ࡱ> >@=g 3bjbjVV ."r<r<3""""6".tRRRRR---S.U.U.U.U.U.U.$H02dy.-----y.RR.-.RRS.-S.c, .RPTP["-?..0.-^4}^4, .^4 .4-------y.y..---.----^4--------- : Notes from Lismore Refugee Interagency meeting 16th June 2009 attendees from a range of agencies and organisations dealing with new arrivals Pre-meeting Forum on Human Rights Commission discussion paper 2009 African Australians: a report on human rights and social inclusion issues. The Forum consisted of detailed discussions on the major impediments to social inclusion with an emphasis on a level playing field for new arrivals, focusing on 13 selected questions from among the 90 included in the HRC discussion paper. Key messages arising from Forum: Employment ideas to increase effectiveness: 1.2 Training opportunities Access to childcare hours to be increased in number and total duration Easily accessed and consistent Lismore driver education [this was seen as the single most important impediment across a range of topics in rural areas] ACE /TAFE living skills programs as distinct from straight English language training Increase quality of vocational assessments Focus on self employment opportunities Lower initial expectations Identify pathway opportunities from a job to a career with tertiary access 1.12. Employment opportunities Formally lobby employers to set up reference group in towns with employment bases Identify areas for work experience, Use service clubs as a bridge to employers get them to adopt individuals or families Education 2.3. Educational opportunities parent/child norms introduction to local discipline and homework expectations, to avoid resentment of parents and children at the disparity between refugee parent needs and what kids see their peers doing age/school level mismatch it is vital to have refugee kids in classes of their own age group, even if this needs one to one assistance for them to keep up academically Educator awareness General STARTTS training for educators, dealing with refugees, Specific more detailed course for school counselors, dealing with refugee experience in dealing with torture/trauma Make educators aware that signs or recognitions of signs may be delayed by some years after arrival Health 3.9 Stigma re mental health Provide early & comprehensive information on torture/trauma services, Be open about stigma with service providers, Focus on repairing symptoms (lack of sleep, lack of concentration) so that any linkage between mental health and personal weakness or superstitions is avoided Housing 4.6 Barriers and agents Summarise the experience of LNC in calling a lunch for agents prepared and attended by a typical, large, refugee family. This broke down barriers and resulted in a preference for refugees as tenants due to their emphasis on stability of location, focus on well kept premises and payment of rent on time. Liaise with Housing providers to show preponderance of larger families in refugee groups Justice 5.10, 5.11, 5.18 non reporting of crime, family violence, media and mistrust Provide comprehensive crime data and prevention information early on especially to heads of households Use police liaison officers to workshop how young offenders are dealt with in the local system so that all new arrivals are aware of the system Set up pathways to help refugee kids feel able to access justice when their rights are denied, Focus on empowerment of women (AVO support requires special help) and the schism between male/ female cultural understanding, with special emphasis on the common experience of loss of respect for older men when they move to a new community in which they have little power Prioritise experiential workshops, cultural awareness and human rights training for police 13  3 4 A b f \ ] ^ c    # $ . 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