Migration and Relocation Trauma of Young Refugees and Asylum Seekers: Awareness as Prelude to Effective Intervention

Barowsky, Ellis I.; McIntyre, Thomas

doi:10.1080/00094056.2010.10523138

Cited by 15 publications

(11 citation statements)

References 65 publications

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“…The findings of this study confirm what other studies have found (see, for example, Barowsky & McIntyre, 2010;Bhattacharya, 2000;Hamilton & Moore, 2004;Kanu, 2008;Stewart, 2011Stewart, , 2014aStewart, , 2014b, which is that recently arrived refugee parents want to partner with school personnel to support their children's success in school. However, the findings also suggest that the dominant conceptual model used by educators to frame "parental involvement" (Epstein et al, 2009), is largely regarded as hegemonic (Cranston & Crook, 2020), which is not only limiting, but may serve to regulate parental behaviours toward their children.…”

Section: Discussionsupporting

confidence: 89%

“…As was previously stated, schools, as largely public, social institutions, play a significant role in socializing recently arrived refugees and their parents in a novel context (Ager & Strang, 2008;Barowsky & McIntyre, 2010;Bhattacharya, 2000;Hamilton & Moore, 2004;Kanu, 2008;Stewart, 2011Stewart, , 2014aStewart, , 2014bYau, 1996). As such, there are social connections that refugee parents make with the adults who teach their children and the other families who form the community or the ecosystem of the school.…”

Section: A Framework For Socially Connected Refugee Parental Engagementmentioning

confidence: 98%

“…In the case of recently arrived refugees, research findings suggest that, without parental involvement in their schooling, refugee children are at greater risk of failing both socially and academically (Hamilton & Moore, 2004). The positive relationships that have the potential to be formed between school personnel and parents are critical to a refugee child's in-school successes (Barowsky & McIntyre, 2010;Bhattacharya, 2000;Kanu, 2008;Stewart, 2011Stewart, , 2014aStewart, , 2014b. According to Rah and colleagues (2009), increasing parental involvement in children's educational experiences is, in general, associated with increasing indices related to student success.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education

Cranston

Labman

Crook

2021

CJE/RCE

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The involvement of refugee parents in their children’s education is crucial for academic success and social integration. However, school personnel often seem to struggle to find approaches that will increase recently arrived refugee parents’ involvement with the school. While refugee parents are not a homogenous group, many face uniquely similar and intersecting challenges. Using a qualitative research approach, specifically semi-structured interviews, this study examines the perceptions of one group of Arabic-speaking, recently arrived refugee parents’ perceptions of being and becoming involved in their children’s education after their arrival in Canada. The findings suggest the following factors act as barriers to their involvement: (1) limited language proficiency, (2) competing basic needs, (3) lack of homework, (4) teachers’ limited cross-cultural and interreligious understanding, and (5) sexual health education being a contested shared space. While the findings illuminate what some recently arrived refugee parents regard as barriers, the discussion challenges educational leaders and policy makers to critically question the dominant, normative model of parental involvement that is employed and recommends they reframe their conceptions of parental involvement as social engagement with a school community. Such a reframing may better support recently arrived refugee parents’ integration into their new home country. Keywords: parental involvement, recently arrived refugees, integration

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Section: Discussionsupporting

confidence: 89%

Section: A Framework For Socially Connected Refugee Parental Engagementmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education

Cranston

Labman

Crook

2021

CJE/RCE

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“…Exposure to living in war-affected regions and violent environments has been known to affect the mental health of Latino migrants and refugees (Fong, 2007 ; Fortuna et al, 2008 ; Yearwood et al, 2007 ), resulting in PTSD and depression (Rasmussen et al, 2012 ). The literature (Barowsky & McIntyre, 2010 ; Fong, 2007 ; Fortuna et al, 2008 ; Rasmussen et al, 2012 ; Yearwood et al, 2007 ), shows that depression and PTSD have been noted in children and adolescent asylum seekers fleeing from civil conflict or war affected regions and that there is an average of 9 years, of pre-migration PTSD onset (Rasmussen et al, 2012 ). PTSD onset has been challenging to measure due to migration circumstances that make assessment difficult (Smid et al, 2011 ).…”

Section: Migration As a Tripartite Processmentioning

confidence: 99%

Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors

Franco

2018

Child Adolesc Soc Work J

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This article explores migration trauma among Mexican and Central American unaccompanied refugee minors (URM) with the purpose of developing an understanding of migration as a tripartite process consisting of: pre-migration exposure to traumatic stressors, in-journey stressors, and post-migration stressors. The migration experience of these youth may be subjectively different depending on a wide range of factors. The complexities of migration are explored as a traumatic, tripartite process. These three salient components of migration may act as precursors, often resulting in psychological sequelae such as: post-traumatic stress disorder (PTSD), anxiety, and depression. Of all migrant groups, URM are more likely to develop psychiatric symptoms. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive Behavioral Intervention for Trauma in Schools (CBITS), and Mental Health for Immigrants Program (MHIP) are among the most effective interventions in the treatment of PTSD, anxiety, and depression in refugee minors. Social workers in schools are in unique positions to provide mental health services to URM. A case example illustrating a cultural adaptation of TF-CBT in an urban public high school is included. Clinical implications of culturally responsive and trauma-informed treatment of URM in schools will be discussed. Additionally, this article will emphasize the importance of bridging the gap between research and culturally responsive, trauma-informed interventions for URM in schools.

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“…Socio-economic deprivation is associated with learning, emotional and behavioral difficulties in minority youth as it is in the rest of the population (Coutinho, Oswald, Best, & Forness, 2002). Added to this are specific factors for recently arrived refugee and immigrant children and youth, such as premigratory exposure to trauma and migration-related losses that must be taken into account as they may significantly influence school adjustment and academic trajectory (Barowsky & McIntyre, 2010). In the field of ethnic studies, the ethnic and racial biases underlying referral to special classes have been studied extensively in the United States over the last 20 or 30 years.…”

Section: Introductionmentioning

confidence: 99%

Emotional and Behavioral Difficulties and Academic Achievement in Immigrant Adolescents in Special Education

Rousseau

Mustafa²,

Beauregard

2015

WJE

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The literature emphasizes that the school environment is a key factor for the mental health and academic achievement of immigrant and refugee children. However, few studies examined the role of school environment and peer relationships for these youth attending a special education class. The aim of this paper is to study the association between emotional difficulties and academic performance and their correlates in first and second generation immigrants assigned to a special class in a multiethnic environment. The results emphasize the need to adopt an eco-systemic model to understand the complex and probably bidirectional relations between the mental health symptoms and academic performance in immigrant adolescents identified as having difficulties by the school system. The salience of peer relations and classroom environment suggests that schools need to promote positive school-based relationships to improve immigrant adolescent mental health.

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Migration and Relocation Trauma of Young Refugees and Asylum Seekers: Awareness as Prelude to Effective Intervention

Cited by 15 publications

References 65 publications

Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education

Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents’ Understandings of Involvement in Their Children’s Education

Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors

Emotional and Behavioral Difficulties and Academic Achievement in Immigrant Adolescents in Special Education

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