Issuu

Life story work with refugee and asylum-seeking young people A guide for practitioners

About this guide This guide is for life story workers and social workers who facilitate life story work for children and young people who are newly arrived in the UK. It’s designed to provide guidance in an area where very little is currently available. And ultimately, to help ensure that more unaccompanied, asylum-seeking children and young people benefit from high quality, trauma-informed life story work. Unaccompanied asylum-seeking children are children who have applied for asylum in their own right and are separated from both parents and any other responsible adult. Government data shows that, in March 2024, there were 7,380 unaccompanied asylum-seeking children in the UK. Life story work aims to help children and young people reflect on their life story so far and understand who they are today. It provides space for children and young people to make sense of their lives, so that they have the chance to move forward with confidence in who they are and where they are going.

Who it’s been created by This guide has been developed by three organisations working in partnership:

Blue Cabin Blue Cabin is a North East-based charity which develops and strengthens relationships between care experienced people and the adults in their lives through trauma informed creative activities. Its programmes include Creative Life Story Work, which provides tools, resources and training to help people deliver better life story work.

Children and Families Across Borders (CFAB)

CFAB protects children and reunites families across borders and ensures that children who have become separated from their families across international borders are given care and protection, no matter where they come from. The support CFAB provides includes life story work for children and young people to help them process their feelings, and come to terms with their journey and current circumstances.

Therapeutic Life Story Work International (TLSWi) TLSWi is a global professional community dedicated to delivering the Rose Model of Therapeutic Life Story Work (TLSW) — a transformative, creative and collaborative approach that helps children, young people and families make sense of their story and process complex emotions. The Rose Model is an evidence-based, attachment and traumaresponsive framework designed to support individuals who have experienced trauma, loss or separation. It empowers children, young people and families to build healthy relationships, develop coping strategies, and cultivate a strong, positive sense of self. TLSWi also delivers training for professionals and carers.

Our other resources To complement this guide, we’ve also produced: A short film for children and young people, explaining what life story work is. The film is available in English, Arabic, Dari and Tigrinya. A toolkit for interpreters involved in life story work for newly arrived children and young people. UK data on children in care shows that the number of unaccompanied asylum-seeking children is increasing. The resources provide muchneeded guidance for interpreters and practitioners who support these children and young people, and information for the young people themselves to help them understand more about life story work.

You can find all the resources at www.creativelifestorywork.com 04

Over the next few pages we’ll share guidance and tips on preparing for, and facilitating, life story work with children and young people who have recently arrived in the UK. This guidance is based on the knowledge and experience of social workers, life story workers and interpreters.

Preparing for the first life story work session Carrying out background research The amount of information available before you start life story work with a particular child or young person can vary. Very little might be known about their life before they came to the UK, and about their journey to get here.

You might need to liaise with the relevant local authority to gather any information available, to help inform how you design and facilitate the life story work sessions. Some things to consider when carrying out this initial research include: Find out about the young person’s country of origin. Bear in mind that different regions of the same country can be very different in terms of customs, ways of life, and their proximity to world events. Familiarise yourself with the young person’s culture, including customs, food, social systems and so on, whilst at the same time being mindful that all families are different. Accept that there will always be gaps in what you know. When working with unaccompanied young people, you are much less likely to have access to information like social work files or education records.

Booking an interpreter Many newly-arrived young people will need the support of an interpreter during life story work. The interpreter’s role is to: Facilitate access to life story work – giving children and young people equal access despite language barriers. Support rapport and trust-building during life story work. Maintain confidentiality in the space. Provide accurate, impartial real-time interpretation.

Considerations when booking an interpreter 06

When selecting an interpreter, be mindful that in small communities, people may know each other. How can you ensure the young person feels safe, comfortable, and able to share their story openly? Interpreter gender can influence how safe and comfortable a young person feels sharing information. Whenever possible, consult with them about their preference to support open communication. Try to book the same interpreter for all of the young person’s sessions. This helps with consistency, connection and trust.

Meeting with the interpreter Have a call or meeting with the interpreter before the first life story work session - explain process, aims, what the challenges might be, that sensitive topics might be discussed and the kind of questions you might ask. If possible, also have a post-meeting with the interpreter to reflect on the session and plan for the next one.

AAA AAA

Taking an asset-based approach: See strengths, not just survival Every child brings skills, insight, and resilience from their life experiences. Celebrate these strengths and recognise their courage, adaptability, and wisdom. An asset-based approach focuses not on what is ‘missing’ or ‘broken,’ but on what is powerful and present within them.

Here are some examples of how you can apply an asset-based approach when working with young people from different cultures. Acknowledge that the young person is the expert on their own culture and story. You will learn from them as much as they will learn from you. Value and be curious about the positive things the young person has experienced, as well as the more difficult things. You might have researched some games which you could use to help incorporate playfulness and fun into your life story work (we have included some ideas on pages 16-24). Young people might have their own suggestions for games to play, or things they’d like to share with you. Reflect and try to put yourself in their situation.

Building trust across cultures Being culturally aware in this process means understanding that trust is built differently across cultures, and that previous experiences – including migration, loss, or trauma – may influence how quickly or easily a young person feels safe. A trauma-informed approach recognises that trust must not be assumed but that it must be earned through reliability, transparency and genuine care. Trust with interpreters is equally important. Where interpreters are involved, ensure that the young person feels comfortable with them, understands their role, and is offered choice – for example, they might have preferences relating to the gender of the interpreter, or the dialect they use. They might choose not to have an interpreter present at all. The building blocks of trust

ec p s e

Transparency

Consistency

Care

Examples of ways you can start to build trust Meet before the first official session to introduce yourself in an informal setting. This gives the young person a chance to see you as a person, not just a professional, and for you to hear in their own words what life story work means to them..

Be intentional in your presentation. Avoid clothing or items (such as lanyards) that may feel overly formal or remind them of past official processes.

Provide reassurance about your purpose. You are here to listen, support, and help them make sense of their story – not to interrogate. Acknowledge that they may have already met multiple other professionals and been asked many personal questions.

Explain clearly what life story work involves. How many sessions will there be? Who will be present? What will happen afterwards? Who will be told what they share with you?

Discuss confidentiality honestly. Be clear about safeguarding responsibilities and explain why certain things may need to be shared – framing it as part of keeping them safe and supported.

Learn about them as an individual. Ask how they want to be addressed, how to pronounce their name, and what their likes, dislikes and interests are. This signals respect and curiosity about their identity beyond their asylum-seeking experience.

Be culturally attuned. Show interest in their cultural background, traditions, and languages – but avoid assumptions. Let them choose what to share and when.

Offer small choices early on. Choices such as where to sit, which language to use and whether to take a break can give a sense of control.

Trauma-informed practice Being trauma-informed means creating spaces where young people feel physically and emotionally safe, are offered genuine choices, and are treated with consistency, respect, and dignity. We’ve included links to more information on trauma-informed practice on page 29.

The five key principles of trauma-informed practice Consider the five key principles of trauma-informed practice: safety, trust, choice, collaboration and empowerment.

Here are some examples of how you can apply these principles during life story work with young people from different cultures.

Safety Cultural safety involves being aware of each other’s cultural beliefs and values, and how they might differ. Our cultural identity will affect beliefs and understanding in relation to things like health, wellness and child development. It can also have an impact on power balances in relationships. Thinking about the impact of cultural background is an essential part of creating a safe space. Being culturally aware means approaching each interaction with humility, curiosity, and openness to difference – acknowledging that your own cultural lens shapes how you see and respond.

Consider the following in relation to creating a safe space for young people who have recently arrived in the UK: Unaccompanied children and young people might not have a carer or parent present during life story work. This makes it even more important to build the relationship and trust between the life story worker and the young person. Cultural differences may affect how children feel about speaking and sharing information. This may also affect your work with interpreters; don’t assume a young person will automatically trust an interpreter just because they talk the same language. They may have fear of unknown people based on their previous experiences, or they may have concerns about sharing information via someone who may have links to their own local community. 12

Be aware of your own unconscious bias. Understand that everything in the young person’s life is now different: school, language, food, music etc. Have compassion about what they have been through at home and on the journey to the UK – it’s not just about the journey, it’s also about what came before. Some young people may not fit your expectations of people their age. Some may be more mature than their years. Be aware of potential cultural differences in communication styles, body language, and concepts of time, safety, and trust. Avoid assumptions and instead ask open, respectful questions.

Trust

As described above, trust is not only a core component of traumainformed practice, it’s also a foundation for life story work. Some specific considerations when building trust with newly-arrived young people include: Interpreter relationships: If there is an interpreter present, the young person needs to trust them, as well as you, in order to share freely. Take time to check whether they are comfortable with the interpreter’s language, gender and style of communication. Previous professional contact: Many young people will already have met with lots of other professionals including Home Office officials and social workers. These experiences might have felt confusing or overwhelming. Acknowledge this and make clear how your role is different. Clarity about confidentiality: Unaccompanied children might feel unsure about what they can and can’t share. They might want to know who will be told what they say. Be explicit about what will and will not be shared.

Honesty and humility: Admit when you don’t know something or when you are learning about their culture or their story. Managing expectations: Be open about the fact that there might still be gaps in their story or their understanding at the end of the process. Explain that life story work can help them make sense of what is known, and find ways to move forwards. Reflecting on power and privilege: Be mindful of, and acknowledge, your own assumptions and privilege.

Choice As with all children and young people taking part in life story work, choice should be an intrinsic part of the process. Newly-arrived young people might find it particularly useful to have choices around: Switching off cameras when talking online. Taking breaks whenever needed. Having more or less time for sessions than is usual. The number of sessions – you may need to spend more time building a relationship.

Collaboration

Life story work is a collaborative process where a child shares their story. Collaboration also means that we recognise the value of young people’s expertise and experience, and collaboratively consider how their needs can be met. This could include co-designing the life story work process. Would they like to take part with an interpreter, or another adult whom they trust? What games and activities would they like to do together as part of the process? Learn from each other. The young person has things they can teach and share as well. Invite them to teach you words in their language, share music from home, or explain cultural traditions. This affirms their identity and acknowledges them as the expert in their own life.

Empowerment Unaccompanied, newly arrived young people may have experienced decisions being made about their lives without their input. They may have felt powerless when involved in legal and immigration processes. Supporting them with genuine choice and participation throughout life story work can help rebuild a sense of agency, dignity and identity. Ask for and respect their preferences regarding language, gender of interpreter, or who is present in conversations. Ensure they feel a sense of control, even in small decisions. Acknowledge that cultural differences might affect how accustomed young people are to voicing preferences and opinions. Collaboration may require explicit permission, encouragement and repeated reassurance. Explain that it’s okay to correct you if you make a mistake. Keep checking your assumptions; what feels empowering to you might feel uncomfortable or inappropriate to them. Hold in mind what they are likely to have experienced since leaving their home country and arriving in the UK. Encounters with authority figures may have felt unsafe or threatening.

A A A AAA

Using games Incorporating play in life story work can help build trust, develop a relationship between you and the young person, and be a way of talking about potentially difficult topics. Many life story workers have a selection of games and activities they take with them to life story work sessions. Here are some examples you could add to your own toolkit. We’ve selected some which can be used as you get to know each other at the start of life story work, and some which can open up conversations about topics including feelings, family and identity.

An introductory game Ayo (also known as Mancala, Oware, Omweso, Endodoi or Kalah) Ayo is a traditional game played in Nigeria. Versions of it are also played in many other places including Ghana (where it might be called Oware), Uganda (where it’s often called Omweso), South East Asia (where it’s called Mancala) and Kenya (called Endodoi). It can be a great game to use the first time you meet a young person.

Why we like it - It’s a game that might be familiar to young people from lots of different countries. - Often, young people know a slightly different version. This can be an opportunity for them to teach you how to play. 17

- It can provide links to their culture and encourage them to share more about their life in their home country.

What you’ll need Ayo is played using a wooden box, which has 12 holes carved into it, and 48 seeds or counters. You can buy these online (try searching for Ayo or Mancala games). Or, you could draw your own Ayo board and use buttons or marbles instead of seeds.

How to play There are different variations of this game, so you may want to check with the child or young person if they are familiar with it. They might want to teach you their version. The aim is to ‘capture’ more seeds than your opponent. You can only pick up seeds from your side of the board, unless you’re capturing seeds from the other player. 1. Place four seeds in each of the 12 holes. 2. Player one picks up all the seeds from one of the holes on their side of the board. They redistribute them one at a time, moving anti-clockwise. 3. If the last seed ends in a hole containing a seed or seeds, you pick all the seeds in that hole and continue distributing anti-clockwise until your last seed ends in an empty hole. 4. Player two does the same, starting from their side of the board. 5. If one of your seeds lands in a hole on your opponent’s side of the board, and that hole has three seeds in it and your seed makes it the fourth seed, you can ‘capture’ all the seeds in that hole. 6. Keep going until there are no more seeds left or enough to ‘capture’. Both players can now count the total number of seeds that they have captured. Whoever has the most seeds wins! There are lots of videos online showing how to play Ayo. Here’s one from the city of Surrey in Canada.

Games to open up conversations Feelings Jenga There are lots of ways to use Jenga blocks in life story work. This version can be a way of talking about a young person’s feelings.

Why we like it Jenga will be familiar to lots of young people. You can adapt the game easily to cover different topics – like favourite things, memories, or people in your life.

What you’ll need 19

- Jenga blocks - Stickers, labels or washi tape - Pens or pencils

How to play 1. Write prompts about different feelings on tape or stickers and attach each one to a different Jenga block. For example, ‘A time I felt happy’ and ‘Something I like’. 2. Make the blocks into a Jenga tower. 3. Take turns to choose a block and remove it carefully from the tower, until the tower collapses. Each person keeps hold of the blocks they’ve removed. 4. Take turns to choose one of your blocks and respond to the prompt on it. Remember to share your own feelings as well as asking the young person to share theirs.

ppy

lt ha

e I fe

A tim

My f

avou

My f

avou

rite

anim

gam

ng i

ethi

Som

I am

goo

d at

....

20 lt e I fe

hap

A tim

My f

avou

rite

food

My fa

vou

rite

spo

My f

avou

A time I felt happy

g i like

hin Somet

rite

food

Treasure Box (sometimes called The Suitcase Game) A simple game to help young people think and talk about the things that are important to them.

Why we like it - You can adapt this game to be played online. - It can be played using words or drawings. - The young person can take away their box to remind them of the important things they have chosen.

What you’ll need - Paper or post-it notes - Pens - A box or container. You could even use a party bag.

How to play 1. Decide how many things you will each choose to go into your treasure box or bag. 2. Talk about whether you want to include items from different categories – like food, people, pets or places. 3. Take a few minutes to write them down or draw them – one choice on each piece of paper. 4. Take turns to share one item you are choosing to place into your treasure box or bag, and why. Place it inside to keep it safe.

Other games you could try Dobble (another good icebreaker, which is picture-based) Quizzes (you could make up some quiz questions together and ask each other) You can find lots of ideas for quick, creative activities and games throughout the Creative Life Story Work website www.creativelifestorywork.com.

Our top tips for incorporating games

Come prepared with lots of different options: games that are wordbased, games that involve conversation, drawing games.

Bring lots of different papers, pencils, pens, markers, crayons, etc as each child may have different ways that they prefer to express themselves.

If a young person isn’t enthusiastic about a particular game, be ready to try something else.

Consider starting and finishing sessions with a game. Some games may lead a child to share something sensitive or emotionally difficult. After these moments, it is crucial to end the session with a fun, lighthearted game. This helps to ensure the child leaves the session feeling safe, happy and unburdened.

Use games as an opportunity for young people to lead.

Going on holiday or travelling for work? See if you can pick up some local games during your trip! AAA AAA

AAA AAA

Some real-life examples of life story work These anonymised stories are based on real young people who arrived in the UK as refugees or asylum-seekers.

Amir is 16 and recently arrived in the UK. He overcame many challenges during his journey here and also before he left his country of origin. At first, Amir had reservations about taking part in life story work and did not want to share any information with his life story worker – until the topic of football came up. This was a turning point in building the relationship and trust. Amir shared all about the matches he has played in the past and the goals he has scored. His life story worker used the topic to open up conversations about the people in his life and family roles and dynamics – who is the defender, who keeps the family safe? Who is the striker?

Salma and her sister were living with foster carers when she took part in life story work. She has always done well at school, but when she started school in the UK, she faced barriers to education, especially around language and communication. Her life story worker prepared a quiz for Salma and her foster carer to do together all about Salma’s home country. This centred and celebrated her culture and achievements, and supported her to talk about her identity with the foster carer in a way she hadn’t been able to do so far. Memories were sparked and conversations started. “The quiz drove our connection closer, and her connection with the foster carers as well.” Life story worker.

What happens after life story work? If life story work has offered the safety, connection and space that the young person needed, we may begin to see signs that it has supported them in meaningful ways. These changes might be small and subtle or more noticeable, and they may emerge gradually over time. Every young person’s journey is unique, and there is no single ‘right’ way for progress to appear. The young person might: Begin making links between their experiences, their feelings, and their actions – starting to see the connections within their own story. Develop a deeper understanding of their emotions, what influences them, and how they can respond in ways that feel manageable. 27

Take steps – whether small or significant – towards managing overwhelming feelings or responses. Experience a growing sense of self-worth, and feel more comfortable with their identity, culture and history. Notice improvements in how they connect with others – in friendships, at school, or in family and community relationships. Cultural awareness means recognising that expressions of growth, healing, or connection may look different across cultures. For some, trust and openness may show through verbal sharing; for others, it may be seen in participation, creativity, or simply showing up consistently.

“Every time I speak to Mike, I find it very helpful and I can express my feelings about anything and it’s always good to know that you have someone to talk about your problems so they can give you advice and help you with that.” Young person

Concluding the sessions When the life story work draws to a close, it’s important to mark this ending in a way that feels safe, respectful, and celebratory. This helps the young person process the transition and take forward the sense of progress they’ve made. You might: Celebrate together, recognising the courage, creativity and resilience the young person has shown throughout the process.

Offer the young person the choice to take away a life story book as a way to remember their work and honour their journey.

Give them the option to keep any drawings, writing or other materials they have created, ensuring they have control over what is shared or kept.

Discuss what ongoing support or trusted people will be available to them after the sessions end, so they feel connected and not ‘left alone’ in their next steps.

By closing in this way, we reinforce the message that the young person’s story matters, their progress is valued, and they have the strength and support to continue building the life they want.

More information Trauma-informed practice Working definition of trauma-informed practice from the Office for Health Improvement & Disparities https://www.gov.uk/government/ publications/working-definition-of-trauma-informed-practice/workingdefinition-of-trauma-informed-practice Trauma-informed practice: our policy perspective, from the Mental Health Foundation https://www.mentalhealth.org.uk/our-work/policyand-advocacy/trauma-informed-practice-our-policy-perspective A trauma-informed approach to social work: practice tips, from Community Care magazine https://www.communitycare. co.uk/2023/09/12/a-trauma-informed-approach-to-social-workpractice-tips/

Safeguarding Safeguarding and child protection, NSPCC https://learning.nspcc.org.uk/safeguarding-child-protection 29

Working together to safeguard children, Department for Education: https://www.gov.uk/government/publications/working-together-tosafeguard-children--2

Cultural competency What is cultural competency? From the NHS https://www.grenfell.nhs.uk/cultural-competence/what-culturalcompetency Cultural Safety Self-Evaluation Tool, The Royal Children’s Hospital, Melbourne https://www.rch.org.au/uploadedFiles/Main/Pages/ diversity-equity-and-inclusion/Cultural%20Safety%20-%20Self%20 Assessment%20Tool%20(2021).pdf Cultural competency resources, Kings College London https://www.kcl.ac.uk/interhums/professional-education/resources Ethical practice https://www.anewdirection.org.uk/cultural-sector/doing-it-justice

A partnership project by Blue Cabin, Children and Families Across Borders, and Therapeutic Life Story Work International. Funded by The Segelman Trust. Illustrations by Robin Lane-Roberts Design by Nic Golightly

Life story work with refugee and asylum-seeking young people: a guide for practitioners