Isolation

Stressors that refugee children and families experience as minorities in a new country:

Feelings of loneliness and loss of social support network
Discrimination
Experiences of harassment from peers, adults, or law enforcement
Experiences with others who do not trust the refugee child and family
Feelings of not “fitting in” with others
Loss of social status

Case Example

Haroon’s Experience of Isolation Stress

At home, Haroon often felt alone, isolated and without a family connection; his sister and brother-in-law worked long hours to support the family, leaving him alone. Haroon spent a lot of time alone in his room and he often felt like a visitor in his own home. In the community, Haroon also felt alone and isolated due to being perceived as a “bad kid” and felt ostracized from the community. Haroon’s sister also felt isolated because of community shame attached to having a child rebel against the culture and fail in school. She could not talk to anyone in the community about her worries and due to language barriers could not find someone outside the community to talk to. See full Case Example.

Provider Tips

Integrate community and cultural beliefs with the services you provide
Collaborate with local mutual assistance agencies
Help families connect to cultural, religious, mentoring, and community organizations
Suggest local community activities that children and families can participate in

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Isolation Assessment Questions

Many refugee children and families cope well with their experiences of trauma and isolation; others may experience stressors or symptoms that begin to interfere with their daily functioning. Here are some examples of ways in which you can ask families about isolation related stressors.

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Isolation Risk Assessment

Level of Risk
Low	Child may experience occasional feelings of loneliness or isolation. Overall the child is: Making friends Sufficient social support from both adults and peers. Feelings of loneliness do not interfere with the child’s functioning at home school or in social situations.
Moderate	Child and family report presence of some isolation stressors like Child not involved in groups outside of school Child feeling occasionally lonely or isolated Child occasionally experiences verbal conflicts at school Child reports feeling discriminated against by some peers. These stressors seem to interfere with the child’s functioning at home school, or in social relationships
High	Child and family report high level of isolation stressors including risky behaviors such as: Child getting in frequent physical altercations Child associating with dangerous groups such as gangs Child experiencing discrimination from a person in authority such as a teacher Child has no friends. Stressors are severely interfering with child’s functioning at home, school, or in social situations. Child may be unable to attend school or develop appropriate social relationships.

Based on above Isolation Risk Assessment Table,
how do you rate Individual:

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