Skip to 0 minutes and 4 secondsSo they're fleeing the power of the state. So when they arrive in another state, they believe they still need to hide from this power. Because they're scared. They cannot trust the government, maybe. Perhaps because the world is a cruel place. Many people who have come forward in the past, maybe they didn't get what they need. Maybe they are scared. Discrimination Maybe they're frightened or intimidated. That could also be related to communication problems. They can be afraid of being deported, for example. They're afraid to go back. But they might not feel secure back home or back where they came from. So that's why they might hide. They are afraid to be deported.

Skip to 0 minutes and 47 secondsChildren on the move often have faced a lot of disappointments while on their journey. And they are very insecure with whom they can communicate, whom they can trust, mainly. I think it's just the situation they're put in. They're children. They don't really understand what's happening. I'd say the main reason is fear. Fear of authority and fear of what might happen to them. For example, immigration detention or deportation. Fear of the unknown. Because the authorities are scary. Hello, and a warm welcome to Week 5 of your course. This week, we'll continue exploring the topic of suitable and unsuitable care.

Skip to 1 minute and 26 secondsWe'll start by considering the bad practise of placing children on the move in detention centres, both unaccompanied and separated children as well as children moving together with their families.

Skip to 1 minute and 39 secondsWe'll discuss why detention centres must not be used as places of alternative care for children, and most especially for unaccompanied, separated children, who, due to their lone status, are particularly vulnerable without anyone to protect them.

Skip to 1 minute and 55 secondsWe'll consider some of the national and international campaigns to change this practise. And we'll have the opportunity to learn more about a number of projects being developed in different parts of the world that provide alternatives to the use of detention.

Skip to 2 minutes and 13 secondsThe reason unaccompanied and separated children run away from their care placements is another topic we'll discuss this week. And we'll be asking you to share your ideas about what might be done to prevent this happening. We'll also consider some of the steps we might take if unaccompanied and separated children in our care do go missing.

Skip to 2 minutes and 36 secondsAt the end of Aden's story last week, Aden had to leave the small group home setting he felt safe and happy in. This week, we'll find out what happened to him once he left. Will he still be safe, I wonder? Please do keep posting your comments. Your interaction with each other and the sharing of information and ideas across the world adds such a great value to the course. I hope you enjoyed this week. Thank you.

Welcome to Week 5

Welcome to Week 5 of your course ‘Caring for Children Moving Alone’. In this video Chrissie Gale, your Lead Educator, introduces the topics we will be covering. Before this, you will again hear from young people we met at a conference on migration in Morocco in December 2018. Gian, Mariane, Unurk, Toyib, Bassey, Selma, Carl, Rio, Natalie, Anjuli, Charlotte, Roxanne and Chan answer the question: Why do some children remain hidden and do not want to come into contact with official services?

This week we will continue to think about suitable and unsuitable care settings for unaccompanied and separated children on the move.

We will begin by returning to the subject of suitable care settings. This includes an example of kinship care in a refugee camp in Ethiopia, and the elements of promising practice that ensure children are safeguarded. We will also explore the topic of guardianship, which will be illustrated by a programme on the Italian island of Sicily.

Returning to the topic of unsuitable care settings, we will see how, all around the world, unaccompanied and separated children are being placed in detention because of their migration status. We will discuss the importance of ending this practice and explore alternatives to detention, which are being developed in different countries. This includes an example of promising practice in Mexico, where two small residential homes, operating an ‘open door’ policy, are providing a model that the Government of Mexico wishes to replicate throughout the country.

We will finish the week by thinking about the risks children face when they abandon their care placement, and some ideas that might help prevent this from happening.

Thank you for all the interesting comments you have been sharing and the active discussions you have been having with each other. This aspect of the course is an opportunity to share your own experiences and ideas, and to learn from each other.

By the end of this week we hope you will feel comfortable with the following topics:

  • Formal and informal kinship care
  • Ideas for developing guardianship programmes
  • Why children should never be placed in detention as a consequence of their migration status
  • Ways to prevent children from abandoning their care placement

Spanish, French and Arabic translations of all course pages are available as ‘Downloads’ below. In the ‘Downloads’ you will also find a copy of the Terminology document that you might wish to refer to as you move through the course.

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This video is from the free online course:

Caring for Children Moving Alone: Protecting Unaccompanied and Separated Children

University of Strathclyde