Children and Adolescents in Conflict and Displacement

Bennouna, Cyril; Stark, Lindsay; Wessells, Michael G.

doi:10.1007/978-3-030-45278-0_2

Cited by 15 publications

(9 citation statements)

References 87 publications

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“…Indeed, scholars have argued for expanding the adverse childhood experiences framework to account for the unique stressors associated with immigration and especially for children and adolescents that are the most susceptible to anti-immigrant policies and discourse, such as those with unauthorized or temporary protected statuses, as well as asylum-seekers and refugees [18]. While refugees are relatively more insulated from immigration enforcement, they have routinely been targeted by xenophobic rhetoric and restrictive policies, especially those originating from the Middle East and North Africa (MENA) region, who have often also had to overcome exposure to armed conflict, forced displacement, and family separation [19]. The number of stressful life events that refugee minors experience is the most robust predictor of internalizing behavior and traumatic stress reactions, compared with factors such as age, gender, and social group, with indications that stressful life events adversely impact adolescents in a dose-dependent manner [20].…”

mentioning

confidence: 99%

Correlates of Suicide Ideation and Resilience Among Native- and Foreign-Born Adolescents in the United States

Stark

Seff

et al. 2022

Journal of Adolescent Health

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Nearly 20% of U.S. adolescents have considered suicide. Yet, gaps remain in understanding correlates of resilience and suicide risk, especially among populations born outside the United States who may face unique migration-and acculturation-related stressors. This study adds to the literature by exploring correlates of suicide ideation among a diverse population. Methods: This study analyzes quantitative data (N ¼ 357) from the Study of Adolescent Lives after Migration to America, in Detroit and Harrisonburg. More than 40% of the sample was born outside the United States, with the majority born in the Middle East and North Africa. Path analysis was used to model dual outcomes of resilience and suicide ideation using measures of hope, school belonging, stressful life events, and being born outside the United States. Results: Suicide ideation and resilience were negatively correlated (ß ¼ -.236[.069]; p < .001). Adolescents with greater hope (ß ¼ .367; p < .001) and school belonging (ß ¼ .407; p < .001) reported higher resilience, while lower levels of school belonging correlated with higher levels of suicide ideation (ß ¼ -.248; p ¼ .009). More stressful life events were associated with suicide ideation (ß ¼ .243; p < .001), while fewer were correlated with resilience (ß ¼ -.106; p ¼ .003). Being born outside the United States was associated with suicide ideation (ß ¼ .186; P-.015), with this finding driven by those from the Middle East and North Africa region, who faced significantly increased risk of suicide ideation (ß ¼ .169; p ¼ .036). Conclusions: Findings suggest that adolescents born in the Middle East and North Africa region may represent a vulnerable group needing targeted and culturally responsive interventions to destigmatize mental health and psychosocial well-being, boost existing sources of resilience, and encourage help-seeking behaviors.

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confidence: 99%

Correlates of Suicide Ideation and Resilience Among Native- and Foreign-Born Adolescents in the United States

Stark

Seff

et al. 2022

Journal of Adolescent Health

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“…4 Mailman School of Public Health, Columbia University, New York, USA. 5 Qatar Foundation International, Washington, D.C., USA. 6 Department of Political Science, Brown University, Providence, USA.…”

Section: Fundingmentioning

confidence: 99%

“…The same year, over a quarter of the 24,800 refugees resettled in the U.S. had originally fled countries such as Iraq and Syria [ 2 ] in the Middle East and North Africa (MENA) region. Various studies have documented the heightened mental health and psychosocial wellbeing risks among forcibly displaced children and adolescents [ 3 – 5 ]. If left unattended, these risks may impact adolescents’ life course by compromising the development of problem-solving, coping, and relationship-building skills and disrupting identity formation [ 3 , 4 , 6 – 8 ].…”

Section: Introductionmentioning

confidence: 99%

Supporting mental health and psychosocial wellbeing through social and emotional learning: A participatory study of conflict-affected youth resettled to the U.S.

et al. 2021

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Background A growing literature has drawn attention to the central role that schools play in supporting the adjustment of resettled refugee youth and promoting their mental health and psychosocial wellbeing. In particular, the recent proliferation of school-based social and emotional learning (SEL) initiatives presents an opportunity to strengthen supports for resettled adolescents. This participatory research study aims to understand how high school students resettled from countries in the Middle East and North Africa region are experiencing the challenges and opportunities of acculturation and the ways in which they believe schools can better support them in this process. Methods We analyzed primary data collected during focus group discussions as part of the SALaMA study. During these discussions, we used participatory ranking methodology to elicit adolescents’ suggestions on how high schools can better support students both academically and psychosocially after resettlement. Fourteen focus group discussions were held with male (n = 38) and female (n = 31) adolescents aged 14–20 years, who were selected purposively across six public high schools in Harrisonburg, Virginia, Austin, Texas, and Detroit, Michigan. Participants offered suggestions and then ranked them in order of importance using consensus ranking. Results Thematic analysis of the PRM results across sites produced a wealth of suggestions centered around three broad themes, namely: skills related to navigating social and academic challenges, culturally responsive teaching, and socially and culturally equitable learning environments. Conclusions Findings reported illustrate limitations of the conventional, universal SEL model and shed light on how schools can adapt transformative SEL strategies to serve their students better, especially newcomers from conflict-affected countries.

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“…The same year, over a quarter of the 24,800 refugees resettled in the U.S. had originally ed countries such as Iraq and Syria (2) in the Middle East and North Africa (MENA) region. Various studies have documented the heightened mental health and psychosocial wellbeing risks among forcibly displaced children and adolescents (3)(4)(5). If left unattended, these risks may impact adolescents' life course by compromising the development of problem-solving, coping, and relationship-building skills and disrupting identity formation (3,4,(6)(7)(8).…”

Section: Introductionmentioning

confidence: 99%

Supporting Mental Health and Psychosocial Wellbeing Through Social and Emotional Learning: A Participatory Study of Conflict-Affected Youth Resettled to the U.S.

Stark

Robinson

Gillespie

et al. 2021

Preprint

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Background A growing literature has drawn attention to the central role that schools play in supporting the adjustment of resettled refugee youth and promoting their mental health and psychosocial wellbeing. In particular, the recent proliferation of school-based social and emotional learning (SEL) initiatives presents an opportunity to strengthen supports for resettled adolescents. This participatory research study aims to understand how high school students resettled from countries in the Middle East and North Africa region are experiencing the challenges and opportunities of acculturation and the ways in which they believe schools can better support them in this process.Methods We analyzed primary data collected during focus group discussions as part of the SALaMA study. During these discussions, we used participatory ranking methodology to elicit adolescents’ suggestions on how high schools can better support students both academically and psychosocially after resettlement. Fourteen focus group discussions were held with male and female adolescents (14-20 years), selected purposively across six public high schools in Harrisonburg, Virginia, Austin, Texas, and Detroit, Michigan. Participants offered suggestions and then ranked them in order of importance using consensus ranking.Results Thematic analysis of the PRM results across sites produced a wealth of suggestions centered around three broad themes, namely: skills related to navigating social and academic challenges, culturally responsive teaching, and socially and culturally equitable learning environments. Conclusions Findings reported illustrate limitations of the conventional, universal SEL model and shed light on how schools can adapt transformative SEL strategies to serve their students better, especially newcomers from conflict-affected countries.

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Children and Adolescents in Conflict and Displacement

Cited by 15 publications

References 87 publications

Correlates of Suicide Ideation and Resilience Among Native- and Foreign-Born Adolescents in the United States

Correlates of Suicide Ideation and Resilience Among Native- and Foreign-Born Adolescents in the United States

Supporting mental health and psychosocial wellbeing through social and emotional learning: A participatory study of conflict-affected youth resettled to the U.S.

Supporting Mental Health and Psychosocial Wellbeing Through Social and Emotional Learning: A Participatory Study of Conflict-Affected Youth Resettled to the U.S.

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