Support materials for trainers linked to this module.
Duration: 2h
An active and participatory methodology is used, based on the analysis of real or simulated cases, collaborative learning, and guided reflection. It integrates structured debate, multidisciplinary group work, and formative feedback to connect theory with professional practice.
This module brings together aseries of case studies based on real situations developed within the framework of an International Protection Programme with refugees from Ukraine. The cases have been adapted to preserve confidentiality, but reflect common challenges in reception and integration processes.
The module addresses different dimensions of the forced migration process: emotional impact, educational adaptation, access to health services and labour market integration, including situations of particular vulnerability (children, older people and people with disabilities).
To strengthen the professional skills needed to intervene effectively, ethically and respectfully in international protection contexts, promoting the autonomy, social inclusion and psychosocial well-being of the people being cared for.
A psychosocial approach to migratory grief, understood as a normal response to multiple losses.
Person-centred intervention, inspired by the principles of empathy, acceptance and non-directiveness.
An intercultural perspective, which promotes respect for the cultural and educational reference systems of origin.
Progressive accompaniment towards autonomy, avoiding both overprotection and imposition.
Through case analysis and role play, the module enables participants to develop:
Active listening and emotional validation.
Effective intercultural communication.
Management of resistance situations without confrontation.
Intervention in contexts of migratory grief.
Interdisciplinary coordination with educational, health and employment teams.
Promotion of progressive autonomy.
Prevention of risks such as isolation, absenteeism, emotional deterioration or institutional dependence.
The cases allow common principles in intervention to be identified:
1. Do not pathologise migratory suffering, understanding that many reactions are responses to processes of loss and adaptation.
2. Avoid paternalism, promoting informed decision-making.
3. Validate the experience and cultural system of origin, without renouncing the regulations and resources of the host country.
4. Respect individual timings, especially in situations of anxiety, fear or insecurity.
5. Build bonds of trust sustained over time as the basis for any integration process.
Guided case analysis.
Group reflection dynamics.
Role-playing.
Exercises for transferring knowledge to professional practice.
Spaces for self-assessment of one's own professional positioning.
Reflection on the balance between accompanying and demanding, helping and promoting autonomy, supporting without substituting, is particularly encouraged.
Upon completion of the module, professionals will be better prepared to:
Understand the emotional and social complexity of forced displacement.
Act with greater confidence in situations of blockage or resistance.
Design respectful and sustainable interventions.
Reinforce the self-esteem and agency of refugees.
Contribute to integration processes based on dignity and trust.
Specific presentation for this module and language.
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Video for this module and language.
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HTML link to the module questionnaire.
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1. Anna, a refugee mother, shows sadness, demotivation, and isolation. What is the most appropriate strategy for an educator?
A) Pressure her to participate in group activities immediately.
B) Listen to her empathetically, validate her situation, and offer small, meaningful actions.
C) Give her advice on how to “overcome” her sadness.
D) Ignore her emotions and focus only on her son.
Correct answer: B
2. Danylo, Anna's son, reflects sadness and confusion. What is a useful intervention to support their mother-son bond?
A) Force Anna to participate in activities with her son.
B) Separate the child from his mother so he can adapt more quickly.
C) Organize play spaces and joint activities where Anna can participate without pressure.
D) Ignore the mother-son relationship and focus only on the mother.
Correct answer: C
3. Nazar, a 12-year-old boy, avoids the local school, and his mother prioritizes online education in Ukraine. What is the first step for the social educator?
A) Force the child to attend without considering his emotions.
B) Initiate an empathetic dialogue with the mother to understand her perspective and concerns.
C) Criticize the mother for her defensive attitude.
D) Ignore online education and focus only on local schooling.
Correct answer: B
4. In Nazar's case, what is the best strategy to motivate him to attend school?
A) Explain only the legal obligations and punish absences.
B) Create a safe space, play activities, and foster connections with other Ukrainian children.
C) Force him to study without allowing him to express himself.
D) Focus the intervention solely on his academic performance.
Correct answer: B
5. In both cases (Anna and Nazar), a key principle is:
A) Imposing quick solutions to “solve” the problems.
B) Avoiding any emotional contact with the refugees.
C) Validating emotions, working progressively, and respecting the individual process.
D) Prioritizing only compliance with legal or educational norms.
Correct answer: C
6. Daria, a 65-year-old Ukrainian refugee, does not speak the language and has chronic illnesses. What is the educator's first appropriate action?
A) Assuming she understands how the healthcare system works.
B) Explaining to her progressively, with translation, how the healthcare system works and the necessary procedures.
C) Taking her directly to the doctor's office without explanation.
D) Deciding for her what medication she should take.
Correct answer: B
7. In monitoring Daria, an educator should:
A) Withdraw all support immediately to promote rapid independence.
B) Observe her health status, monitor her medication, and provide support gradually according to her needs.
C) Ignore her eating and sleeping habits.
D) Pressure her to participate in all social activities without interruption.
Correct answer: B
8. Mischa, a Ukrainian man with a physical disability, is looking for a job in Spain. What attitude should the counselor adopt?
A) Blame him for not wanting to accept a job.
B) Force him to accept the job without considering his fears
C) Listen actively, provide information about the position, and reinforce his strengths without pressuring him
D) Minimize his previous work experience in Ukraine.
Correct answer: C
9. Before the job interview, the professional should:
A) Prepare Mischa by explaining the process, simulating the interview, and anticipating possible difficulties.
B) Expect him to learn how to conduct an interview on his own.
C) Only speak with the company about his abilities, without informing Mischa.
D) Avoid reviewing job functions or necessary documentation.
Correct answer: A
10. In both cases (Daria and Mischa), a key principle of intervention is:
A) Impose tasks and decisions to accelerate integration.
B) Avoid all emotional interaction so as not to interfere.
C) Focus solely on fulfilling legal or employment requirements without considering emotions.
D) Respect timelines, foster autonomy, active listening, and progressive support.
Correct answer: D
- Aranzadi Law Firm. Karnov Group. Practical Manual of Immigration, Asylum, and Refugee Law. Bosch Publishing, 2025.
- CITE Aragón. Labor Guide for Migrants. January 2025.
- Monteros S. and Lizancos E. An Intercultural Perspective on Child Breeding. 2022.
- Jaramillo, L., García S., Coy E., Manual of Good Practices for Case Management of Migrants, Refugees, and Returnees. University of the Andes. 2022.
Simulated asylum interviews, interagency coordination role-plays, and group analysis of real cases are recommended to strengthen decision-making and person-centred approaches. Workshops on designing intervention plans, community resource mapping, and guided ethical reflection exercises based on complex scenarios are also highly effective.
Recommended downloadable materials include asylum procedure guides, international protection manuals, intervention plan templates, and psychosocial needs assessment sheets. Practice reports, documented case studies, and intercultural awareness resources are also valuable to support the practical application of knowledge.