Settlement Services Training

Module 2: Explaining Immigrant Settlement to

Non-Settlement Service Providers

Version 1: Updated, June 2013

Table of Contents
Module 2: Explaining Immigrant Settlement to Non-Settlement
Service Providers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Part A: Explaining Immigration to BC and Canada. . . . . . . . . . . . . . . . . . . . . 5

Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part B: Explaining the Settlement Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Part C: Explaining the Role of a Settlement Worker. . . . . . . . . . . . . . . . . . . 19

Exercise C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Final Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Appendix A: Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Appendix B: Overview of the Immigrant Settlement Process. . . . . . . . . . . . 31

Appendix C: English Language Training Options for Newcomers . . . . . . . . 35

Appendix D: Legal Information, Not Advice . . . . . . . . . . . . . . . . . . . . . . . . . 37

IMPORTANT
For the best learning experience, view this module (PDF document) in Adobe Reader.
Please save the PDF document to your desktop with a click of your right mouse button
and re-open it in Adobe Reader. Failing to do this may mean you are not able to see the
glossary terms when you mouse over them or be able to return to where you left off in
the PDF after clicking on a link.

Acknowledgements
Produced by the Immigration Policy and Programs Branch of the
Ministry of Jobs, Tourism and Skills Training and Minister Responsible for Labour
with contributions and support from the WelcomeBC Training Committee,
settlement sector working group volunteers, and professional services from
Penny Handford Consulting.

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

Module 2: Explaining Immigrant

Settlement to Non-Settlement
Service Providers
Welcome to the second module in the Guided Pathways module series. This
module is designed to help Guided Pathways (GP) coaches explain immigration
and settlement to non-settlement service providers.

You will notice that some of the words are in blue. This means that word is a
glossary term. If you are viewing this on your computer, click or roll your cursor
over the word to see the definition. These words are also found in the glossary at
the end of the module.

Many service providers that you might work with are culturally aware, and may
have personal or professional experience or training in settlement and
immigration. However, you may also work with service providers who are not
familiar with the needs and experiences of newcomers or the barriers they face.
These workers may not have the information and experience to help them
provide services and supports to newcomers. This module will help you explain
immigration and immigrant settlement in simple terms to non-settlement service
providers that you work with during the service user's case management process.

For example, as a GP coach you may work with non-settlement service providers
from various sectors such as:

• Healthcare: nurses, doctors,

psychologists, etc.

• Education: teachers, instructors

or administrative staff at
private and public elementary,
secondary, and post-secondary
institutions and organizations

• Childcare: daycare and preschool operators and staff

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

• Housing: landlords, real estate agents, housing advocates, etc.

• Legal: lawyers, court officials, legal advocates, law enforcement officers, etc.

• Financial: bank personnel,

financial planners, etc.

• Labour Market: career and

labour market counsellors and
coaches, etc.

• Government Systems:
public service workers who
assist newcomers to get a driver’s licence, daycare or housing subsidy,
employment insurance, income assistance, social insurance cards, old age
pension, disability benefits, income tax questions answered, recreational
subsidies, etc.

• Community: other community service professionals and staff that work

for community centres, religious organizations/churches, community
organizations such as the Food Bank, Big Brothers and Sisters, Chambers of
Commerce, etc.

By the end of this module, you will have the information to assist you to:

• explain and answer questions about immigration and settlement to

non-settlement service providers

• introduce non-settlement service providers to the stages of the

settlement process

• explain the role of a settlement worker and clarify service limits when
working with non-settlement service providers

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

This module has three parts:

• Part A: Explaining Immigration to BC and Canada

• Part B: Explaining the Settlement Process
• Part C: Explaining the Role of a Settlement Worker

This module should take you 60–80 minutes to complete. Once you complete the
module, please complete the evaluation survey to help us improve the training.

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Part A: Explaining Immigration to BC and Canada

Explaining Canadian immigration to non-settlement service providers can be

difficult, as immigration is a complicated topic. But there are certain basic
concepts that can be explained simply, such as:
• common terms used when
explaining immigration
• why immigration is important to
BC’s future
• immigration trends and statistics

Common Terms used to

Explain Immigration
Let’s start by looking at simple definitions of commonly used terms when
explaining immigration:
An immigrant is a person who was born outside of Canada and has been granted
permanent resident status by Canada, or is a Naturalized Canadian Citizen.
A Naturalized Canadian Citizen is a person who was not a Canadian citizen at
birth, but acquired Canadian Citizenship through the citizenship application process.
An immigrant may have multiple citizenships; the person may be a citizen of
one or more other countries in addition to Canada.
An immigrant may be a refugee who has settled in Canada. Refugees are
permanent residents who have been granted permanent residence status by
Canada for protection against dangers such as a fear of persecution , torture
or death.
Refugee claimants may or may not be deemed to be refugees by Canada. A
refugee claimant is a person who claims refugee protection/asylum upon or after
arrival in Canada and whose claim is still in process. Refugee claimants may or
may not be accompanied by their families. Refugee claimants are not breaking
the law as long as they complete their refugee claim process and abide by the
outcomes. They have the right to ask for asylum in Canada under International
Law that Canada has agreed to follow. For more information on refugees,
please refer to the refugee section of the CIC website:
[Link]

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

Temporary Residency — Foreign Nationals

A note about the term
can come to Canada and stay temporarily to
"Landed Immigrants"
visit, study, or work.
Obtaining permanent
Permanent Residency — In order to immigrate
residence or permanent
to Canada (i.e., live here permanently),
resident status in Canada
immigrants enter Canada under different
is also known as becoming
immigration classes.
a landed immigrant.
For more information about immigration policies For many years the term
and procedures please visit the Citizenship and “landed immigrant” was
Immigration Canada (CIC) website: a title commonly used for
[Link] a permanent resident who
was not a Canadian citizen.
Explaining Why Immigration is
Now, the title permanent
Important to BC's Future
resident is preferred.
When working with staff and professionals However, the term “landed
outside of the settlement sector, you may be immigrant” has been in use
asked why there is an emphasis on immigration for so long that it is still part
and serving new immigrants in BC and Canada. of the Canadian vocabulary,
and still appears in some
Over the next decade, there is expected to be
publications and forms.
over one million job openings in BC. Since a
large portion of BC’s population is aging, the
province expects nearly two-thirds of these job openings will be created from
retirements and deaths.

We have approximately 608,000 people in our Kindergarten to Grade 12 (K–12)

education system right now, which may not be enough to meet our future
workforce needs. Our future workforce is critical to provide the tax base that
supports federal and provincial infrastructure and citizen services.

For these reasons, internationally trained workers and workers from other
provinces are expected to fill about one third of job openings between 2010 and
2020. Immigrants are expected to be the key driver of net population growth
across BC: it is estimated that two-thirds of BC’s net population growth by 2017
will rely exclusively on immigration.

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2011 BC Immigration Trends and Statistics

When explaining immigration to a non-settlement service provider, it can
be helpful to share some current statistics

• In 2011, 34,784 new immigrants

arrived in BC, representing 14% of
all immigrants coming to Canada,
14%
making BC the 3rd largest recipient
for immigrants in 2011.

BC Canada

• In 2011, immigrants came to BC from over 170 countries. The top five countries of last permanent
residence are Mainland China, Philippines, India, South Korea, and the United Kingdom.

63% • Economic class immigrants (including Principal applicants , spouses, and

dependents) represented 63% of new immigrants who arrived in BC in 2011.

75% • 75% of immigrants who arrived in BC in 2011 over the age of 15 have self
reported knowledge of the English language.

50%
• 50% of immigrants aged 25 or over who arrived in BC in 2011 have a university
degree.

• In 2011, the top five countries of citizenship for refugee landings to BC were Iraq, Iran, Bhutan,
Afghanistan, and Mainland China.

5% • In 2011, 1,810 refugees landed in BC, which represents 5% of the new

immigrants to BC.

95%
• 95% of the refugees who landed in BC in 2011 chose to land in Greater
Vancouver (GV).

35%
• 35% of all refugees who landed in BC in 2011 are 19 years of age and under.

For more information on Immigration Data, Facts, and Trends:

[Link]
[Link]

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

Exercise A
PART A
Practice explaining immigration to someone who has not worked with an
immigrant before. Time how long it takes you. If you went over 5 minutes, what
did you find yourself elaborating on?

PART B
1. Click on the button to the right or go online (type
this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_immigration_poor.html) to
listen to a settlement worker giving an explanation of
immigration to someone who has not worked with
an immigrant before.

a. How would you rate this explanation on a scale of 1–10?

b. What could have been more clearly explained?
c. What information was missing?

2. Click on the button to the right or go online (type

this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_immigration_good.html) to
listen to the same settlement worker giving a better
explanation of immigration to someone who has not
worked with an immigrant before.

a. How would you rate this explanation on a scale of 1–10?

b. Is there information still missing?

Note: the second version of the explanation, while better than the first, is
not meant to be perfect. The individual circumstances will determine what
information would be appropriate based on the level of experience and role
of the service provider you are working with. This is meant to be an example
of how this information can be communicated.

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Part B: Explaining the Settlement Process

As a GP Coach, you may find

A word about settlement
yourself explaining the settlement
theory...
process to someone who isn’t familiar
with the process of a newcomer Within this module, we’ll explain some
adjusting to life in Canada. of the common themes and terms
within various theories of the settlement
In this section, we will look at:
process. While a theory helps us to
• theoretical stages of the explain the settlement process, as you
settlement process know in your practice, theory does
not always translate 100% to a real
• W Curve Model of life situation you may experience with
Settlement Theory specific service users. However, these
basic theoretical concepts are helpful
• four areas of integration into when explaining settlement to non-
community life settlement workers and professionals.

• common settlement challenges

Stages of the Settlement Process

Let’s start by explaining some common terms used to describe the stages of the
settlement process recognized in many settlement theories.

Stages of Settlement Process

Initial Settlement Adaptation Integration

Newcomers meet their Newcomers realize the Newcomers are able
basic needs: housing, food, benefits: access main- to understand, adjust,
register children in school, stream services, understand connect to, feel accepted
start English classes, etc. Canadian social and cultural by, and fully participate
norms, improve language in a new society.
skills, develop relationships
and achieve employment
and personal goals.

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

Initial Settlement
Initial Settlement is the first phase after a newcomer’s arrival to British Columbia.
Initial Settlement means meeting the newcomers basic needs of life including:
housing, food, registering children in school, signing up for language training —
generally accessing mainstream services. Often, family, friends, the established
ethnic community, and/or settlement workers provide assistance to orient
newcomers to services, to a new culture, and systems, and help them to develop
an understanding of their basic rights and responsibilities.

Adaptation
Adaptation is the stage, after Initial Settlement, characterized by an immigrant’s
ability to realize some benefits of coming to Canada. These benefits include the
ability to access mainstream services independently, understand Canadian social
and cultural norms, improve language skills, develop contacts and build
friendships in the community ,and establish personal or employment goals.

Integration
Integration is characterized by a newcomer’s ability to understand, adjust,
connect to, feel accepted by, and fully participate in a new society. The
process involves many factors including integration into socio-cultural and
economic areas of society, and newcomers demonstrating civic engagement.
Integration is affected by the ability of the community and society to adapt to,
welcome, and include newcomers.

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The W Curve Model of Settlement Theory

Another commonly used theory to explain the settlement process is the W curve.

The W Curve
Acceptance and
Level of comfort, satisfaction and effectiveness Honeymoon Initial Adjustment Integration

Culture Shock Isolation

Time

According to the W Curve Model, in the initial phase or Honeymoon period,

newcomers are feeling hopeful and positive about the benefits of living in BC and
Canada, including new experiences and possibly lifestyle improvements. As they
progress through the Honeymoon stage, they likely start to feel shock,
discomfort, confusion, and self-doubt. This is referred to as Culture Shock, the
bottom of the first curve. The second peak of the curve, called Initial Adjustment
is when newcomers start to adapt to their new life, begin to learn English, and
perhaps see job opportunities. However, with more time, newcomers may
become disillusioned if they have had some complications finding work or
adjusting to their new lifestyle. This difficult time is referred to as Isolation and is
reflected in the second dip in the curve. In the Isolation phase, some newcomers
may physically isolate themselves as they struggle to adjust emotionally.

How one settlement worker explains the W model...

Click on the image
to watch a short video clip of BC
settlement worker Ruth Miranda
explaining the W model.

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Integration is a Long-Term Process

It is important to explain to non-settlement staff and professionals that initial
settlement, adaptation, and integration are not distinct phases separated by
defined time periods. In reality, for most newcomers, the phases overlap and
different stages may be occurring at the same time dependant on individual
situations in areas such as employment, finances, health, family, and social or
cultural connection. Sometimes the W curve can look more like:

Initial Acceptance and

Honeymoon Adjustment Integration
Level of comfort, satisfaction and effectiveness

Culture Shock Isolation

Time

Initial Acceptance and

Honeymoon Adjustment Integration
Level of comfort, satisfaction and effectiveness

Culture Shock Isolation

Time

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Although most services are offered to

newcomers for a limited period of time, A word about social
initial settlement, adaptation, and
inclusion...
integration can be long-term processes. The term social inclusion is used
Full integration can take many years, to describe another important
and for some individuals, full factor that can influence the rate
integration will never occur. The at which a newcomer settles in
length of time the settlement process a community. A socially inclusive
takes for each immigrant is highly society is defined as:
variable depending on that individual’s
“...one where all people feel valued,
needs and their particular experiences.
their differences are respected, and
Integration into the Community their basic needs are met so they
can live in dignity. Social exclusion is
There are four recognized areas of
the process of being shut out from
community life: cultural, economic,
the social, economic, political and
social and political. For full integration,
cultural systems which contribute to
newcomers need to integrate in all
the integration of a person into the
four areas.
community."
Dependant on individual and To ensure that newcomers are
situational factors, an individual may included in society, attention must
integrate in areas of community at be paid to more than just social
different rates. For instance, they exclusion. Social inclusion involves
may be well on their way to learning a proactive, reflective approach to
Canadian culture and customs social wellbeing that is evident in
(cultural) and may still be unemployed the design of services and programs
(economic). In general, research has for newcomers. Non-settlement
shown that rural based newcomers service providers that serve
integrate faster economically than newcomers also need to reflect
urban-based newcomers. social inclusion in the design of
The newcomer’s progress or lack services for newcomers.
of progress in one area affects their
integration in other areas. For example, research has shown that those who
become employed more easily integrate socially and culturally.

For more information on the settlement process, please see Appendix B.

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Settlement Challenges
When explaining settlement to non-settlement staff and professionals, it is
important to explain how some settlement challenges can pose barriers to a
newcomer's settlement process.

The key factors that influence the duration of the settlement process are:
• english language ability
• employment readiness
• family support
• community connection
• age upon landing in Canada
• understanding of the culture

One way to help non-settlement staff and professionals understand the

challenges that newcomers face is to describe some of the common barriers
newcomers experience.

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Examples of Common Barriers Newcomers Face

Need Barrier
Finding housing • poor knowledge of the city
• lack of transportation
• have not yet developed a credit history
• no local references
• affordability/suitability/availability
• racism and discrimination

Improving English • time constraints

language ability • financial constraints
• the lack of courses/courses are full/waiting list
too long
• communication problems
• not knowing where to find courses or programs
• transportation constraints
• childcare constraints
• not understanding the eligibility requirements to
access free English language training

Employment readiness • challenges related to recognition of foreign

credentials/licences and work experience
• training and upgrading required prior to
qualification recognition
• different standards for performance in Canada
• racism and discrimination
• challenges related to limited experience working
in Canada
• challenges related to limited knowledge of local
labour market information (e.g., employers,
companies, hidden job market)
• challenges related to limited knowledge of
workplace rights
• misinformation on career opportunities in
Canada (e.g., from friends, family, community,
service providers)
• inability to present self effectively to employers
• challenges finding suitable child care

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Access to healthcare • not understanding the Canadian healthcare system

• cultural differences in approaches to health
and healing

Family support • family not in Canada

• different cultural or gender expectations
• not understanding the BC school system

Community connections • challenges related to limited knowledge of support

services in the community
• little or no experience living in a modern
urban community

Children and youth • ESL designation in the school may be viewed as a

learning deficit
• changing power dynamics in the family as children
acquire English faster than parents
• immigrant youth may have little experience or
exposure to technology or structured education,
and not be at the same skill and knowledge level as
their Canadian peers
• long separations from parents prior to reunification
can lead to complex adjustment issues
• differences in parental cultural expectations vs.
Canadian culture and peer pressure
• educational interruptions due to immigration process
• vulnerable immigrant youth may be more
susceptible to substance abuse and gangs
• racism and discrimination

Seniors • sponsored seniors often do not have access to

subsidized housing for ten years
• few retirement homes or health care institutions are
able to accommodate the needs of immigrant seniors
• the ability to learn a new language generally
decreases with age
• access to ESL classes for seniors is limited

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In addition, some immigrants and refugees have experienced trauma as a

result of political violence, torture or persecution prior to or as a result of the
immigration experience. It is important to explain to non-settlement staff and
professionals that trauma often results in significant mental and physical health
barriers in addition to the ones listed above.

Improving English language ability is widely recognized as an important

settlement goal for newcomers who want to enter the job market and participate
in Canadian society. For more information about the various English training
options available for newcomers, see Appendix C.

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Module 2: Explaining Immigrant Settlement to Non-Settlement Service Providers

Exercise B
PART A
Practice explaining the settlement process to someone who has not worked
with an immigrant before. Time how long it takes you. If you went over
5 minutes, what did you find yourself elaborating on?

PART B
1. Click on the button to the right or go online (type
this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_settlement_poor.html) to
listen to a settlement worker giving an explanation of
the settlement process.

a. How would you rate this explanation on a scale of 1–10?

b. What could have been more clearly explained?
c. What information was missing?

2. Click on the button to the right or go online (type

this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_settlement_good.html) to
listen to the same settlement worker giving a better
explanation of the settlement process.

a. How would you rate this explanation on a scale of 1–10?

b. Is there information still missing?

Note: the second version of the explanation, while better than the first, is
not meant to be perfect. The individual circumstances will determine what
information would be appropriate based on the level of experience and role
of the service provider you are working with. This is meant to be an example
of how this information can be communicated.

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Part C: Explaining the Role of a Settlement Worker

Some non-settlement workers or professionals are unfamiliar with the role of a

settlement worker. This confusion can lead to non-settlement staff or
professionals having incorrect expectations — for example, expecting settlement
workers to provide newcomers with:

• legal advice or court accompaniment

• specialized counselling or trauma supports, such as domestic

violence counselling

• providing language interpretation A word about job titles and

job descriptions...
The role of a settlement worker is to
provide information and referrals to assist In the sector, there are many job
newcomers to settle in the province. titles for workers with a settlement
focus. Also, job descriptions vary
Under WelcomeBC programs, there are from organization to organization.
three types of settlement workers. The title of “settlement worker” is
meant to be an overarching job title
1. Settlement workers in the Settlement within the context of this module.
and Integration Program (SIP). Some As well, the three subcategories of
SIP workers have specialized roles as settlement workers (SIP settlement
Guided Pathways Coaches. worker, enhanced SWIS worker
and VIPP case manager) are meant
2. Enhanced SWIS workers in the
to be overarching job titles for the
Enhanced Settlement Workers in the
three settlement programs under
Schools Program (Enhanced SWIS).
WelcomeBC. Your specific job title
3. Case managers in the Vulnerable may be: settlement counsellor,
Immigrant Populations Program (VIPP). outreach worker, case supervisor,
intake worker, intake coordinator,
youth case worker, wrap around
support coordinator, and so on.

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Settlement Workers in SIP

Settlement workers in the SIP program provide direct, front line services to
immigrants, refugees and their families, to assist them to navigate and access
BC systems to ensure they successfully settle and integrate into BC communities.
In BC, SIP settlement workers work primarily in community-based
non-governmental agencies.

The role of the SIP settlement worker includes the following responsibilities.

1. Assessing the needs of service users.

2. Providing quick information and referral services in response to inquiries

for information (e.g., directions to obtain a government document),
information on an upcoming event (e.g., a community function), or a
referral to a specific settlement service and any other community or
government services.

3. Providing orientation services that provide service users with an overview of

BC society and service systems that can support their initial settlement needs.

4. Provide supportive settlement counselling to support individual service

users/service user families to navigate service systems (e.g., social, legal,
educational, economic, health); settlement workers limit their counselling
to providing information, advice, referrals and other resources to address
settlement, adaptation, or integration needs.

5. Assisting service users to access services by providing them with support

to understand and to obtain other settlement or non-settlement services.
Such services may include providing referrals, accompanying service users to
support access to services, and providing language and cultural interpretation
between the receiving service organization and the service user.

6. Providing life skills and education for the purpose of providing service users
with the knowledge and skills necessary for successful living in a new social
and cultural environment.

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7. Managing the cases of service users participating in the Guided Pathways

Process: as Guided Pathways coaches, settlement workers support service
users in preparing an action plan with timeframes, milestones and outcomes
for achieving their settlement goals. For a more detailed explanation of the
role of a GP Coach, please see Module 1: An Introduction to the Guided
Pathways Process [Link]

8. Form-filling only for the purpose of accessing a service or a program (e.g.,

applying for child care subsidy or obtaining a health card)

9. Making community connections by providing individual and family service

users with opportunities to connect with non-immigrants and longer-term
residents, services, and events in the broader community (e.g., through
community bridging services/programs — such as befriending, mutual aid,
peer help, mentorship or host services) to create opportunities for newcomers
to interact with longer-term residents in their living and work environments,
and to learn the norms and cultures of the host society.

SIP Settlement Worker Service Limitations

In order to perform their role, SIP settlement workers must recognize the signs
and symptoms of problems, conditions, or issues, and must understand what
community resources are available to help. SIP Settlement workers are not
expected to meet all service user needs or be experts in all issues they may
be presented with, but they should have high-level knowledge of commonly
presented issues such as mental health, personal safety, housing, employment
concerns, common legal or family issues, etc.

Guided Pathways coaches case manage some service users by coordinating

services (both settlement and non settlement) in order to help them to achieve
their settlement goals.

While settlement workers will be able to perform a wide variety of services for
their service users, the following are some examples of services they do not have
the mandate to provide1.

1
 ccording to current Immigrant Integration Branch program policies and contractual agreements.
A

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• They cannot provide services that would otherwise require professional

accreditation, such as therapeutic counselling to service users who have
survived violence or torture in their homeland and suffer symptoms of
trauma. Settlement workers should limit their counselling to providing
support for adjusting to a new way of life, and navigating BC systems,
giving information on norms, culture, services and programs, and making
referrals to other professionals and resources.

• Settlement workers do not file, respond to documents or intervene

on a service user’s behalf in legal or immigration proceedings (such as
making a case in a refuge claim, a small claim, an arbitration hearing, or
acting as a court interpreter). Settlement workers should not complete
complex documents such as legal forms or tax returns on behalf of clients,
or provide advice to complete a refugee claim, but they may provide
interpretation or translation for the clients.

• Settlement workers are not mandated to provide some specific labour

market-focused activities such as:
◦◦ providing workplace-based support for immigrant workers
◦◦ providing trades or occupation-specific training
◦◦ providing comprehensive supports for immigrants to upgrade their
occupation-specific skills and language
◦◦ providing supports for immigrants to obtain experience in their
desired field
◦◦ working with employers to develop culturally-sensitive hiring practices
and welcoming work environments

For a description of the service limits with regards to legal information,

see Appendix D, which describes the difference between legal advice and
information.

A Note About Settlement Services in Smaller Centres...

As part of the Welcoming Communities program in Smaller Centres, basic
settlement services are now being offered to newcomers including: information
and referral, orientation, assisted access to services and community connections.
Due to the limited nature of the services in smaller communities, settlement
workers in this role are not expected to provide a full scope of SIP services
compared to settlement workers providing guided pathways case management.

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Settlement Workers in Schools (Enhanced SWIS) Worker

Enhanced SWIS provides information and orientation on Canadian culture,
systems, and BC’s education system, particularly regarding school policies and
expectations. Services provided by SWIS workers include workshops and group
activities on settlement related issues, and client/school liaison to facilitate
culturally sensitive communication among school staff, students, and families to
foster cross-cultural understanding. Enhanced SWIS programs in some school
districts also provide mentoring and leadership development activities, and
specialized support for at-risk immigrant youth.

In addition to some of the services and duties outlined above that a SIP
settlement worker provides, an Enhanced SWIS worker:

• gives information to students and their families about schooling and

community services in their school district and/or referrals to community
services and resources

• provides assistance to newcomer students and their parents in adapting to

the local school system policies and procedures

• connects students and their families to school district resources and services

• builds services to support school based integration and schools’

responsiveness to immigrant students and their families

Enhanced SWIS Worker Service Limitations

In addition to the service limitations outlined for SIP Settlement Workers,
the following are some examples of the services Enhanced SWIS workers
do not provide2:

• Guided Pathways case management

• services that are funded by, or under the mandate of, the Ministry
of Education

2
According to current Immigrant Integration Branch program policies and contractual agreements.

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Vulnerable Immigrant Populations Program (VIPP)

Case Manager
The Vulnerable Immigrant Populations Program (VIPP) is designed to target
individuals and families with multiple, complex needs and significant integration
barriers. VIPP aims to help service users build capacity to cope with their issues
and associated barriers in order to participate in regular settlement or community
services and programs. Another program objective is to provide a coordinated
support system across service sectors in communities with a critical mass of
vulnerable immigrant populations.

The role of the VIPP case manager is to work with high-needs and high-
risk immigrants with substantial settlement barriers that limit their ability to
integrate. VIPP case managers work with immigrants by providing a broad suite
of individual and group services.

• Assessing service users to determine their suitability for VIPP

• Conducting a needs assessment with the VIPP service user to assess needs,
barriers, strengths, competencies and skills, and provide referrals to clinical
assessments if appropriate

• Creating wraparound support plans by working with service users, a

team of community service practitioners and, if appropriate, the service
user’s family to:

◦◦ set personal goals/objectives

◦◦ case plan service interventions
◦◦ facilitate access to service interventions
◦◦ co-ordinate with other relevant external services/supports
◦◦ monitor service interventions
◦◦ m
 onitor changing needs and circumstances to determine service users’
progress and readiness to transition to other services and support
systems, and
◦◦ provide follow-up monitoring

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• Providing one-on-one/family services including settlement information,

personalized settlement counselling, practical assistance and support to
ensure access to services, visitation and home outreach, and peer support

• Providing group services including social and emotional support groups

and life skills, literacy and essential skills development courses/programs

• Providing transition and follow up support to service users who are ready
to transition to another support system and collaborating with receiving
service providers to facilitate service user transition

VIPP Case Manager Service Limitations

Although vulnerable immigrants may likely face significant barriers accessing BC
health and social services, VIPP case managers should not provide services that
duplicate or replace services offered by established BC systems. The following are
some examples of the services VIPP Case managers do not provide3:

• providing services to service users outside of the seven service areas:

◦◦ Surrey, Langley and North Delta

◦◦ Vancouver
◦◦ Burnaby and New Westminster
◦◦ Tri-Cities and Maple Ridge
◦◦ Richmond and South Delta
◦◦ Abbotsford
◦◦ Greater Victoria

• providing clinical and therapeutic services such as trauma or mental health

counselling/treatment

• providing other human services mandated to address the needs of all

BC residents, including health, early years/early childhood development,
victim and legal services

3

According to current Immigrant Integration Branch program policies and contractual agreements.

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• providing English language

classes solely for the purpose of Please note:
teaching English
A newcomer to the province may
work with one or more settlement
• providing services in the K-12
workers from the different
public school system
settlement programs (Enhanced
• providing academic upgrading SWIS, SIP and/or VIPP) to help
them achieve their settlement
• providing employment goals. However, newcomers must
services including vocational meet each program’s eligibility
skills training and internship requirements if they require services
programs for the sole purpose from multiple programs.
of employment training

For more information about settlement services under WelcomeBC, please visit
the WelcomeBC website at:

[Link]

Please see the Tools and Resources page for three handouts you can provide to
non-settlement service providers when you meet with them:

• Handout 1: Canadian Immigration Basics

• Handout 2: Immigrant Settlement Basics

• Handout 3: Role of a Settlement Worker

There is also a handout for supervisors with tips for conducting group discussions
available on the Tools and Resources page.

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Exercise C
PART A
Practice explaining the roles of the three types of settlement workers to
someone who has not worked with an immigrant before. Time how long it takes
you. If you went over 5 minutes, what did you find yourself elaborating on?

PART B
1. Click on the button to the right or go online (type
this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_workers_poor.html) to listen
to a settlement worker giving an explanation of the
roles of the three types of settlement workers.

a. How would you rate this explanation on a scale of 1–10?

b. Was any information not clear?
c. What information was missing?

2. Click on the button to the right or go online (type

this URL into your browser: [Link] Exercise
ca/SST/media/audio/gp2_workers_good.html) to
listen to the same settlement worker giving a better
explanation of the three types of settlement workers.

a. How would you rate this explanation on a scale of 1–10?

b. Is there information still missing?

Note: the second version of the explanation, while better than the first, is
not meant to be perfect. The individual circumstances will determine what
information would be appropriate based on the level of experience and role
of the service provider you are working with. This is meant to be an example
of how this information can be communicated.

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Final Quiz
Congratulations! You have now completed the module. To review your under-
standing of what you have learned, please take this self-evaluation. Please note
that your results are not being recorded, so you may take the quiz as many times
as you wish.

Click on the button to the right or go online (type this

URL into your browser: [Link] Final Quiz
media/quiz/welcomebc_mod2_quiz.html).

Please also give us your feedback on this module by completing the

evaluation survey.

Click on the button to the right or go online and use

this address in your browser, [Link] Feedback
gp-mod2-evaluation/

Thank you. Your feedback will help us improve this tool.

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Appendix A: Glossary

Asylum: The protection granted by a nation to someone who has left their native
country as a political refugee.

Civic engagement: Individual and group actions designed to identify and

address issues of public concern. Civic engagement can take many forms, from
individuals volunteering to the development of organizations to participating in
electoral and/or political processes. It can include efforts to directly address an
issue, work with others in a community to solve a problem, or interact with the
institutions or organizations that advocate for change.

Cultural norms: Behaviour patterns that are typical of specific groups or regions.
Such behaviours are learned from parents, teachers, peers, and many others
whose values, attitudes, beliefs, and behaviours take place in the context of their
own organizational or region-specific culture.

Economic or economy: The labour, capital and land resources; and the
manufacturing, production, trade, distribution and consumption of goods and
services of a region.

Economic class immigrant: Immigrants selected for their ability to participate in

the labour market and to establish themselves economically in Canada.

Foreign national: A person who is not a citizen of the host country in which
he or she is residing or temporarily visiting. For example, a foreign national in
Canada is someone who is neither a Canadian citizen nor a permanent resident
of Canada.

Mainstream: A term used by immigrant serving organizations when referring

to organizations that serve the general population, not only newcomers: for
example, a school, library, hospital, etc.

Net population growth: The total amount of population change, whether

positive or negative, between two periods in any given area.

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Permanent resident status: Someone who has officially immigrated to Canada,

but who is not yet a Canadian citizen. Permanent residents have rights and
privileges in Canada even though they remain citizens of their home country.
In order to maintain permanent resident status, they must fulfill specified
residency obligations.

Persecution: Oppression or harassment with ill-treatment, especially because of

race, religion, gender, sexual orientation, or beliefs.

Principal applicants: Permanent residents identified as the principal applicant

on their application for a permanent resident visa for themselves — and, if
applicable, for their accompanying spouse and/or dependants when they apply
to immigrate to Canada.

Socio-cultural: social interaction and cultural customs, values, and beliefs.

“Socio-cultural impact” is the affect this has on developmental processes, for
example, on the settlement process.

Wraparound supports: A multidisciplinary, team-based approach consisting of

a group of services or service practitioners supporting an individual client with
high vulnerabilities and complex needs to overcome multiple barriers and make
progress toward settlement outcomes.

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Appendix B: Overview of the Immigrant

Settlement Process

The following table is slightly adapted from Immigrant Settlement Counselling:

A Training Guide Part 2: The Settlement Counsellor. Courtesy of OCASI —
Ontario Council of Agencies Serving Immigrants Page 49, 2000.

[Link]

THE IMMIGRANT SETTLEMENT PROCESS

The ways in which groups of immigrants or individual immigrants settle in

Canada will vary. Age, class, education, gender, occupational group, etc. all
play a role in the settlement process.

Not all of the things listed in the description below are experienced by all
immigrants with the same intensity. As well, different immigrants settle at
different rates and these timelines may vary.

Also note that if the health and human service needs of immigrants are not
met in the earlier stages of settlement, the resources required to meet their
needs later will usually be greater.

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0 to 6 months after arrival

POTENTIAL
THOUGHTS AND ISSUES AND RESOURCES
RESOURCES
FEELINGS NEEDS REQUIRED
REQUIRED
• sense of being on • physical • assistance meet- • interpretation
holiday orientation to ing basic physical services
• delight in new institutions and needs (e.g. the • help accessing
things services in new need for work, financial
home shelter, food, institutions,
• fascination with clothing, etc.)
things unique to • getting receiving legal aid
new home professional • information on or setting up a
or vocational professional business
• favourable accreditation, or vocational
comparison of • information on
learning English accreditation ethno-specific
new home to old or French, looking • language training social clubs
• culture shock for work and skills
development • “life skills” training • information on
• sense of heritage programs
displacement • changes in • information on
socioeconomic skills development
• lack of context
for understanding status • orientation to
new home • creation of basic health and
a home or human services
• lack of desire to (e.g., hospitals,
get to know new “nesting”
health centres,
home • establishing a etc.)
• desire to avoid peer group
• orientation
and criticize • contacting people to religious
things unique to of the same institutions,
new home background for lifestyles,
• stress and anxiety support and educational
about being in mutual aid facilities, food and
new environment child care
• unfavourable • recreational
comparison of opportunities
new home to old

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6 months to 3 years after arrival

POTENTIAL
THOUGHTS AND RESOURCES
ISSUES AND NEEDS RESOURCES
FEELINGS REQUIRED
REQUIRED
• sense of being • desire to achieve • connection with • counselling or
"honeymoon" something in new achievements in help dealing with
phase home previous life mourning process
• happiness over • desire to contribute • information on • help finding or
move to new home how to establish creating mutual aid
• remembering • frustration and ties to former or support groups
original reasons for sense of helplessness achievements • information on
move over inability to • new challenges how to take care of
• anxiety over contribute in a and activities self and family
separation with meaningful way • assessment of
what is familiar • desire to bring skills, resources,
• fear of further friends and family to and knowledge
change new home • help identifying
• sense of isolation • negative coping unsettling
suppressed anger mechanisms thoughts and
and depression developed (e.g., emotions
over inability to withdrawal from • help learning to
cope in a new friends and family, express thoughts
environment substance use) and emotions
• mourning of old • positive mechanisms • validation of loss
life for coping with
change (e.g., joining • information on
• loss of self-esteem heritage groups, how to sponsor
• feeling that no one making new friends, friends and family
is interested in the getting involved in members
person, his or her com-munity groups,
accomplishments etc.)
and country of • family roles change
origin and reinforce — or
• sense of disillu- undermine — the
sionment or family structure (e.g.,
embarrassment parents and children
at not being become experts on
able to achieve different things)
something or meet • reasons for move are
expectations now unclear
• experience of
having self and
accomplishments
rejected by host
community

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3 to 5 years after arrival

POTENTIAL
THOUGHTS AND ISSUES AND RESOURCES
RESOURCES
FEELINGS NEEDS REQUIRED
REQUIRED
• sense of permanent • pursuit of • assistance making • help learning to
disassociation from permanent connections that express thoughts
old life connections to bind individuals and emotions
• realization that new home (e.g., and families to • ongoing
there has been development of communities counselling or
a shift in values, long-term career • help establishing help to deal with
practices, and plans, plans goals and mourning
norms (i.e., a for children, objectives ongoing • ongoing help
permanent shift in involvement in help establishing
the community, finding or creating
lifestyles) ties to former mutual aid or
establishment of achievements
• sense of resolution peer groups, etc.) support groups
about move • ongoing help • ongoing provision
• return to old home assessing skills,
• identification and for a visit of information on
familiarity with resources, and self-care
new home • ongoing knowledge
negative coping • ongoing help
• desire to “go mechanisms
back,” to make finding new
sure that leaving challenges and
was the right thing activities
to do • ongoing help
• uncertainty about identifying
self and future unsettling
thoughts and
• reluctant resolution emotions
to stay
• loss in self-esteem
• ongoing
questioning of
reasons for leaving

5 years and onwards

POTENTIAL
THOUGHTS AND ISSUES AND RESOURCES
RESOURCES
FEELINGS NEEDS REQUIRED
REQUIRED
• sense of belonging • person becomes a
resource for others

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Appendix C: English Language Training Options

for Newcomers

English Language Services for Adults (ELSA)

ELSA provides free settlement language classes to newcomer adults who arrive
with pre-literacy to advanced levels of English. Students improve their language
skills (listening, speaking, reading, and writing) while learning about life in
Canada. An important aspect of the program includes teaching students how
to access services and resources in their community. Emphasis is placed on
communicating and interacting effectively in a culturally diverse environment,
which supports student awareness and understanding of Canadian culture.

To reduce barriers and improve access to services, ELSA service providers may
offer the following:

• free on-site child minding for ELSA learners with pre-school-aged children
• financial assistance for learners to travel to and from their classes when the
cost of travel is clearly a barrier to attendance

ELSA English for the Workplace (EFW)

English for the Workplace is a free program that integrates English language
training (listening, speaking, reading, and writing) with information and
skills for navigating Canadian workplace culture, employment systems, and
understanding workplace communication skills. This program is targeted to
students interested in entering the Canadian job market. Activities include such
things as making presentations, teamwork, etc. Students also develop other
language and culture-related proficiencies to support employability.

English as a Second Language Settlement Assistance Program (ESLSAP)

ESLSAP offers free, volunteer-driven English as Second Language (ESL) tutoring
and small group activities in 46 smaller and rural communities across British
Columbia. ESLSAP is being delivered by not-for-profit agencies, colleges and
universities, and a public library. Under ESLSAP, program coordinators support
volunteer tutors in offering clients opportunities to improve their English and get
to know their community. Many of these programs also have English practice
groups or ESL cafes where newcomers can practice spoken English and where
they can meet other people.

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ESL in Public Post-Secondary Institutions

Students entering free English as a second language (ESL) courses in public
post-secondary institutions are developing strategies for post-secondary
study while building foundational skills for language learning. Some higher-
level ESL courses prepare students for entry into university and college, while
others provide access to further vocational, technical, or professional training.
Expectations in post-secondary institutions include completing assignments,
composing essays in English, reading and writing exams. Classmates will often
include international students.

Academic ESL (not funded by WelcomeBC)

Academic ESL is offered in various locations such as private schools, public
schools (continuing education departments), post-secondary institutions, and
non-profit organizations. The focus of these classes is on developing strategies
and skills for academic study and language learning. Often multiple options
are available, so students can choose to do an entire program or a single skill-
building course such as a reading or writing class. There may be fees associated
with these courses, and classmates will often include international students.

Differences between ELSA and (academic) ESL

The primary objective of the ELSA program is to support newcomers to B.C.
improve English language skills and develop the social/cultural skills necessary
to successfully pursue their personal goals, and become active members of
Canadian society. Generally, ESL programs focus on academic readiness for post
secondary study, and may also be taken to further a students’ professional and/or
personal development goals. ESL programs in public post secondary institutions
are likely to offer bridging programs for ESL students transitioning to university,
college, and vocational programs, and classes will comprise of both domestic
and international students.

For more options visit the ESL Directory Database on the ELSA Net website:

[Link]

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Appendix D: Legal Information, Not Advice

Legal Information, NOT Advice

Settlement workers can provide legal information and referral services, but
cannot provide legal advice or representation. It is likely, however, that
settlement workers will often be asked for legal advice — people want help with
their problems and are often not familiar with the concept of different levels of
service (information or advice or representation).

This handout considers what is considered legal information and what is

considered legal advice.

Legal information
You are providing legal information when you respond to questions such as:
“what is the law regarding…”
“how do I?”

by making referrals to resources that explain the relevant law or procedure, or to

an advocate or lawyer who can help them analyze information.

Legal advice
You are providing legal advice when you answer questions such as:
“What should I do?”
“Did I do the right thing?” or
“What would you do?”

In response to these questions, you must explain that you can only provide legal
information, not advice.

Here is one way that you can explain this difference to your service users, and
set appropriate limits:
“I can help you find information about the law, but I cannot give you
legal advice or tell you what to do. Our services are confidential — but if
the other side of your dispute asks for information, we will give him or
her help as well.”

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Scope of Settlement Work

Can I help people find legal information?

You can You cannot
• point people in the right direction • research case law and legislation that is
to find legal information in the form not available in PLEI materials
of PLEI (public legal education or • guess — if in doubt, refer the person to
information), print and web materials, another service or resource
and other community resources that
can help them • develop an ongoing relationship
where the person may view you as a
• give brief help to find legal resources legal advisor, rather than a source of
and assistance information and referral
• keep open files or notes for people you
have helped
How can I help people who are dealing with lawyers and courts?
You can You cannot
• organize people before going to see • attend meetings at court and make
the lawyer — do they have their papers notes of legal advice — duty counsel
ready? Do they know what to expect and advice lawyers should provide
when they meet the lawyer? notes to their service users if needed
• help them find services at court and at • check with lawyers about conflicts
Local Agent or other LSS service of interest
• tell people about existing PLEI resources • recommend a particular lawyer
and services that may be useful • explain a lawyer’s letter (you must
refer a service user back to the lawyer
for explanation)
• file documents for people at registry
• provide secretary/legal assistant services
to a lawyer or their service user
• communicate messages back and forth
between lawyers and their service users
• schedule duty counsel /advice
lawyer appointments
• recommend arguments to make in
court or to the other side
• talk to the other side or their lawyer on
behalf of someone you have helped
• appear in court for a person

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Can I help people with court forms?

You can You cannot
• tell them generally what kind of • choose or recommend the words for
information they can put on the form, the person to use
and where • fill out forms even if the person is self
• example: “this is where you would say represented/not legally trained/unable
what you want the court to order,” to read or write
not, “this is what you should say in that • fill out a form because of a
box.” language barrier
• refer them to duty counsel or advice
lawyers when help is needed to fill out
forms — e.g., because they cannot
read or write

The material in this handout was modified from an excerpt from the Training
Manual for Legal Information and Outreach Workers (LIOWs) created by Legal
Services Society (LSS).

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Reference List
BC Ministry of Jobs, Tourism and Innovation. (2012). “The Skills and Training
Plan.” Page 4. Retrieved from [Link]
uploads/[Link]

Bernard, Andre. (Jan. 2008). “Immigrants in the Hinterlands.” Perspectives on

Labour and Income. Statistics Canada, Retrieved from [Link]
[Link]/pub/75-001-x/2008101/pdf/[Link]

Cappo (2002). Retrieved from [Link]

au/20120305152057/[Link]
speech_02nov_acoss.pdf

Neuwirth, Gertrud. (1997). “Settlement Indicators.” INSCAN, Vol 11 (2),

Winter 1997. Referenced in Developing Immigrant Settlement Services:
A Guide for Communities. Prairie Global Management. Government of
Manitoba. Retrieved from [Link]
library/en/resources/pdf/[Link]

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