THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
SOWO 709 Section 001: Mondays, 5:30-8:30pm
Human Migration: Implications for Policy, Practice, and Research
Fall 2013
INSTRUCTOR:
Josh Hinson, MSW, LCSW, LCAS
School of Social Work
563D Tate-Turner-Kuralt Building, Campus Box 3550
Phone: (919) 962-6434
E-mail: Qhinson@email.unc.edu
OFFICE HOURS:
Tuesdays 12-1pm; other times by appointment
COURSE DESCRIPTION: Participants will explore factors underlying migration of peoples
throughout the world, focusing on the implications for providing services to migrants or studying
the impact of migration on communities and populations.
COURSE OBJECTIVES: The student who successfully completes this course will be able to:
1. Understand definitions (including legal definitions) of migrants, transmigrants,
immigrants, refugees, residents, and citizens
2. Examine ethical standards, cultural competency, and research-grounded approaches in
working with or studying migrants
3. Explore the impacts of migration on social and health needs, as well as the strengths and
assets, of affected populations
4. Understand the dynamic interactions of migrants with social systems
5. Evidence awareness of and respect for migrant family issues, including such identities
and statuses as age, sex, race, ethnicity, socioeconomic status, disability status, religion,
sexual orientation, and culture and history.
6. Establish skills in the field of practice with migrants by developing plans for advocacy on
behalf of migrants at the individual, agency and community-wide levels
EXPANDED COURSE DESCRIPTION: Approximately 200 million people worldwide are migrants.
According to some estimates, immigrants will make up almost half of the population in the
United States by the year 2050. In order to remain adaptive and effective, helping professionals,
human service organizations, and policy makers must be prepared to work with immigrants and
their families.
Given the impact that legal status has on immigrants’ access to services, the first part of this
course will focus on the history of migration worldwide, with special attention to immigration
into the United States and North Carolina; legal definitions of newcomers; processes for
achieving lawful permanent residence, refugee status, and naturalized citizenship; and grounds
for exclusion and deportation. Next, the course will address professional practice issues such as
cultural competence and strength or asset-based approaches for working with clients. Finally, the
course will cover topics including health, mental health, and employment issues affecting
migrants and their families with a specific focus on advocacy strategies for individual clients as
well as agency and community strategies for helping immigrant clients receive care and become
full community participants.
CERTIFICATE IN GLOBAL TRANSMIGRATION: This course will serve as the core course for the
Graduate Certificate in Global Transmigration. Students pursuing the certificate will be required
to:
1) Earn a passing grade in 3 courses (9 credit hours) approved by the Global Transmigration
Certificate Program Director as meeting the requirements of the certificate (only one
course can count towards the degree). One of these courses must be the required core
course.
2) Complete an approved field practicum or volunteer experience with an
immigrant/transmigrant population, or in an area of practice specific to transmigrants.
3) Produce a written document of their research and their progress towards implementing a
project in the practicum. Students will present their work at a setting to be determined in
conjunction with the partnering organization and the Global Transmigration Certificate
Program Director.
TEXT:
Chang-Muy, F. & Congress, E. (Eds.). (2009). Social Work with Immigrants and Refugees:
Legal Issues, Clinical Skills, and Advocacy. New York, NY: Springer Publishing
Company.
Additional readings are available on Sakai.
TEACHING METHODS:
The field of professional practice and research with migrants, transmigrants, immigrants and
refugees is relatively new and constantly changing. My goal, therefore, is to develop a course in
which students and instructor are collaborators and co-creators. In order to a create a learning
environment that is mutually beneficial to all, students are expected to attend class weekly, to
have read assigned materials and completed assignments, and to participate in class discussions.
Our varied experiences and disciplines will require that we engage in inclusive dialogs and that
we honor each other’s input. I welcome constructive feedback that will help this course meet the
needs of all involved.
CLASS ASSIGNMENTS:
Class Participation & Attendance: It is expected that students will be active members of the
class. Therefore, participation will be judged by attendance and the degree to which students are
prepared for class and participate in class presentations, discussions, exercises, and other
learning activities. Full credit will only be awarded to students who arrive to all class sessions on
time, stay for the entire duration of the class, and demonstrate that they have completed readings
and assigned tasks.
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Weekly Reflections: Students will post on the “Blogs” section of the Sakai site for this course at
least five times during the semester. Beginning in class 2, students will identify the population or
area of practice on which they plan to focus and will relate the week’s assigned readings to their
chosen topic. Students will then select four other class sessions for which they will make blog
entries. Students will also identify at least five additional resources over the course of the
semester that 1) relate to the week’s topics for their blog posts and 2) specifically address the
student’s population or area of focus. Resources may include journal articles, books, book
chapters, or websites. The student should include a brief annotated bibliographic entry for the
resource in the blog entry.
Research Proposal: Students will select a migrant population or area of practice as their topic for
research. Deliverable for this assignment will be a brief written summary (no more than five
pages) presenting background information on the topic. Background will include history; current
social, political, economic, and/or health circumstances affecting the topic; and strengths and
needs demanding further attention. Proposal will also include an outline for research that will
lead up to the final paper. Finally, proposal will identify an organization that is currently
addressing (or has the potential to address) the identified topic.
Final Paper and Presentation: The paper is due electronically by 5pm on December 9, and will
be based on the research proposal. In addition to expanding on the background information
provided in the research proposal, the paper should include a detailed description of service or
research needs facing the community. The paper will propose a new intervention to address this
need, and will review the most current research evidence that supports the effectiveness of the
proposed intervention. Finally, the paper will provide a case study of an organization that is
currently serving the population or addressing the area of practice (or has the capacity to), and
will outline steps necessary for the organization to develop new services to meet the identified
need. The paper will include references and an annotated bibliography of other resources. For
students pursuing the Graduate Certificate in Global Transmigration, this paper will form the
basis for students’ delivery of a new intervention in their practicum. Students will present their
findings on the final class session (no more than 10 minutes; quality expected of presentations in
a professional setting).
GRADING:
1. Class Participation/Attendance
2. Blog Posts
3. Research Proposal
4. Final Presentation
5. Final Paper
15%
15%
30%
15%
25%
Measured weekly
Measured weekly
Due at beginning of class 5
Class 14
Due electronically by 5pm on 12/9/13
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values of these grades are:
H: 94-100
P: 80-93
L: 70-79
F: 69 and lower
SOWO 709 Syllabus Fall 2013 – Hinson
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A grade of P is considered entirely satisfactory. The grade of Honors (“H”) — which only a
limited number of students attain – signifies that the work is clearly excellent in all respects.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
A paper is considered late if it is handed in any later than the start of class on the day it is
due. The grade for late papers will be reduced 10% per day, including weekends. Therefore, a
paper that would merit a grade of 100 on Friday will receive a grade of 70 if submitted on
Monday. Similarly, a paper due at 2pm on Monday handed in at 3pm will be considered one day
late.
A grade of Incomplete is given only in exceptional and rare circumstances, e.g. family crisis,
serious illness. It is the student’s responsibility to request and explain the reasons for an
Incomplete. The instructor has no responsibility to give an Incomplete without such a request.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the Honor
Code, which prohibits lying, cheating, or stealing in actions involving the academic processes of
this class. Students will properly attribute sources used in preparing written work and will sign a
pledge on all graded coursework certifying that no unauthorized assistance has been received or
given in the completion of the work. All written assignments should contain a signed pledge
from you stating that, “I have not given or received unauthorized aid in preparing this
written work.” Credit will not be awarded for unpledged work. Please refer to the APA Style
Guide, The SSW Manual, and the SSW Writing Guide for information on attribution of quotes,
plagiarism (including self-plagiarism, or submitting work that has been previously submitted in
another course) and appropriate use of assistance in preparing assignments. In keeping with the
UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral
will be made to the Office of the Student Attorney General for investigation and further action as
required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services
(http://disabilityservices.unc.edu) and provide documentation of their disability. Disabilities
Services will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g.
changes in instructional format, examination format) directly with the instructor.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
Use of all electronic devices is prohibited. Please turn off cell phones or set to vibrate and refrain
from taking calls or texting during class. Use of laptops is permitted as a tool for small group
activities and in-class assignments or as an approved accommodation for students with
disabilities (sees above).
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Class 1 (8/26): Course Overview
TOPICS TO BE ADDRESSED:
 Class introductions
o What are your experiences and interests in this topic?
 Migration trends
o Global, national, and local
o Transnational migration
 Relevance to professional practice
o NASW Code of Ethics
 Course overview
o Course concept and format
o Syllabus
o Assignments
o Certificate program
Class 2 (9/9): Migration Theories and the Migrant Experience
TOPICS TO BE ADDRESSED:
 Reasons for migration
 Migration debate
 Migration and acculturation across the lifespan
READINGS:
 Text: Chapter 1 – Introduction
 Segal, Mayadas, & Elliott: Immigration worldwide
o Chapter 1: The Immigration Process
o Chapter 2: Immigration Worldwide – Trends and Analysis
Class 3 (9/16): Legal Classification and Policies
TOPICS TO BE ADDRESSED:
 US immigration policies
o Historical overview
o Immigration law
o Immigration and disability
 Recent legal challenges
o SB 1070
o NC: SB 205, HB 11
o Arizona’s Immigration Law
READINGS:
 Text: Chapter 2 – Legal Classifications; Appendices
 Segal, Mayadas, & Elliott: Immigration worldwide
o Chapter 3: United States
o Mautino: “Immigration and physical disability” and “Mental disability and
immigration”
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Class 4 (9/23): Practice Theories and Cultural Competence
TOPICS TO BE ADDRESSED:
 Definition of cultural competence
 Language issues
o Working with interpreters
 Cultural competence protocols for individuals and agencies
 Adopting an anti-oppressive framework
READINGS:
 Text: Chapter 3 & 4
o Chapter 3 – Culturally Competent Social Work Practice with Immigrant
Populations
o Chapter 4 – Theory and Social Work Practice with Immigrant Populations
 NASW Standards for Cultural Competence
 Browse websites in the Cultural Competency and Language Services Resources folder of
the Sakai site (under “Resources” – “Readings” – “Class 4”)
Class 5 (9/30): Children and Families
TOPICS TO BE ADDRESSED:
 Children and Families
O Acculturation and Biculturalism
O Education, Language, and Access
O Unaccompanied Minors: Social Work case management I-360 (Special
Immigrant Juvenile)
 LGBT Families
O History of US Immigrations laws preventing entry of LGBT individuals
o Sponsorship by a same-sex partner
o Clients separated from families because of Immigration Laws prohibiting LGBT
union
o Asylum for LGBT individuals fleeing persecution
ASSIGMENT:
 Research proposal due
READINGS:
 Text: Chapter 9 & 11
o Chapter 9: Immigrant Children and Education
o Chapter 11: Working with Lesbian, Gay, Bisexual, & Transgender Immigrants
 Bacallao & Smokowski
o “Entre dos mundos/Between two worlds: Bicultural development in context”
o “The costs of getting ahead: Mexican family system changes after immigration”
Class 6 (10/7): Health, Healthcare and Healthcare Access
TOPICS TO BE ADDRESSED:
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


Cultural beliefs about health, illness, and treatment
Disparities in healthcare
Access to medical care
READINGS:
 Text: Chapter 5 – Social Work and Physical Health Issue of Immigrants
 Choose one; Be prepared to discuss in small groups:
o Palinkas, et al: “The journey to wellness: Stages of refugee health promotion and
disease prevention”
o Holmes: “The clinical gaze in the practice of migrant health: Mexican migrants in
the United States”
o Abraído-Lanza, Chao, & Flórez: “Do healthy behaviors decline with greater
acculturation?: Implications for the Latino mortality paradox”
o Page: “Positive pregnancy outcomes in Mexican immigrants: What can we
learn?”
Class 7 (10/14): Mental Health and Treatment
TOPICS TO BE ADDRESSED:
 The Triple Trauma Paradigm: Effects of uprooting, flight and adjustment
 Refugees & survivors of torture
 Culturally appropriate screening, diagnosis, and treatment
 Common diagnoses
o PTSD
o Depression
o Substance abuse/alcohol abuse
 Access to mental and behavioral healthcare services
READINGS:
 Text: Chapter 6 – Mental Health Issues in New Immigrant Communities
 Miller: “Rethinking a familiar model: Psychotherapy and the mental health of refugees.”
 Engstrom & Okamura: “A plague of our time: Torture, human rights, and social work.”
 Bemak, et al: “Promoting the mental health of immigrants: A multicultural/social justice
perspective”
 Skim: Refugee Health Screener-15 (RHS-15) Pathways to Wellness Packet
Class 8 (10/21): Women, Human Trafficking and Domestic Violence
TOPICS TO BE ADDRESSED:
 Women’s migration experiences
 Domestic violence
o Particular vulnerabilities of immigrant/migrant women
o Violence Against Women Act
 Human trafficking
READINGS:
 Text: Chapter 10 – Women, Gender-Based Violence, and Immigration
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
US Department of State Trafficking in Persons Report
Class 9 (10/28): Refugee Resettlement and Employment
TOPICS TO BE ADDRESSED:
 Refugees & Asylum Seekers
o United Nations High Commissioner for Refugees
o Applying for refugee status and seeking asylum
o Annual determinations
o US Office of Refugee Resettlement and Voluntary Agencies
 Employment
o Contributions to the economy
o Labor laws
o Work conditions
o Exploitation and marginalization
READINGS:
 Text: Chapter 8 – Immigrants and Employment
 UNHCR Handbook, Chp.2: “The evolution of resettlement”
 Hasnain: “Brokering the culture gap”
 Iskander & Lowe: “The politics of skill: Rethinking the value of ‘low-skilled’
immigrant workers”
Class 10 (11/4): Crime and Detention
TOPICS TO BE ADDRESSED:
 Immigration consequences of misdemeanors vs. felonies.
 Immigrant Detention
o Policies: 287(g) and Secure Communities Act
o Impact on families and children
 Victims of crime
o U-visas
READINGS:
 Text: Chapter 7 – Avoiding Unintended Consequences in Civil Advocacy for Criminally
Charged Immigrants
 Skim – Nguyen & Gill: “The 287(g) Program: The costs and consequences of local
immigration enforcement in North Carolina communities”
 Skim – Applied Research Center (ARC): “Shattered families: The perilous intersection
of immigration enforcement and the child welfare system”
Class 11 (11/11): Social Welfare and Public Benefits
TOPICS TO BE ADDRESSED:
 Legal requirements: Civil Rights Act, Title VI – Access
 Cultural competence protocol for an organization
 Public benefits and relationship to social work case management
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
Lack of appropriate services/service access for immigrants
READINGS
 Text: Chapter 13 – Overview of Immigrant Eligibility for Federal Programs
 Fortuny & Chaudry: “A Comprehensive Review of Immigrant Access to Health and
Human Services”
 ASPE Issue Briefs:
o “The Affordable Care Act: Coverage Implications and Issues for Immigrant
Families”
o “Barriers To Immigrants’ Access to Health and Human Services Programs”
o “Overview of Immigrants' Eligibility for SNAP, TANF, Medicaid, and CHIP”
o “Promising Practices for Increasing Immigrants’ Access to Health and Human
Services”
Class 12 (11/18): Aging Migrants and the Future of Immigrants in America
TOPICS TO BE ADDRESSED:
 Elderly immigrant clients and issues of alienation and abuse
 Citizenship applications for elderly immigrant clients
 Immigrant integration
 Children of immigrant parents
READINGS:
 Text: Chapter 12 – Older Adult Immigrants in the United States
 Choose one:
o Villa, et al.: “Hispanic Baby Boomers: Health inequities likely to persist in old
age”
o Patterson: “Policy and practice implications from the lives of aging international
migrant women”
 Choose one:
o Dinnerstein & Reimers: “Confronting immigration” (chapter 7 of Ethnic
Americans: A history of immigration)
o Segal: “Implications, directions, and action guidelines” (chapter 9 of A framework
for immigration: Asians in the United States)
Class 13 (11/25): Advocacy Strategies
TOPICS TO BE ADDRESSED:
 Advocacy – Micro and Macro
READINGS:
 Text: Chapter 14 – Social Workers and Immigrant Advocacy
 Browse the following:
o http://www.immigrationforum.org/
o http://www.migrationinformation.org/
o http://www.immigrationpolicy.org/
o http://www.socialworkers.org/practice/intl/issues/immigration.asp
SOWO 709 Syllabus Fall 2013 – Hinson
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o http://www.nilc.org/
o http://immigrantdefenseproject.org/
Class 14 (12/2): Final Presentations
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