Resilience of children with refugee statuses: A research review.

Abstract

Over the past several decades, an increasing number of refugee children and families have involuntarily migrated to countries around the world to seek safety and refuge. As the refugee population increases, it is becoming more important to understand factors that promote and foster resilience among refugee youth. The present review examines the past 20 years of resilience research with refugee children to identify individual, family, school, community, and societal factors fostering resilience. This review highlights various factors that promote resilience among refugee children, including social support (from friends and community), a sense of belonging, valuing education, having a positive outlook, family connectedness, and connections to home culture. Recommendations for interventions and programs to promote resilience as well as future directions for resilience research are discussed.

International Perspectives On Trauma And Resilience Among Immigrant Students

“…The importance of families-not simply parents-was made apparent in this research, and our results echo the work of Castro and Murray (2010), Ni, Li, and Zhao (2014), and Pieloch, McCullough and Marks (2016) in pointing to the importance of families in explaining the stress and efforts to cope that immigrant students experience. Frujas Amthor and Roxas (2016) have reviewed significant research suggesting that separation from extended families can be a major source of stress and trauma for immigrating students.…”

“…In their literature review, Pieloch, McCullough & Marks (2016) organized factors into individual, family, school, community and societal categories, but we found that our organization might be more relevant to work with immigrant students in educational settings.…”

“…Policy from the World Health Organization views resilience as something that embraces positive adaptation, with protective factors and assets that moderate risk factors and therefore reduce the impact of risk on outcomes (Windle, 2010). Pieloch, McCullough & Marks (2016) reviewed the factors that appeared to be supporting resiliency from 20 years of research. Organizing these factors into individual, family, school, community and societal categories, they found that social support (from friends and community), a sense of belonging, valuing education, having a positive outlook, family connectedness, and connections to home culture were critical.…”

Türkiye’deki Suriyeli üniversite öğrencilerinde yılmazlık

“…The existence of social support is vital for the resilience of the immigrant group (Pieloch, McCullough, & Marks, 2016). However, immigrants often face various prejudices such as ethnocentrisms, racism and economic discrimination (Ellis, MacDonald, Klunk-Gillis, Lincoln, Strunin, & Cabral, 2010;Yakushko & Morgan, 2012).…”

„Allt sem ég þrái“: Menntun og skólaganga barna sem leita alþjóðlegrar verndar á Íslandi

“…Auk menntunar, og í samraemi við lög og námskrár íslenskra skóla, þá gefur skólinn börnum taekifaeri til að umgangast jafningja og eignast nýja vini (McCarthy og Marks, 2010; Perez-y-Perez, Marin, Joseph og Evans, 2011; Tonheim o.fl., 2015). Samskipti við skólafélaga geta haft góð áhrif á vellíðan barnanna ef vel tekst til en framkoma skólafélaga við þau skiptir þau miklu máli (Correa-Velez, Gifford og Barnett, 2010; Fazel, 2015; Kia-Keating og Ellis, 2007;Pacione, Measham og Rousseau, 2013;Pastoor, 2015;Pieloch, McCullough og Marks, 2016;Spicer, 2008). Einnig getur þátttaka í tómstundastarfi veitt þessum hópi barna útrás og stuðlað að baettri sálfélagslegri vellíðan þeirra (Beirens, Hughes, Hek og Spicer, 2007;Kalksma-Van Lith, 2007;Tonheim o.fl., 2015).…”