Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors

Fazel, Mina; Reed, Ruth; Panter‐Brick, Catherine; Stein, Alan

doi:10.1016/s0140-6736(11)60051-2

Cited by 1,151 publications

(1,117 citation statements)

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“…Thus, integrated care targeting both physical and mental health might be effective for NKRs. The sex differences in the occurrence of different psychiatric symptoms among NKRs are consistent with previous findings on refugees’ mental health (Fazel et al, 2012): female sex was found to be a risk factor for emotional problems, such as depression and anxiety, while male sex was a risk for behavioural problems, such as substance abuse. We also identified older age as a robust risk factor for mental health problems, especially among adult NKRs.…”

Section: Discussionsupporting

confidence: 90%

“…These results must be interpreted with caution, given the difficulties in differentiating aging, period, and cohort effects as well as other confounding factors (Fazel et al, 2012). For NKR youths, four studies noted no significant relationship between age and mental problems such as depression, anxiety, and PTSD (Cho et al, 2011; Choi et al, 2011; Emery et al, 2015; Y. Kim, 2013), while the remaining two studies showed more internalizing problems and interpersonal difficulties among older youths than younger ones (Baek et al, 2007; Kim & Shin, 2015).…”

Section: Resultsmentioning

confidence: 98%

“…We then categorized the associated risk and protective factors into three domains: pre-settlement factors (educational background, traumatic events, immigration process), post-settlement factors (time since resettlement, acculturative stress, social support, family relationships, socioeconomic status), and personal factors (individual characteristics, sex, age, condition). After that, we identified consistent risk and protective factors using an approach employed in previous systematic reviews (Cannon, Jones, & Murray, 2002; Fazel, Reed, Panter-Brick, & Stein, 2012): only those factors that were consistently found to be associated with mental health outcomes in the same direction in three or more studies were included. When at least one study reported the opposite association between the same factor and mental health outcome, the factor was excluded.…”

Section: Methodsmentioning

confidence: 99%

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Mental health status of North Korean refugees in South Korea and risk and protective factors: a 10-year review of the literature

Lee¹,

Lee²,

Park³

2017

European Journal of Psychotraumatology

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Background: North Korean refugees (NKRs) are often exposed to traumatic events in North Korea and during their defection. Furthermore, they face sociocultural barriers in adapting to the new society to which they have defected. Objective: To integrate previous findings on this mentally vulnerable population, we systematically reviewed articles on the mental health of NKRs in South Korea. Method: We searched for empirical studies conducted in the last 10 years in six online databases (international journals: Embase, PubMed, Scopus, Web of Science; Korean journals: DBPIA, KMbase) through June 2017. Only quantitative studies using new empirical data on the mental health of NKRs were included. We summarized the 56 studies ultimately selected in terms of NKRs’ mental health status and three domains of associated factors: pre- and post-settlement factors and personal factors. Results: NKRs had a high prevalence and severity of psychiatric symptoms, particularly post-traumatic stress disorder and depression. We identified nine risk factors consistently found in previous studies, including traumatic experience, longer stay periods in third country, forced repatriation, acculturative stress, low income, older age, poor physical health, and female and male sex, as well as four protective factors, including educational level in North Korea, social support, family relationship quality, and resilience. Conclusions: We suggest that future studies focus on the causal interactions between different risk and protective factors and mental health outcomes among NKRs from a longitudinal perspective. Furthermore, comprehensive policies for NKRs’ psychological adaptation are needed, particularly the development of evidence-based mental health interventions.

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Section: Discussionsupporting

confidence: 90%

Section: Resultsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Mental health status of North Korean refugees in South Korea and risk and protective factors: a 10-year review of the literature

Lee¹,

Lee²,

Park³

2017

European Journal of Psychotraumatology

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“…The protective role of school belonging in relation to positive wellbeing outcomes has also been found in other studies (e.g., Fazel, Reed, Panter--Brick, & Stein, 2012;Rousseau, Drapeau, & Platt, 2004;Sujoldzic et al, 2006).…”

Section: Introductionsupporting

confidence: 76%

Experiences of School Belonging for Young Children With Refugee Backgrounds

Due

Riggs

Augoustinos

2016

The Educational and Developmental Psychologist

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Previous research with adolescents with refugee backgrounds living in countries of resettlement has found that school belonging impacts upon a range of wellbeing and developmental outcomes, including mental health, peer relationships, self esteem and self efficacy, and academic achievement.However, very little research has explored school belonging in younger children with refugee backgrounds (that is, less than 13 years of age). In this paper, we report on a participatory research project concerning the experiences and understandings of school belonging with 15 children with refugee backgrounds (aged five to 13 years old), who had been living in This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9Australia for less than 12 months. The research aimed to explore experiences of school and school belonging from the perspective of children, and utilized photo elicitation techniques. The study found that refugee children were able to create a sense of school belonging through aspects of the school environment that reflected their identity and values, and through their relationships with their peers and teachers. In conclusion, we highlight the importance of ensuring that schools create spaces for refugee students to demonstrate their knowledge, values and skills at school, and to ensure that strategies to promote school belonging in refugee students take into account their experiences and identity. IntroductionIn 2015, the office for the United National High Commissioner for Refugees (UNHCR) reported that there were nearly 20 million refugees world--wide, over half of whom were under 18. This is the highest number of refugees since World War II (UNHCR, 2015). While only a proportion of these young people and their families will be moved to a resettlement country, it is nevertheless vitally important that resettlement countries have an evidence base upon which to draw when providing settlement services and support to young people with refugee backgrounds. This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9In resettlement countries such as Australia, school is one of the primary places where newly arrived refugee students will connect with their community, build relationships, and establish a sense of belonging in their new country (Woods, 2009;Matthews, 2008; Correa--Velez, Gifford, & Barnett, 2010;Mace, Mulheron, Jones, & Cherian, 2014;de Heer, Due, & Riggs, 2016). As such, school belonging plays a crucial role in establishing a sense of social inclusion, positive wellbeing and the development of peer relationships for refugee young people from the beginning of their resettlement (Correa--Velez, et al., 2010;de Heer, et al., 2016; Woods, 2009).However, while there is a body of research that has explored school belonging in adolescents in general (Van Ryzin, Gravely, & Roseth, 20...

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“…Dit risico was groter bij kinderen die geweld hebben meegemaakt en bij kinderen waarvan de moeder gediagnosticeerd is met post-traumatische stress stoornis (PTSS) of depressie (Goosen et al, 2014). Verder is de mate waarin het kind van asielzoekers blootgesteld is geweest aan geweld een bepalende factor: heeft het kind veel geweld meegemaakt, dan heeft het kind vaker psychische problemen (Fazel et al, 2012).…”

Section: Sociaal Economische Status (Ses)unclassified

JGZ-richtlijn Psychosociale problemen

Wolff

Theunissen

Rooijen

2017

Tijdschr Jeugdgezondheidsz

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De richtlijn is bedoeld voor artsen en verpleegkundig(en)(specialist) werkzaam in de JGZ, in deze richtlijn de JGZ-professionals. Daar waar jeugdarts staat kan ook verpleegkundig specialist gelezen worden. Daar waar ouders staat, kan ook verzorgers of naasten worden gelezen. Taken van de JeugdgezondheidszorgGestart wordt met een korte schets van de taken van de jeugdgezondheidszorg en welke plaats het opsporen van psychosociale problemen heeft binnen het takenpakket.Aandacht voor gezond opgroeien en opvoeden Sinds 1 januari 2015 is het Basispakket JGZ ingevoerd; dit Basispakket stelt vaccinaties, screeningen, monitoring en signalering actief ter beschikking. Hoewel dergelijke activiteiten er voor alle jeugdigen moeten zijn, kan de uitvoering ervan per kind of jongere variëren. Dit is 5 afhankelijk van de specifieke behoefte en situatie van kind, gezin en omgeving. Waar nodig wordt voorlichting, advies, begeleiding en toeleiding naar zorg gegeven. Met uitleg en advies (ontwikkelingsgerichte informatie) kan de JGZ zorgen wegnemen en de situatie normaliseren, en zo bijdragen aan het versterken van eigen kracht en onnodige medicalisering helpen tegengaan. Hiermee wordt voorkomen dat alledaagse problemen ten onrechte bij zware, specialistische zorg terechtkomen, maar ook dat problemen ten onrechte niet behandeld worden, waardoor in een later stadium juist een extra beroep op gespecialiseerde zorg nodig zou zijn. Voorkomen van risico's en psychosociale problemenEen onderdeel van de taken van de JGZ is het volgen van de (psychosociale) ontwikkeling van kinderen en jeugdigen tussen 0 en 18 jaar. In de JGZ staat de lichamelijke, psychosociale en cognitieve ontwikkeling in samenhang met de omgeving (gezin, onderwijs en vrije tijd) centraal. Hierbij past een brede integrale benadering van kinderen en jeugdigen, vanuit een biopsychosociaal perspectief . Volgens deze benadering zijn zowel biologische (denk aan aanleg en erfelijkheid), psychologische (persoonlijkheid) als sociale aspecten (omgeving, gezin, opvoedsituatie) van invloed op het ontstaan en beloop van problemen. Vaak zijn er meerdere factoren die hierbij een rol spelen, bovendien kunnen factoren elkaars effect versterken. Wanneer een biologisch-genetische kwetsbaarheid aanwezig is, kan onder invloed van omgevingsfactoren een preklinische of prodromale fase ontstaan. In die fase zijn er nog geen signalen waarneembaar. Als de ongunstige interactieprocessen doorgaan, kunnen de eerste symptomen of problemen ontstaan. Preventie van gevolgen van opkomende problemen is vooral van belang in de fase dat klachten, problemen, symptomen (nog) niet zijn uitgekristalliseerd tot een classificeerbare diagnose. Immers, er kan ook al sprake zijn van (beginnende) lijdensdruk dan wel een stagnerende ontwikkeling nog vóórdat er een formele diagnose gesteld kan worden. De JGZ biedt een uniek kader om deze beginnende problemen positief te beïnvloeden in een vroeg stadium. Instrumenten en klinische blikInstrumenten zoals vragenlijsten en protocollen kunnen een goed hulpmiddel zijn in de ...

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Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors

Cited by 1,151 publications

References 85 publications

Mental health status of North Korean refugees in South Korea and risk and protective factors: a 10-year review of the literature

Mental health status of North Korean refugees in South Korea and risk and protective factors: a 10-year review of the literature

Experiences of School Belonging for Young Children With Refugee Backgrounds

JGZ-richtlijn Psychosociale problemen

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