniël from Bosnia.

... When making her home, Marit has also made a dog which sits near to the house. She mentions to the supervisor that the dog was shot. She really misses the dog and she says she is afraid to talk about it in the group. Her younger sister, also in the group, has drawn a dog near the house as well. She says that the dog is a

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'super dog', because it can walk on walls and is very sweet ...

... Maral finds it difficult to get started with making her home. She continuously ask if the teacher could help her. The supervisors try to encourage her by asking questions. Question such as: 'Does the home have a staircase?', 'Where is the home?', etc. Finally she begin to draw, but whether or not it is a home? ...

... Kassim brings along to his table the picture of the house boat (which we used in the introduction lesson) and draws a boat, the one which he says brought him to the Netherlands. He also talks about family members that travelled with him and the cat, the fish in a fish bowl, as well as dolphins along the way ...

... Fatma draws a fire near her house. During the group discussion she reveals that the house stood in Addis Ababa. 'It's the house of our neighbours and poor people lived there with torn clothes. The house has fallen apart and the people left, after which big dogs came into the house, and they chased her.'Merima does not show her home.

Sherwin's home is that of another Sherwin, he says emphatically. 'That's not me sitting there, that's another Sherwin.' There is a lamp, a couch with another Sherwin, as well as a TV and a bathroom. The supervisor asks where the house is, and he answers: 'In Amsterdam. The house is not too big, but also not too small. I will clean it myself and wash the windows. I will live there on my own,' and giggles when he says this.

Bawan has drawn a three-storey flat with his father, mother and sisters, as well as some stairs, since there is no elevator.

Adis's home is in America, he says, and 'I will go there later by car. I will also live there on my own,' and then – after some giggling – he can be heard to say, 'I want to give food to people who visit.' To which the supervisor replies by saying that they would love to come by and ask him whether they can...

...

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LESSON 4: MY FAMILY

Aim and PurposeFamily often plays a significant role in relation to protection and safety. Blood ties are therefore always viewed as very important. Children will talk during the lesson about their family relationships, the tasks and roles of various family members, as well as how they all help each other. This will of course also include lost family members, or those who are far away, in the children's memories and if the children feel the need to talk about this, they may do so. The aim of this lesson is to discuss the role and significance of the children's family. Time will of course also be given to discuss emotions a result of family tragedies.

Initial Situation The children have already finished three lessons of the programme, which focused on them as individual persons with their own backgrounds, their school experiences, as well as their experiences with living in a home. They know The World United song up to and including the third verse. They may already begin to rehearse the fourth verse, which deals with celebrations and family at the beginning and end of this lesson.

Activities and Duration 1. Introduction 10 minutes2. Who belongs to your family? 35 minutes3. Role play or puppet show 40 minutes4. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United song Selected group picture (for all children) Pictures of homes (for relevant children)

Approach Circle

Explanation Explain that it is time again for The World United. The previous lesson you chose the group picture that you liked the most. You will now all receive this picture so you can put it into your Me-Book later in the lesson. The last time we also spoke about your home. You talked a lot about it and made beautiful homes. I also took some pictures of your homes, which you can put in your Me-Book later on in the lesson. Ask the children to describe briefly any reactions they may have in relation to the previous lesson. Did they like drawing and making their home? What did they like, what didn't they like? The previous lesson we also talked about who also lives, or lived, in your home. Mostly this involved your family. Today we will talk about your family. Family here in this country, your own country, or perhaps another country. Follow this by singing The World United song with the children.

Focal Points Always try to establish a link with the previous lesson, and thereby a guiding theme within the programme, so as to make the coherence of the programme clear.

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Activity 2: Who belongs to your family?

Children indicate their family relationships, as well as the roles and tasks of family members in relation to themselves.

Duration 35 minutes

Materials Blackboard Chalk

Approach Group discussion

Explanation Explain that we will now talk about family. Who belongs to your family?Write the word 'Me' on the blackboard. The children may then write their family members around it, such as mother, father, brother, sister, uncle, aunt, cousin, grandfather, grandmother, etc. Check to see if the children have written down all family members. Try to indicate the different relationships between family members by using lines.For example, draw a circle around 'mother'. Then ask the children what kind of things their mother does at home. Do the same with 'father' and the other family members. You may also go back to the past when children mention the activities of family members. For example, you could ask whether their mother, in their own country, also had to do all these tasks, or if there were any other family members that did some of these tasks. Do this as well for the other family members. Also ask whom the children go to for comfort, e.g. when they feel a bit sad or afraid. Supervisors could take the lead here by telling the children whom they used to go to when they were younger, as well as how their mother, or someone else, provided them with comfort.

Focal Points Family relationships vary in all cultures. Sometimes a grandmother or aunt has a bigger emotional

significance than a mother. In many instances, several families live together as one large family in their country of origin. Grandparents, as well as uncles and aunts, may play a significant role in the children's education and care. Many refugee children have also been entrusted to the care of family members by their parents, or have travelled with other family members after their parents died. Family members of some refugee children may live in various parts of the world. Families are often torn apart as a result of the loss of parents or other family members. In some instances, children may have witnessed the murder of their family members. As a result, 'family' may be a very sensitive topic. Respect the fact that some children may not want to talk about such family tragedies.

Experiences in the Netherlands have shown that this topic does not result in a big response from children. Family may perhaps be too sensitive a topic for the children. You should therefore try to keep this activity as light as possible.

An alternative to this activity is described below.

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Alternative

Duration 35 minutes

Materials A picture album about family (e.g. Trish Cooke, ‘So much', 1996. London, Walker Books Ltd)Or: The Story of Rambo (see work folder)

Approach Storytelling Group discussion

Explanation Tell a story about family by using a picture album about family. A party is described in the book referred to above and family members enter the house one by one. On each new page, another family member appears.It is very exciting for children to see who will enter the house next. At the same they can wonder where all the others are, such as grandfather, who is not coming. At the end of the story, you can ask the children which family members visit their homes when they have a party or celebration, or on other important family occasions, and what happens then. In this way, this activity also provides a good introduction to the topic 'celebration', which will be the topic of the next lesson.If you have read out the story of Rambo, you could ask the following questions on the basis of this story:

If you were Rambo, would you have done the same? What do you do when you feel sad? Who do you go to if you need comfort? Have you tried to comfort someone else? What do you think that Rambo and Frida should do now?

Activity 3: Role play or puppet show

The children enact a family situation in a role play and are able to express certain emotions in the game.

Duration 40 minutes

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Materials Puppet show with puppets Maybe some clothes to change into Digital camera

Approach Role play or puppet show

Explanation Explain that we will now play a game: a role play or a puppet show. The children may choose what they would like to do most. Choose a family situation that the children could enact or let the children think of a situation themselves. It should be a situation in which as many family members as possible can play a role. Some suggestions: 1. The children come home from school. Their mother is at home and has a headache. Their father is watching TV. The doorbell rings and there they are: grandfather, grandmother and an aunt. They are coming to visit and food needs to be prepared.2. The children are playing at home. Their father comes home and is tired. Their mother is cooking food. She asks the children for help, because some aunts and uncles, as well as some nieces and nephews, are coming to visit.3. Father and mother receive a message that grandmother and grandfather will be visiting from Iraq. Let the children perform a role play about how they would receive grandmother and grandfather, what they think it will be like when their grandparents live in their home. Will their grandfather be ruling the house then? Or will they get spoiled by their grandparents? Will they have to take care of them?Take some pictures during the role play or puppet show and give these to the children later, so that they can put them in their Me-Book.

Focal Points A role play or puppet show is a safe situation for the children. It creates some distance in relation to their own experiences, yet it still enables them to show some of their emotions, but without having to expose themselves as such.

Activity 4: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United song

Approach Evaluation Announcement The song

Explanation Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they like talking about their family and performing a role pay/puppet show about this topic? Which activity did they like most?Explain that the next lesson will be about 'celebrations'. Now it is time again to say goodbye until the next lesson and to sing The World United song.

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Impressions From Practice: My Family

... After finishing the book 'So Much', the supervisor asks why grandfather is not there. The children suggest the following reasons:He is ill.He went to the disco.He has another appointment.He is dead.He is in a different country.He is with another woman.He has been taken by the police ...

... Nadia says that she no longer has a father or mother. The class becomes very quiet and the children ask her what happened. They all pay careful attention. Nadia says that she became an orphan when she was two and that she was raised in a monastery in Hungary. It was awful there and she starts to cry. She came to the Netherlands for surgery and stayed with a host family. She really enjoys living with them and would like to stay. Her host parents would like her to stay as well and they have applied for a residence permit for her. But all of this is very uncertain. All the other children are still listening carefully and are very kind to Nadia.

Meanwhile, Osman is rubbing his eyes. It seems as if he is trying hard to hold back his tears. The supervisor sits down next to him and ask if he misses one of his parents as well. Osman mentions that he lived with his uncle for a long time when his mother died and his father was already in the Netherlands. When he and his brother came to the Netherlands, they had not seen their father for years and it appeared they now had a new mother, as well as some new brothers and sisters ...

... Fitim drew a picture of himself in the door of a restaurant, with a cat, a mouse, and a little piece of meat. Chedra says she likes his drawing. The children mainly ask each other questions relating to drawing technique, such as: 'Why is that face blue?', or 'Why are there no feet?'. Several times the 'Do not laugh at' rule needs to be repeated ...

... Many children begin with drawing a house and add family members later on, e.g. behind the windows. Dino

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only draws a house and does not want to draw any family members. The children are seated in groups and talk with each other about what they are drawing. The supervisors walk round, talk with the children and ask questions about the drawings that the children are making. The children are having such a good time drawing and talking, and it lasts till the end of the lesson. There is a short evaluation, but unfortunately there is not enough time left to sing the song.

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LESSON 5: CELEBRATIONS

Aim and Purpose Celebrations and rituals give people the opportunity to express themselves, by laughing, dancing, and perhaps crying as well (mourning rituals). Celebrations and rituals also relate to people's cultural and national identity. When living as a migrant, cultural traditions from the country of origin take on a special significance. They are no longer taken for granted and may lead to intensified feelings of homesickness when such celebrations or rituals take place. People living near migrants or refugees hardly pay any attention to their special celebrations, whereas normally everybody would join in with regard to such celebrations in the country of origin.The aim of this lesson is to pay attention to celebrations in the children's country of origin, as well as their significance. Sometimes children find it difficult to describe such celebrations, because they may not be known, or celebrated, as such in country they now live in. For example, one boy spoke about a 'death celebration' once, which turned out to be a mourning ritual.This lesson may also be used to pay more attention to more positive emotions, as well as laughing and dancing, after some of the more sad emotions that the children may have experienced in previous lessons.

Initial Situation The children have already finished four lessons of the programme, which focused on them as individual persons with their own backgrounds, their school experiences, their experiences with living in a home, as well as the significance of family. They know The World United song up to and including the fourth verse.

Activities and Duration 1. Introduction 10 minutes2. What celebrations do you know? 30 minutes3. Making something for a celebration 45 minutes4. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United songPictures of the role play or puppet show from the previous lesson

Approach Circle

Explanation Explain that it is time again for The World United. The last time we spoke about your family. You talked a lot about family and performed a role play/puppet show. I took some pictures of this, which you can put in your Me-Book later on in the lesson. Ask the children to describe briefly any reactions they may have in relation to the previous lesson. Did they like talking about their family? What did they like, what didn't they like? The previous lesson we also talked about who comes to visit when there is a party or celebration. Today we will talk about celebrations. Celebrations that you may remember from your own country or perhaps even celebrations in this country. Follow this by singing The World United song with the children.

Focal points

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Try to establish a link, or a guiding theme, within the programme by making a link to the previous lesson, so as to make the coherence of the programme clear.

If you get the impression that the children did not appear to be very enthusiastic in the previous lesson, then you may ask them whether or not they found it a bit difficult to talk about their family.

If a lot of emotions were displayed during the previous lesson, then it may be a good idea to return to this briefly and point out that there can also be beautiful and warm feelings at the same time as feelings of sadness or anger.

Activity 2: What celebrations do you know?

The aim of this activity is for the children to remember celebrations from their own country and talk about them to the other children. This may also include celebrations in this country. The aim of this discussion is for children to recall wonderful and happy events.

Duration 30 minutes

Materials None

Approach Group discussion

Explanation You could begin by talking about customary celebrations in this country, e.g. national day of celebration, Christmas, perhaps carnival, etc. Then ask the children if they can remember any celebrations from their own country and if they could say something about them to the other children. If necessary, you may encourage the children by asking them how they celebrate Eid Al Fitr ('Sugar Feast') or Eid al Adha ('Feast of Sacrifice') at home. Write down on the blackboard the celebrations described by the children. If children say something, then you may also ask them for some more information, e.g.: Who attended the celebration? Was there an Imam (or other spiritual leader) present? What clothes were you wearing at the celebration? Were any special meals prepared for the celebration? Et cetera.Let the children talk as much as possible about the differences between celebrations in their country of origin and those same celebrations when held in this country.

Activity 3: Making something for a celebration

The children use their creativity to prepare for a celebration. This activity is aimed at expressing joyful emotions.

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Duration 45 minutes

Materials Different types and colours of paper (cardboard, thin paper, crêpe) Felt-tip pens Glue Scissors Staplers Sticky tape Make-up and grease paint Lipstick Rouge Rope Clothes to change into Jewellery Happy music Soft drinks Biscuits Digital camera

Approach Creative activity

Explanation Tell the children that they can now make something to take to, or wear at, a celebration. It is up to them to decide what sort of fun things they would like to make for the celebration. You could also give the children very specific tasks, which tend to work better. For example: all of you make a happy mask, or make something together to display in the classroom (e.g. a colourful garland, to which the children could attach a whole range of celebration items). You could also ask the children if they would like to dress up and let other children do their make-up.Supervisors will walk round during this activity, talk with the children on an individual basis and assist them in making things for the celebration. If possible, it may be a good idea to play some music during this activity, which includes songs from different countries of origin.Take pictures of what the children have produced, so they can put them into their Me-Book in the next lesson.

Alternative In the event that cooking materials and facilities are available, you may decide to prepare a dish (or several dishes) with the children. These may also be cold dishes. If you decide to use this alternative, then it may be a good idea to discuss with the children in advance what kind of dish(es) they would like to prepare, so that the necessary ingredients can be bought and materials provided. An international cooking book could also be used for this activity.

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Activity 5: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United songPictures of the family game

Approach Evaluation Announcement The song

Explanation The children are given the opportunity to put the pictures of the family game into their Me-Book. Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they like talking about celebrations and preparing for one? Which activity did they like most?Explain that the next lesson will be about 'friendship'. Now it is time again to say goodbye until the next lesson and to sing The World United song.

Impressions From Practice: Celebrations

... Children talk with great enthusiasm about their celebrations: about a flower festival in Greece; about a mourning ritual in Zaire (by a boy of who comes from a family of which three family members died last year); about carnival; about New Year celebrations with fireworks; about jumping over a fire with New Year celebrations in Kurdistan; etc. ...

... The supervisor says that Farida spontaneously told a lovely story that morning about a birth celebration and

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asks if Farida wants to tell it again. Farida talks about the birth of a child in Somalia. A sheep is slaughtered, Imams read from the Koran, the baby is in a small bed with a people standing around it. The Imam takes some water in his mouth and blows it on the baby. The supervisor thanks her for this story and asks whether anyone else would like to say something about a birth celebration. All the children want to talk at once. Mouad says that people give money to the baby. Abdu also wants to say something but does not really manage it with his Dutch and Moubarak translates it for him. He wanted to add that they also give money in his country, which is put under the pillow in the baby's cot, and presents are given as well to mark the occasion.

Sjen says that elephants are made to carefully step over babies in Thailand. This happens so that elephant carers get used to the elephants from an early age onwards ... The children then carry on enthusiastically with making something for or about a celebration. Most of them make a hat, cap, or headband, and they are very keen to finish it ...

... The supervisor asks if the children would like to say something about celebrations in their own country. The children name various celebrations: birthdays, wedding, births, different types of New Year celebrations, Eid Al Fitr, as well as what happens when people die. The supervisor then asks what happens when someone dies. All children have some experience of such celebrations and say what is involved in them. Those who mourn wear white clothes. The body is washed and wrapped in cloth. The children talk about chickens or other animals that are slaughtered, about eating and crying, about burying and putting sand on the coffin, and a tomb. None of the children has experienced a cremation. The supervisor explains that people in the Netherlands can choose whether they would like to be buried or cremated, and that those who mourn wear black clothes instead of white ones.The supervisor then inquires about happy celebrations. Nauras talks enthusiastically about a kite with which they catch birds of prey. Ahmed talks about a New Year celebration where people give each other money and where a fish bowl with a gold fish is placed on a plate with apples. Haway talks about a large-sized bread and eating raw meat. He continues to tell many stories in his own language with a large grin on his face. He does not seem to care that it is only understood by two other children from his country, because he loves telling the stories. Speaking seems to be more important than to be understood.

The supervisor then asks the children to make something that has to do with celebrating. There are lots of different materials and all the children enthusiastically begin working on the task. Nauras and Aladin will both make a kite. Ahmed will make a fish bowl with a fish inside. Nazhra and Sara will make a kind of throne for a bride, Daniël makes a church tower, and Kim makes a large whipped cream pie made from paper ...

... Alia prepares herself for the party and looks beautiful. Most of the time she is very quiet, but this activity brings the best out in her. When dancing later on, she does not hold back and ends up with a red face because of all the effort she has put in to it and all the fun she is having.

The boys are unsure as to whether or not they want to wear any lipstick, but most do not mind. They giggle and they turn their dancing into a pushing game and end up rolling on the floor and having a lot of fun ...

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LESSON 6: FRIENDSHIP

Aim and Purpose The children think about friendship and its significance in their situation. It takes a lot of energy to make new friends in a country whose language you do not yet speak very well. Making friends in a new country could be seen as a way in which children have come to terms with their migration. However, children may also miss some of their friends in their country of origin. This lesson deals with friendship.

Initial Situation The children have already had five lessons of the programme. These lessons focused on them as individual persons with their own backgrounds, their school experiences, their experiences with living in a home, the significance of family as well as celebrations. They know The World United song up to and including the fourth verse. Rehearsals for the fifth verse could take place in this lesson.

Activities and Duration 1. Introduction 10 minutes2. Friends 30 minutes3. How do you make and stay friends? 30 minutes4. Evaluation 15 minutes5. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United songPictures of celebration items that the children made in the previous lesson

Approach Circle

Explanation Explain that it is time again for The World United. The last time we spoke about celebrations. You talked a lot about it and made some lovely things. I took some pictures of what you made, which you can put in your Me-Book later on in the lesson. Ask the children to describe briefly any reactions they may have in relation to the previous lesson. Did they like working on the topic of celebrations and making something for a celebration or party? What did they like, what didn't they like? You celebrate things with your family, but you can also have a celebration with your friends. Maybe you have some friends in this group, or in your own class, or where you live. Today we will talk about friendship and friends.Follow this by singing The World United song with the children.

Focal points Try to establish a link, or a guiding theme, within the programme by making a link to the previous lesson, so as to make the coherence of the programme clear.

Activity 2: Friends

Children talk in a playful manner about having friends now and in the past, as well as the significance of friendships.

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Duration 30 minutes

Materials Question cards

Approach Game in a circle

Explanation Begin by explaining why friends are so important. If you have friends, then you are not alone. When you are friends, you like to spend a lot of time with each other. People need family, but also friends whom they can choose themselves. If you have friends, then you can tell them things that you do not tell your parents. For example, you can share a secret. You also learn how to deal with friends in a nice way. For example, you do not say bad things to them or call them names.Then ask the children whether or not they think the same and encourage them to respond. If the children respond enthusiastically, then ensure that you have enough time available for this group discussion.Explain that we will now play a game. Taking it in turns, children may pick up a card that contains a question about friends. They are not allowed to look at the question beforehand. Encourage them to answer the questions and – if necessary – ask for more information if children only provide a short answer. If they have answered the question, then the card is put aside, so it cannot be used again.An alternative to using the cards would be to let the children ask each other questions they have made up themselves.

Focal points Cards must be made by supervisors in advance. Cards could be cut from cardboard with the questions written on them. The aim of the question cards is to structure the discussion.Some sample questions:

Do you find it difficult to make new friends? Can you say why you find this difficult? Do you find it important to have friends? Can you say why? Have you ever had an argument with a friend? Can you say how you made up? Did you have friends in the past? Can you say something about this? What do you like doing the most with your friends? What do you do if you want to be friends with other children, but they do not want to? Do you say things about yourself to a friend that you do not say to anyone else? Can you say what sort of

things they are? Do you like to have a lot of friends or rather one very good friend? Can you say why?

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Does your friend sometimes tell you a secret that you cannot tell to anyone else? Can you say if you find this difficult? Or are you proud that only you know about the secret?

Do you find it difficult having to make new friends again and again? For example, because you have to move again?

Do you miss your old friends sometimes? Can you say what you miss about them? Would you like to have (English, Irish, German, Austrian, Italian or Swedish) friends or friends from your own

country instead? Can you say why?

Supervisors can of course also make up their own questions, since they know the children best and have a good idea about how they see and experience the world.

Activity 3: How do you make and stay friends?

By playing a game in which they have to use their creativity, the children consider how they make and can stay friends.

Duration 30 minutes

Materials Puppet show Puppets Digital camera

Approach Puppet show or role play

Explanation Explain that we will now play a game that is about how you can make friends, but also about how you stay friends. You can also perform a role play in the game about the things you think are important to do with, or say to, your friends. Children may make up their own stories, but you should provide some suggestions, e.g.:

Two puppets do not know each other and would like to become friends. How do they do this? Two puppets are friends but get into an argument about something. How do they make up again? Two puppets are friends and one of them wants something, but the other does not like it and wants

something else. How can they resolve this without having a fight? Two puppets are friends and puppet 1 tells a secret to puppet 2. They are then joined by puppet 3. Puppet 2

then tells the secret from puppet 1 to puppet 3. How does puppet 1 react to this and what does puppet 3 think of this?

Two puppets are playing and a third puppet wants to play as well, but the other two do not want this. What does the third puppet do? Does he/she get angry, begin to hit the other puppets, or does he/she do something else?

Two (or three) children are playing with the puppets. The puppets are also allowed to ask the children who are watching for advice. The other children watch and may give advice, as well as respond to how the puppets deal with certain problems. Do they agree or disagree?

Focal points Instead of the puppet show, children could also perform a role play. Ensure that the performances do not last too long, so all the children have a chance to perform their puppet

show or role play. For example, allow a maximum time of 5 minutes for each performance. Pay attention to the time and warn the children when it is almost up. They still have to find a solution.

Take some pictures during the puppet show or role play and give them to the children in the next lesson, so they can put them in their Me-Book.

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Activity 4: Evaluation

Children are given the opportunity to respond to the performances they watched.

Duration 15 minutes

Materials None

Approach Group discussion

Explanation Talk with the children about what they thought about the various solutions used by the puppets/children in their performances. To make this easier, recall the various problems and how the children solved them. Did the children think they were good solutions? Would they have done it differently themselves? What do they think is the best solution and why?

Activity 6: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United song Celebration pictures Letter of invitation for parents

Approach Evaluation Announcement

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The song

Explanation The children are given the opportunity to put the celebration pictures from the last lesson into their Me-Book. Tell the children that the lesson has almost finished. Ask the children what they thought about the lesson. What did they like the most? What didn't they like? How was this lesson different from other lessons? Why? Did they like talking about friends and playing a game about this topic? Which activity did they like the most?Explain that the next lesson will be about 'games'. Also explain that the last lesson of The World United will take place in two weeks and that the children's parents or carers are invited to come along.This is why a letter of invitation is handed out to the children to give to their parents/carers. The supervisor says that the lesson has finished and they will now sing The World United song.

Focal pointsPrepare the letter for the parents/carers in advance. In this letter, invite the parents/carers to attend the final celebration in the last lesson to mark the end of The World United. Inform them as well as what time they are expected to arrive at school. Ask the parents if they would like to bring something tasty to eat with them, preferable something from their own country. (The school will provide soft drinks, coffee and tea.)

Impressions From Practice: Friendship

... When the supervisor asks the children whether they have any friends, everyone says yes. Wardi adds that he has many friends, but softly whispers that he does not need any friends. He says that he does a lot with his big brother, his father and his computer. The supervisor asks how you make friends and how you feel if this does not work. Almost everyone says that they would feel angry then, except for Wardi, or so he says. He believes that everyone has to know for themselves if they no longer would like to be friends with him. Bawan is talking out loud non-stop. He cannot be stopped and it seems if it does not matter whether or not anyone is listening to him, as long as he can tell his story.

Wardi and Bawan speak about an argument they have. Bawan had pushed Wardi into the stinging nettles and Wardi went to get his mother. Wardi was angry about being pushed into the nettles and Bawan was angry that Wardi had gone to get his mother, because he always solved problems on his own. Both boys did not want to give an inch. Only after quite some time had passed did they understand each other a little better.

Then we talk about secrets. No-one wants to tell their secrets. Wardi and Bawan both sit in the same regular class, which seems to have a group secret. Both mysteriously say that bad things will happen if one of them says something.

The children have memories of friends in their own country, but seems to have forgotten their names and the friendship had ended. Ali says that he can no longer write in his own language and is therefore unable to send any letters.

... The children talk about having an argument with friends. Suleika says that she once forgot to ask a friend if she wanted to play with her and another friend. That friend had seen them and thought that they did not want her to play with them and so had become very upset. Suleika had tried to explain that she had just forgotten to ask her, but her friend stayed angry with her and still is. One time Suleika asked if things were fine again, but they still were not. Adis says that he and his friend had a fight about whether or not a goal had been scored during a game of soccer. According to his friend, it was just outside the (improvised) goal, but according to Adis it was just in. They had a fight and made up again afterwards.

Sam says that he likes to go and eat fries and ice cream with his friends in the cafeteria. He adds that he likes this just as much as when he was playing with his friends in Thailand in their self-made tree hut. Other children

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remember their friends in their country of origin, but have forgotten their names ...

... Edina says that she used to have about 10 friends and recites all their names. Najla is unable to recall any of the names of her old friends. Mohammed says that he had a hut with his friends. And Effrey mentions that he has secrets with his friends, but that he cannot say what they are. The children also talk about – you know, giggle, giggle – kissing, etc. ... The children display a lot of enthusiasm for the puppet show. All of them want to have a go. A fight takes place between the puppets and it all looks very serious, but then they kiss and make up while everyone is giggling ...

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LESSON 7: GAMES

Aim and Purpose No matter where you are in the world, all children play, either on their own or together with others. Playing together creates a bond. Playing also prepares children for the adult world. It gives them practice. Games have many elements to them, depending on the type of game, which mirror the kind of preparation required for adulthood. For example, in the Netherlands there are a lot of games that children can play on their own. Many children in the Western world get many of their toys from shops. There are also countries where the emphasis is on games that you play together with others and where games that you play on your own are hardly available. Toys from shops can sometimes be luxury items, only available to children with rich parents. In most countries children play with what they make themselves or what others make for them. Children can be very creative in this regard, such as making toy cars from empty soft drink cans in Africa. Building a small hut is also an example of making your own toy. Building huts and playing soccer are quite universal. The room and time that children have available for playing varies significantly. This lesson is about playing and games, about different kinds of games, about elements of games, such as playing together, winning and losing, and how you respond when playing a game. Winning and losing also have significance in terms of war, violence and escaping such events.The aim of this lesson is for children to think about playing and games, as well as how they express themselves through games, or in relation to games, including the elements of games, such as winning, losing, etc.

Initial Situation The children have already had five lessons of the programme. These lessons focused on them as individual persons with their own backgrounds, their school experiences, their experiences with living in a home, the significance of family, celebrations, as well as friends. Meanwhile, the fifth verse of the song has been rehearsed and now the whole song can be sung.

Activities and Duration 1. Introduction 10 minutes2. What is important when playing games? 15 minutes3. The World United game 45 minutes4. What do I think of the game? 15 minutes5. Conclusion 5 minutes Total 90 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 10 minutes

Materials Lyrics of The World United songPictures of the performances about friendship from the previous lesson

Approach Circle

Explanation Explain that it is time again for The World United. The last time we spoke about friends. You talked a lot about it and gave some lovely performances. I took some pictures of them, which you can put in your Me-Book later on in the lesson. Ask the children to describe briefly any reactions they may have in relation to the previous lesson. Did they like working on the topic of friends, as well as performing? What did they like, what didn't they like? Today we will talk about playing games. You can play on your own or with your brothers and sisters, but often you play with your friends.

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Follow this by singing The World United song with the children.

Focal points Try to establish a link, or a guiding theme, within the programme by making a link to the previous lesson, so as to make the coherence of the programme clear.

Activity 2: What is important when playing games?

This activity is intended to make the children more conscious of the aim(s) and rules of games, as well as the emotions involved in playing games.

Duration 15 minutes

Materials Blackboard Chalk

Approach Group discussion

Explanation Write the word 'games' on the blackboard and draw a circle around it. Invite the children to say what they think about games and playing games. Explain that it is not just about the names of various games, but about what is involved in games and playing games (e.g. 'being a bad loser' or 'winning', 'cheating' and 'changing the rules'). The children may also talk about feelings and rules that have to do with games, e.g. getting angry, being disappointed, or happy when you win. Write all those associations in relation to games mentioned by the children on the board with key words surrounding the word 'games'. Then briefly summarise everything that has been said and written on the board.Now announce that we will play a game about playing games.

Focal points The point is to create a kind of 'mind map' on the blackboard. Children are not always familiar with this technique. You may want to explain first what a mind map is by writing the word 'home' on the blackboard and then some associations around it, such as safety, a roof above your head, being at home, feeling at home, etc. The children may then understand better what they are expected to do when you write the word 'games' on the blackboard.

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Activity 3: The World United game

The aim of the game is not so much about who is going to win, but to enable children to exchange experiences with each other about games, as well as playing games, both now and in the past, by performing certain tasks. In this way, they also learn how to work together and how to take each other into account.

Duration 45 minutes

Materials Game with pawns, dice, game cards (see work folder)

Approach Board game

Explanation Explain how the game works. Emphasise that the game is not so much about winning or losing, but that the tasks they perform during the game are what matters, as well as following the rules of the game. Divide the group into smaller groups with a maximum of 6 children each. A supervisor is assigned to each group as a games master or mistress. All groups will be seated as far away as possible from each other, or – if possible – will go and sit in different rooms so as not to disturb each other. We will now play the game in these groups.

Focal points Preparing the game requires a fair amount of time and effort. We recommend that you use real pawns because of the small board. To make things more exciting for the children, additional activity squares can be added, which minimises the

chance that children land on a neutral square where they do not have to do anything. If groups exceed 12 children, or groups with fewer than 6 children are required, then ensure that additional

supervisors are present. Another option is to let the children play in pairs within the groups, so they can help each other. The game may be played again (at a later time), perhaps with other children from the school as well.

Activity 4: What did I think of the game?

While writing, children can reflect on what they think was important about the game.

Duration 15 minutes

Materials Me-Book Pen Felt-tip pens Writing sheet from the work folder Coloured pencils Chalk Pictures of children's performances from the previous lesson

Approach Writing a story

Explanation

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Explain to the children that now we have finished playing the game, in which several of the children may have become quite excited, we will do something different. We will all write a story about the game. Write down in your story what you think was important about the game. Maybe you learned something when playing the game, or you liked it and so write down what you liked about it. Maybe you did not like it, and if so, you can write that down as well.If you finish writing your story early, then you can work on something else in your Me-Book. You will also receive some pictures that I took of your performances about friendship in the previous lesson. You can put them into your Me-Book. Make sure you complete your Me-Book, so you can show it to your parents next week, in the final lesson.

Activity 6: Conclusion

Children may provide brief feedback on the lesson. What did they like doing, what didn't they like doing? Next lesson's topic is announced and this lesson ends by singing The World United song.

Duration 5 minutes

Materials Lyrics of The World United song Pictures of the celebration Letter of invitation for parents

Approach Evaluation Announcement The song

Explanation Ask the children what they liked about the lesson. What did they like, what didn't they like? Why? The supervisor then announces that the next lesson about Me, You and We, will be about the future and will also be the final lesson of The World United. Talk a bit about the celebration at the end of the previous lesson. Remind the children that their parents may come along next week. They should once more ask their parents to come, and perhaps bring along some tasty things to eat.Explain that the lesson has finished and that they will now sing The World United song.

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Impressions From Practice: Games

... The supervisor begins with the mind map. The children name several kinds of games. They also say such words as 'winning', 'playing on your own' and 'playing together'. All the children do not like it when they lose. The best thing about games is winning ... The supervisor then explains the game and divides the group into smaller groups. The children enthusiastically begin to play the game. In the group of Fartoum, Turgay, Adis and Suleika everything is going well until a discussion starts about where exactly Fartoum's pawn was on the board. When the pawn is put somewhere where she thinks it should not be, she gets angry and no longer wants to play. Suleika takes her side in the matter. Turgay and Adis continue to play as if nothing has happened. After some time, Suleika wants to join in again. When she gets a task card that says that she will be blindfolded and has to feel and guess who is in front of her, Fartoum volunteers to go stand in front of her. Fartoum and Suleika then both continue to play the game as well.

Then Adis gets upset, because he thinks that his pawn was standing somewhere else. But he also joins in again after two rounds ...

... During the game, a serious argument begins between Ubah and Fitim. Fitim has not been very focused from the time that the lesson began and has been asking for a lot of attention. He continues this behaviour during the game and Ubah becomes very upset with him. Ubah says that he is ruining the game and no longer wants to play with him. Fitim continues to misbehave. During the evaluation, all the other children also say they have had more then enough of Fitim's behaviour. However, this does not seem to stop Fitim. He only begins to speak more loudly and tries to demand all the attention for his stories when others are speaking. Finally, he can hardly be reasoned with and one of the supervisors brings him back to his regular class. He then asks for one more chance. The supervisor says: No, this is not punishment. You have already had three chances and enough is enough. You may participate again next time. But if you do not change you behaviour, you can go back to your normal class again.' ...

... The group is divided into two and each group sits in a separate classroom. All players find it difficult to wait for their turn and to leave the pawns where they are. But they get more focused as the game goes on. The children cannot wait to get activity cards. Landing on a white square leads to a disappointing 'aah' sound being uttered by the children. Arbias and Osman even try to get on the coloured squares by cheating, so that they can obtain activity cards. But Sara pays careful attention and sends them back to their original positions. Sometimes counting errors occur and it is unclear as to whether or not the square you stood on should count as well. Two new children from Somalia seem to participate remarkably well. They hardly speak any Dutch but their classmates translate for them. Since speed is not important in this game, and no chips are used, there will be no real winners or losers. The children were disappointed when it became time to finish and immediately asked when they could play the game again ...

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LESSON 8: ME, YOU, WE AND THE FUTURE

Aim and Purpose We have come to the final lesson of the programme. For seven lessons, the children shared each other's experiences in relation to various topics, in which they themselves and the group process were central. We began with the topic Me and added the elements You and We to it during the course of the programme. Now we have come to the end of the programme and will talk again about Me, You and We. This lesson offers the opportunity to repeat some of the activities from the programme. We will provide several suggestions below, but perhaps the children themselves will have certain ideas as well. Children may also complete their Me-Book. The aim of this lesson is to conclude the programme and have a brief look at the future before ending the lesson with celebrating a party. The group may have become quite close during the programme, but has not become isolated. There are other people around the children, such as their parents and/or other carers. The latter are therefore also invited to attend this final lesson. By looking at their children's Me-Books, singing the song, as well as having a chance to observe the atmosphere, parents/carers gain an impression of what the programme was like.

Initial Situation The children have already had seven lessons of the programme. These lessons focused on them as individual persons with their own backgrounds, their school experiences, their experiences with living in a home, the significance of family, celebrations, friends as well as games. They know The World United song by heart, i.e. the whole song.

Activities and Duration 1. Introduction 15 minutes2. Repetition of some popular activities 30 minutes3. This is Me in the future 20 minutes4. Evaluation of drawings about the future 15 minutes5. Preparation for final celebration 10 minutes6. Party with parents/carers 45 minutes Total 135 minutes

Activity 1: Introduction

A short summary is given of the previous lesson and the topic of this lesson is introduced.

Duration 15 minutes

Materials Lyrics of The World United song

Approach Circle

Explanation Explain that today is the last lesson of The World United and ask the children whether or not they are sorry that the programme has come to an end. In the previous lesson, we talked about games. We played a group game and also The World United game. Would you like to say something about this? What did you like and what didn't you like?Do you still remember the first lesson, about the topic Me? What did we do in that lesson? And who can still remember what we did in the second lesson and afterwards? Let the children remember the previous lessons and let them, in particular, recall the activities they enjoyed doing the most. Today we will talk about Me, You and We, about what you want to do in the future. But first we will play some games from the previous lessons. Afterwards you can finish your Me-Book. Your parents will then arrive and we will play the game once more. Where do I come from? Can you remember, with the map of the world or the globe? Finally, we will sing The World United song together for your parents and you can show them your Me-Book. Now we will sing The World United song together.

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Activity 2: Repetition of some popular activities

The children recall some of the activities that they liked and choose one or two of them that they would like to play again.

Duration30 minutes

MaterialsDepends on what the children choose

ApproachDepends on what the children choose

ExplanationAsk the children what they would like to do again. Our experience shows that the puppet show about friendship and The World United game were very popular. Do (one of) these activities again with the children.

Activity 3: This is Me in the future

The aim is for children to think about who and what they would like to be in the future.

Duration 20 minutes

Materials Blank sheets from the work folder Pencils Coloured felt-tip pens Chalk

Approach Drawing

Explanation Explain to the children that we talked a lot and played some games about things in the present and the past. We also looked at the future in some of the lessons. Explain that we will now talk about the future. What do you think your life will be like when you grow up? Will you live in this country or maybe in another country? Will you perhaps be married and maybe have children? What job do you think you will have then?Explain that they may now make a drawing about how they see their future. They can use their own imagination and just draw what they would like to be and what their life may look like then.

Activity 4: Evaluation of drawings about the future

The aim of this activity is for the children to share their expectations about the future with each other and thus create a general 'we-feeling'.

Duration 15 minutes

Materials Drawings made by the children

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Approach Group discussion

Explanation Ask each of the children in turn to show their drawing and say something about it. Other children may respond to this and ask further questions. Try to ensure that there is a lively atmosphere. If a drawing does not elicit sufficient response, then talk yourself what you see in the drawing and what you think the children mean by it. Ask the children further questions for more information.All children should have had a go (except for those who do not want to show or speak about their drawings).The children then put their drawings in their Me-Book, which is now finished.

Activity 5: Preparation for final celebration

Duration 10 minutes

Materials Me-Books Drinks Food prepared by parents Music Cloths on the table Decorations, e.g. garlands

Approach Preparation for final celebration

Explanation Instruct the children to decorate the classroom for the final celebration with their parents.

Activity 6: Party with parents/carers to celebrate the end of The World United

Duration 45 minutes or longer depending on whether or not there is a good atmosphere

Explanation Begin the celebration by enthusiastically singing The World United song. It is a good idea to display the lyrics of the song in the classroom for everyone to see.The children then do Activity 2 from Lesson 1 again: Where do I come from? This will take approximately 20 minutes.The informal celebration with the parents/carers can then begin, including several bites and drinks. The children now have the opportunity to show their parents or carers their Me-Book.Supervisors have an informal chat with parents/carers about their experiences with the children during the programme and how enthusiastically the children responded to it. Then address any questions that may be asked by the parents about the programme. You may also ask parents/carers whether or not the children talked about the programme at home and/or whether or not parents/carers have noticed anything different about the children during the last few weeks.At the end of the celebration, the children sing a verse and the chorus of The World United song once more.

Impressions From Practice: Me, You and We

The children are quite enthusiastic. They know that their parents/carers will be at school after this lesson. All of them will then sing the song. The song will then be sung/rehearsed two more times at the beginning and end of the lesson.

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The children are not be able to say that much about the programme and the future during the group discussion. They do not know what it means to evaluate such a long period of time. They are not used to it. Nevertheless, you can see that they enjoyed it. Most of them have an idea about what they would like to be: a doctor, teacher, footballer or police officer. Some would like to be two things at once such as a doctor and a police officer. They all would like to live in a large house. Some would like to live in the Netherlands, some would like to live in their own country.

... The children say the lessons they liked the most were the ones on school and celebrations. They did not like the lesson about family that much. They did enjoy talking about things, but not always about themselves. The children made a drawing about their future. Mercia wants to be an astronaut. Mukete wants to be a doctor. Kassim wants to be a footballer. Ubah wants to be a teacher. Ibrahim wants to be rich, but has not drawn what that would look like. No parents are expected for this lesson. Parents had other things to do, but the children were not too enthusiastic about inviting them either.

One of the supervisors made a video recording of the lesson on celebrations and shows it to the children after the group discussion.

The children laugh loudly when they see themselves. Meanwhile soft drinks are poured into cups and biscuits are handed out.

... All the children made a drawing about the future. Teachers and footballers are popular choices.One boy would like to be a pilot and another a sketch artist. No-one thinks about having children or getting married. Time flies, children have already had some drinks and the first invited parents/carers arrive. One father quickly glances inside and leaves again. A mother and her friend, as well as a mother and sister accompanied by a little girl, enter the classroom. Delicious cakes and other food are brought in. The children give a great performance of The World United song. This is followed by a dance performance by Dennis. We all continue to chat with each other and the children show their Me-Books. Pictures taken by one of the supervisors during the programme are displayed on the wall. They attract a lot of interest. Some children draw a large heart on a piece of paper and ask the supervisors to put their autographs in the centre. The children then put it into their Me-Book. It is already time to go now. The girls embrace the supervisors and the programme is over... .. .

Literature

[Translator's Note: For information purposes, English translations have been provided between square brackets behind the references for Dutch titles]

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Abou Farha, K. 2003. Stress in Refugee Children. A Discerned Fact and a Future Problem. Conference Report: Stress bij kinderen van vluchtelingen, MOA Noord Nederland ['Stress Among Children of Refugees']Asperen, E. van & Baan, J. 1998. FC de Wereld, Vluchtelingenkinderen in het basisonderwijs. Utrecht: Pharos ['The World United. Refugee Children in Primary Education']Baan, J. 2000. Het Vluchtelingenkind. In: Praktijkboek Jeugdgezondheidszorg, Maarsen: Elsevier ['Refugee Children' In: 'Youth Welfare Services Book Based on Practice']Baan, J. 2005. Nou…Dag maar weer. Afscheid nemen van asielzoekerskinderen in de klas. Utrecht: Pharos ['Well... Goodbye Again. Saying Goodbye To Children of Asylum Seekers in Class']Baan, J., Frankenhuis, R., Jong, G. de. 2001. Laat maar zien wie je bent! Non-verbale lesmethode sociaal-emotionele weerbaarheid asielzoekerskinderen. Utrecht: Pharos ['Just Show Us Who You Are! Non-Verbal Teaching Method for Social-Emotional Resilience in Children of Asylum Seekers']Benus, L. 2002. De sociaal-emotionele ontwikkeling van Afghaanse en Iraanse asielzoekerskinderen. Scriptie orthopedagogiek. Groningen: RU ['Social-Emotional Development of Children of Afghan and Iranian Asylum Seekers. Orthopedagogics Dissertation']Bongaards, M., Kassenberg, A., Westerbeek, K., Wolfgram, P. 2005. Onderwijsprogramma’s voor de sociaal-emotionele opvang van kinderen van vluchtelingen. Een onderzoek naar de effecten bij leerlingen. Rotterdam, CED-Groep ['Educational Programmes for Social-Emotional Support of Refugee Children. A Study into the Effects Among Children']CD Mosaique Vivant. 1996. Liedjes uit Herkomstlanden van asielzoekers en vluchtelingen. Rijswijk: Centraal Orgaan opvang Asielzoekers (COA) ['Songs from the Countries of Origin of Asylum Seekers and Refugees' – Central Asylum Seekers Support Centre (COA), Rijswijk, The NetherlandsBosma, M.W.M & Hosman, C.M.H. 1990. Preventie op waarde geschat. Een studie naar de beïnvloedbaarheid van determinanten van psychische gezondheid. Nijmegen: Beta boeken ['The Value of Prevention. A Study into How Factors Determining Psychological Health Can Be Influenced']Caplan, G. Grunebaum, H. 1967. Perspectives on Primary Prevention: A Review. In: Archives of General Psychiatry, 17, pp. 331-346Cooke, T., 1996. So Much. Focuses on a family party, guests visiting as well as an extended family. Suitable for the family topic. Suitable for children in higher classes. Illustrated throughout in full colour by Helen Oxenbury. Haarlem: Gottmer,Cowen, E.L., Hightower, A.D., Pedro-Carroll, J.L., Woek, W,C., Wyman, P.A. & Haffey, W.G. 1996. School-Based Prevention for Children at Risk. The Primary Mental Health Project. Washington: American Sociological AssociationFazel, M. & Stein, A. 2003. Mental Health of Refugee Children, A Comparative Study. British Medical Journal no. 327, p. 134Garmezy, N. 1985. Stress-Resistant Children: The Search for Protective Factors. In: J. E. Stevenson (ed.), Recent Research in Developmental Psychopathology. New York: Plenum PressHarter, S. 1997. The Perceived Self in Social Context: Barriers to Authencity. In: R. Ashmore & L. Jissims (eds.), Self and Identity: Fundamental issues. New York: Oxford University PressHosman, M.W.M. 2001. Textbook. Inleiding in de preventieve geestelijke gezondheidszorg. Deel 1 en 2. Nijmegen: University of Nijmegen ['Introduction to Preventative Mental Health Care. Parts 1 and 2]Jacobs, M. & Baan, J. 2004. Dag FC de Wereld. Praktijkgids voor de uitvoering van FC de Wereld. Utrecht: Pharos ['Hello/Goodbye to The World United. Practical Guide for Implementing The World United']Jong, J. de. 1997. Omgaan met vluchtelingenkinderen en hun ouders. Trainershandleiding ten behoeve van leerkrachten en schoolartsen in het basisonderwijs. Gouda: Stichting Spel- en opvoedingsvoorlichting Zuid-Holland ['Dealing with Refugee Children and Their Parents. Trainers' Guide for the Benefit of Teachers and School Doctors in Primary Education.']Kayser, D. 1996. Interculturele sociale vaardigheden op de basisschool. De Tijdstroom ['Intercultural Social Skills in Primary Education' – 'The Time Stream']Keulen, A. van (ed.). 1995. Vluchtelingenkinderen. Integratie in de Nederlandse samenleving. An increasing number of refugee children need to integrate into Dutch society. As a result, staff within education, child support

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services, social-cultural support services, as well as social support services increasingly find themselves having to deal with this group of children. This book for teaching staff provides information on the backgrounds and experiences of refugee children, as well as other related issues. Utrecht: Projectbureau ['Refugee Children. Integration into Dutch Society']

Keulen, A. van & Basilio, O. 1995. Vluchtelingenkinderen horen erbij! Wat wordt er voor vluchtelingenkinderen georganiseerd? Een inventarisatie van projecten en initiatieven voor vluchtelingenkinderen van 0-12 jaar. Utrecht: Projectbureau ['Refugee Children Belong Here Too! What things have been organised for refugee children? An overview of projects and initiatives for refugee children of 0-12 years of age.']Langendijk-Cissé, I., Frankenhuis, R.& Baan, J. 2004. Applaus voor jezelf. Lesmethode ter bevordering van de sociaal-emotionele competentie van kinderen tussen 4 en 7 jaar. Utrecht: Pharos. ['Applaud Yourself. Teaching Method for the Improvement of the Social-Emotional Competence of Children between 4 and 7 Years of Age']Lazarus, R.S. & Folkman, S. 1984. Stress, Appraisal and Coping. New York: Springer Publishing CompanyMacksoud, M. 1995. Kinderen met oorlogservaringen. Handreikingen aan leerkrachten en ouders. ’s-Hertogenbosch: KPC ['Children with War Experiences.A Support Guide for Teachers and Parents']Mooren, G., Wolters, W., Kleber, R. & Willigen, L. van. 1993. Vluchtelingenkinderen in Nederland, een onderzoek naar de knelpunten in de opvang en hulpverlening. Utrecht: WKZ [Refugee Children in the Netherlands: A Study of Help and Support Issues']Sokal, D. 2001. Psychische problemen van asielzoekerskinderen in de leeftijd van 4 tot en met 12 jaar, Scriptie sociale geneeskunde. Utrecht: NSPH ['The Psychological Problems of Children of Asylum Seekers between 4 and 12 Years of Age. Social health care dissertation']Verbeeck, K. 1997. Vluchtelingen- en asielzoekerskinderen in Nederland. Leren omgaan met sociaal-emotionele problemen van asielzoekers en vluchtelingenkinderen in de basisschoolleeftijd. 's-Hertogenbosch: KPC-groep ['Children of Refugees and Asylum Seekers in the Netherlands. Learning How to Deal with the Social-Emotional Difficulties of the Children of Asylum Seekers and Refugees who May Attend Primary Education']Wiertsema, Huberta. Honderd bewegingsspelen. Many non-verbal, movement games. Suitable for development within group processes, where there are different levels of language proficiency. Published by Panta Rhei. ['100 Movement Games']

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