BackgroundMental health and psychosocial wellbeing are key concerns in displaced populations. Despite urban refugees constituting more than half of the world's refugees, minimal attention has been paid to their psychosocial wellbeing. The purpose of this study was to assess coping behaviour and aspects of resilience amongst refugees in Kathmandu, Nepal.MethodsThis study examined the experiences of 16 Pakistani and 8 Somali urban refugees in Kathmandu, Nepal through in-depth individual interviews, focus groups, and Photovoice methodology. Such qualitative approaches enabled us to broadly discuss themes such as personal experiences of being a refugee in Kathmandu, perceived causes of psychosocial distress, and strategies and resources for coping. Thematic network analysis was used in this study to systematically interpret and code the data.ResultsOur findings highlight that urban refugees' active coping efforts, notwithstanding significant adversity and resulting distress, are most frequently through primary relationships. Informed by Axel Honneth's theory on the struggle for recognition, findings suggest that coping is a function beyond the individual and involves the ability to negotiate recognition. This negotiation involves not only primary relationships, but also the legal order and other social networks such as family and friends. Honneth's work was used because of its emphasis on the importance of legal recognition and larger structural factors in facilitating daily coping.ConclusionsUnderstanding how urban refugees cope by negotiating access to various forms of recognition in the absence of legal-recognition will enable organisations working with them to leverage such strengths and develop relevant programmes. In particular, building on these existing resources will lead to culturally compelling and sustainable care for these populations.

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Background Trauma‐focused cognitive behavioral therapy (TF‐CBT) has been identified as a gold standard treatment for childhood posttraumatic stress disorder (PTSD) in Western countries. More recently, TF‐CBT has emerged in the literature as an area of interest for children and youth affected by conflict and war in low‐ and middle‐income countries (LMIC). Methods The present systematic review assesses the current evidence base of TF‐CBT for children and youth in LMIC, with a focus on conflict‐affected countries. A total of 143 articles were identified, of which 11 articles, representing 1,354 participants, met the proposed inclusion criteria. Results Results showed that the majority of the studies identified were conducted in low‐resource community settings in East or Central Africa (n = 8). It was also found that cultural considerations were taken into account in TF‐CBT delivery to meet the needs of local populations. Additionally, measures were translated and validated for local use. Conclusions Findings of outcome data indicated that TF‐CBT was effective in treating trauma‐related symptoms and improving psychosocial functioning in children and adolescents in LMICs. Given the limited number of published literature available in this area, further studies are needed to conclude when and for whom trauma‐focused interventions are most relevant.

This paper discusses growth-promoting supervisory practices from the perspectives of women of color psychology trainees. Based on three personal narratives, we discuss the unique ways that supervisors invite the multiple salient identities of trainees into the supervisory relationship and engage in a mentorship approach tailored to each trainee. We discuss key themes that emerged across the three narratives: the importance of a supervisor pivoting between the role of the expert and the role of a learner, the value of embracing an attitude of shared responsibility toward promoting trainee growth, and the role of cultural humility in the supervisory relationship. We draw from various theories in framing our work, including Paulo Freire's theory of conscientização and Atkinson, Morten, and Sue's (1998) Five-Stage Model of Cultural/Racial Identity Development. We close with situating these impactful supervisory practices within the context of the American Psychological Association's (2015) "Guidelines for Clinical Supervision in Health Service Psychology."

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