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A systematic literature review of the relationship between parenting responses and child post-traumatic stress symptoms. Eur J Psychotraumatol 2023; 14:2156053. [PMID: 37052099 PMCID: PMC9788707 DOI: 10.1080/20008066.2022.2156053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Background: Parents are a key source of support for children exposed to single-incident/acute traumas and can thereby play a potentially significant role in children's post-trauma psychological adjustment. However, the evidence base examining parental responses to child trauma and child posttraumatic stress symptoms (PTSS) has yielded mixed findings.Objective: We conducted a systematic review examining domains of parental responding in relation to child PTSS outcomes.Method: Studies were included if they (1) assessed children (6-19 years) exposed to a potentially traumatic event, (2) assessed parental responses to a child's trauma, and (3) quantitatively assessed the relationship between parental responses and child PTSS outcomes. A systematic search of three databases (APAPsycNet, PTSDpubs, and Web of Science) yielded 27 manuscripts.Results: Parental overprotection, trauma communication, avoidance of trauma discussion and of trauma reminders, and distraction were consistently related to child PTSS. There was more limited evidence of a role for trauma-related appraisals, harsh parenting, and positive parenting in influencing child outcomes. Significant limitations to the evidence base were identified, including limited longitudinal evidence, single informant bias and small effect sizes.Conclusion: We conclude that key domains of parental responses could be potential intervention targets, but further research must validate the relationship between these parental responses and child PTSS outcomes.
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Sim A, Ahmad A, Hammad L, Shalaby Y, Georgiades K. Reimagining mental health care for newcomer children and families: a qualitative framework analysis of service provider perspectives. BMC Health Serv Res 2023; 23:699. [PMID: 37370152 PMCID: PMC10303766 DOI: 10.1186/s12913-023-09682-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 06/10/2023] [Indexed: 06/29/2023] Open
Abstract
BACKGROUND Persistent disparities in access to mental health care for refugee and immigrant children and their families pose unique challenges to policy and practice. This study examined service provider perspectives on the barriers and opportunities for improving mental health supports for newcomer children and families in Canada. METHODS Semi-structured individual and group interviews were conducted with 33 leadership and frontline staff from 14 organizations in the health, education, settlement, and social service sectors in Hamilton, Ontario. Interview data were analyzed using the framework method. RESULTS Participants described barriers at the systems, provider, and individual and family levels that prevented newcomer families from accessing and benefiting from mental health supports. Structural barriers included inadequate services and funding, complexity of systems, cultural tensions, and, lack of prevention and early identification. Provider-level barriers included lack of representation, mental health knowledge and cultural competency, and staff shortages and burnout. Individual and family-level barriers included lack of mental health literacy, primacy of settlement needs, stigma, fear, and the high threshold for help-seeking. Participants' recommendations for "reimagining care" related to newcomer engagement, person- and family-centered care, cultural responsiveness, mental health promotion and prevention, workforce diversity and development, collaborative and integrated care, and knowledge generation and uptake. CONCLUSIONS The intersection of structural, provider, and individual/family-level barriers reduce newcomer families' access to and effectiveness of mental health supports. Reducing disparities in mental health and access to care will require a paradigm shift in the way that mental health care is conceptualized and delivered to newcomer children and families.
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Affiliation(s)
- Amanda Sim
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada.
| | - Afreen Ahmad
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada
| | - Lina Hammad
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Yasmine Shalaby
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Katholiki Georgiades
- Department of Psychiatry and Behavioural Neurosciences, The Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
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Bozdağ F, Bilge F. Scale Adaptation for Refugee Children: Sense of School Belonging and Social Contact. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221094402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Faruk Bozdağ
- Depermant of Educational Sciences, Istanbul University-Cerrahpaşa, Istanbul, Turkey
| | - Filiz Bilge
- Depermant of Educational Sciences, Hacettepe University, Ankara, Turkey
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Davis SH, Winer JP, Gillespie SC, Mulder LA. The Refugee and Immigrant Core Stressors Toolkit (RICST): Understanding the Multifaceted Needs of Refugee and Immigrant Youth and Families Through a Four Core Stressors Framework. ACTA ACUST UNITED AC 2021; 6:620-630. [PMID: 34258385 PMCID: PMC8267510 DOI: 10.1007/s41347-021-00218-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 06/13/2021] [Accepted: 06/30/2021] [Indexed: 12/24/2022]
Abstract
Research indicates that refugee and immigrant youth commonly face four core stressors during resettlement in a new country and culture: trauma, acculturative stress, resettlement stress, and isolation. This Four Core Stressors framework can be used to educate providers about these populations’ unique needs and support assessment of relevant socioecological factors influencing health. To facilitate education, training, and dissemination of this framework and complement existing provider resources, we developed the Refugee & Immigrant Core Stressors Toolkit (RICST), a free, web-based toolkit that provides an overview of the Four Core Stressors framework, assessment questions across the four domains, scaffolding to identify needs and points of triage, and recommended interventions. Public hosting of the RICST via REDCap began in March 2018. In addition to the toolkit, users are prompted to provide location of service delivery, intended purpose of use, and interface feedback. Between March 2018 and October 2020, the RICST was used over 2300 times across 6 continents. Most providers used the toolkit to learn more about the needs of refugee and immigrant youth in general, and several noted that it is a valuable educational tool for staff unfamiliar with these populations. Open-ended qualitative feedback indicated high usability. Amidst historically high levels of forced displacement, tools to support provider effectiveness in working with these populations are increasingly needed. The RICST shows promise as an educational, assessment, and treatment-planning tool for providers working with refugee and immigrant families globally. Future directions include location-specific resource mapping and culture-specific intervention strategies.
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Affiliation(s)
- Seetha H. Davis
- Trauma and Community Resilience Center, Boston Children’s Hospital, Boston, MA USA
| | - Jeffrey P. Winer
- Trauma and Community Resilience Center, Boston Children’s Hospital, Boston, MA USA
| | - Sarah C. Gillespie
- Institute of Child Development, University of Minnesota, Minneapolis, MN USA
| | - Luna A. Mulder
- Trauma and Community Resilience Center, Boston Children’s Hospital, Boston, MA USA
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5
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Seff I, Gillespie A, Bennouna C, Hassan W, Robinson MV, Wessells M, Allaf C, Stark L. Psychosocial Well-Being, Mental Health, and Available Supports in an Arab Enclave: Exploring Outcomes for Foreign-Born and U.S.-Born Adolescents. Front Psychiatry 2021; 12:632031. [PMID: 33897491 PMCID: PMC8060490 DOI: 10.3389/fpsyt.2021.632031] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 03/15/2021] [Indexed: 11/21/2022] Open
Abstract
Introduction: Few studies have assessed the impact of displacement, resettlement, and discrimination on well-being outcomes for adolescent refugees resettled within the U.S. Conducted in three charter schools in the intergenerational Arab enclave of the Detroit Metropolitan Area, this mixed-methods study assessed the mental health and psychosocial support for both U.S.- and foreign-born adolescents from the Middle East and North Africa region. Methods: A quantitative survey was used to collect data on 176 students. Key outcomes included hope, prosocial behaviors, resilience, depressive, anxiety, externalizing symptoms, stressful life events, perceived social support, and sense of school belonging. Differences in outcomes between U.S.- and foreign-born students were compared using T-tests. Regression analysis explored whether outcomes were gendered and correlated with years in the U.S. for foreign-born students. Qualitative data collection included key informant interviews with school staff and community service providers, student focus group discussions, and caregiver interviews. Interview transcripts were analyzed using thematic analysis and the constant comparative method. Results: No statistically significant differences between the foreign-born and U.S.-born groups were observed. However, analysis revealed that resilience decreased for male students with time spent in the U.S. Qualitative themes illuminated these results; shared cultural heritage allowed newcomer students to access relevant language and psychosocial support, while inter- and intra-group peer relationships strengthened students' dual language skills and identity formation. However, shifting gender expectations and role hierarchies for newcomer students revealed boys' increased stressors in the family domain and girls' better accessed support in the school context. Conclusion: The existence of an immigrant paradox in this enclave setting was not supported. Instead, findings highlight the reciprocal value of peer-based mentorships and friendships between U.S.- and foreign-born students with similar cultural backgrounds, the importance of social and emotional curricula and cultural competency training within schools, and the gendered effects of acculturation.
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Affiliation(s)
- Ilana Seff
- Mailman School of Public Health, Columbia University, New York City, NY, United States
| | - Alli Gillespie
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
| | - Cyril Bennouna
- Department of Political Science, Brown University, Providence, RI, United States
| | - Wafa Hassan
- Global Educational Excellence, Ann Arbor, MI, United States
| | - Mackenzie V Robinson
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
| | - Michael Wessells
- Mailman School of Public Health, Columbia University, New York City, NY, United States
| | - Carine Allaf
- Qatar Foundation International, Washington, DC, United States
| | - Lindsay Stark
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
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Farina AS, Kremer K, Maynard B, Mancini M, Hershberger L, Boyd-Ramirez A. Intergenerational Trauma among Families in El Salvador: an Exploratory Study. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2020; 13:515-525. [PMID: 33269050 PMCID: PMC7683656 DOI: 10.1007/s40653-020-00310-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Adverse childhood events have been shown to impact individuals through adulthood, particularly the impact on relationships. This study aimed to examine intergenerational trauma exposure among a sample of parents living in a semi-urban Salvadoran community and the relationship between child trauma exposure with maternal perceived discrimination, internal strengths and external support. Survey data was collected from 49 mothers residing in El Salvador. Bivariate analyses and multivariate linear regression analyses were used to examine the relationship between children's exposure to adverse childhood events and parents' exposure to adverse childhood events, while controlling for discrimination. The results of the regression analysis indicate that the maternal number of adverse childhood events and experience of discrimination as an adult explained 52.9% of the variance (R 2 = 0.59, F(6, 43) = 10.18, p < .0001). The number of adverse childhood events was significantly predicted by maternal number of adverse events (B = 0.32, 95% CI = 0.17-0.48, p < .0001) and experience of discrimination as adults (B = 5.79, 95% CI = 3.51-8.07, p < .0001). Results suggest that parent exposure to adverse childhood events and parent experience with discrimination are related to the exposure to adverse childhood events of their children. Further research in this area is warranted to better understand the experiences of parents who have been exposed to childhood trauma and the day-to-day parenting challenges. Greater understanding of the impact of childhood trauma also encourages service providers to explore intergenerational interventions.
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Affiliation(s)
- Anne S.J. Farina
- Social Work Department, Seattle University, Casey 330-07, 901 12th Avenue, Seattle, WA 98122 USA
| | - Kristen Kremer
- Department of Sociology, Anthropology, and Social Work, Kansas State University, Manhattan, KS USA
| | - Brandy Maynard
- School of Social Work, Saint Louis University, Saint Louis, MO USA
| | - Michael Mancini
- School of Social Work, Saint Louis University, Saint Louis, MO USA
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Barbot B, Hein S, Trentacosta C, Beckmann JF, Bick J, Crocetti E, Liu Y, Rao SF, Liew J, Overbeek G, Ponguta LA, Scheithauer H, Super C, Arnett J, Bukowski W, Cook TD, Côté J, Eccles JS, Eid M, Hiraki K, Johnson M, Juang L, Landi N, Leckman J, McCardle P, Mulvey KL, Piquero AR, Preiss DD, Siegler R, Soenens B, Yousafzai AK, Bornstein MH, Cooper CR, Goossens L, Harkness S, van IJzendoorn MH. Manifesto for new directions in developmental science. New Dir Child Adolesc Dev 2020; 2020:135-149. [PMID: 32960503 DOI: 10.1002/cad.20359] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for integrative, inclusive, transdisciplinary, transparent, and actionable developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.
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Affiliation(s)
- Baptiste Barbot
- Psychological Sciences Research Institute, UCLouvain, Belgium & Yale Child Study Center, Yale University, USA
| | | | | | | | - Johanna Bick
- Department of Psychology, University of Houston, USA
| | | | | | | | - Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, USA
| | | | | | | | - Charles Super
- Department of Human Development and Family Sciences & Center for the Study of Culture, Health, and Human Development, University of Connecticut, USA
| | | | | | - Thomas D Cook
- GW Institute of Public Policy, George Washington University & Northwestern University, USA
| | - James Côté
- Department of Sociology, University of Western Ontario, Canada
| | | | - Michael Eid
- Department of Education and Psychology, Freie Universität Berlin, Germany
| | - Kazuo Hiraki
- Department of General Systems Studies, University of Tokyo, Japan
| | | | | | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, USA
| | | | - Peggy McCardle
- Haskins Laboratories & Peggy McCardle Consulting, LLC, USA
| | | | | | - David D Preiss
- Psychology, Pontifical Catholic University of Chile, Chile
| | | | - Bart Soenens
- Department of Developmental, Personality, and Social Psychology, Ghent University, Belgium
| | - Aisha Khizar Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, USA
| | | | | | - Luc Goossens
- School Psychology and Development, KU Leuven, Belgium
| | - Sara Harkness
- Center for the Study of Culture, Health, and Human Development and Department of Human Development and Family Sciences, University of Connecticut, USA
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8
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Stark L, Robinson MV, Seff I, Hassan W, Allaf C. SALaMA study protocol: a mixed methods study to explore mental health and psychosocial support for conflict-affected youth in Detroit, Michigan. BMC Public Health 2020; 20:38. [PMID: 31924196 PMCID: PMC6954582 DOI: 10.1186/s12889-020-8155-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 01/02/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Families resettling to the U.S. from conflict-affected countries in the Middle East and North Africa (MENA) face countless challenges. These families must cope with experiences of armed conflict and forced migration while also assimilating to a new society. According to the 'immigrant paradox,' time spent in a new country can compound the effects of migration and assimilation challenges and lead to deteriorated mental health. This study aims to assess the psychosocial wellbeing of MENA-born or first-generation adolescents attending school in the Detroit metropolitan area (DMA) to understand how schools, families, and communities play a role in supporting these adolescents' wellbeing. METHODS The quantitative component of this mixed methods study will involve a self-administered survey with a sample of students whose responses will be linked to academic records and behavioral assessments. The survey will utilize validated instruments to measure depressive and anxiety symptoms (Hopkins Symptom Checklist-37A), hope (Children's Hope Scale), resilience (Child and Youth Resilience Measure-12), externalizing and prosocial behavior (Hopkins Symptom Checklist-37A, Strengths and Difficulties Questionnaire), school belonging (Psychological Sense of School Membership), and peer relationships (Multidimensional Scale of Perceived Social Support). Differences in outcomes will be analyzed across two strata: students born in the MENA region and first-generation students whose parents immigrated to the US from the MENA region. The qualitative component will involve semi-structured key informant interviews with parents, school administrators, educators, and mental health providers, and focus group discussions (FGDs) with a purposive sample of adolescents born - or whose parents were born - in the MENA region. The FGDs will include a participatory ranking activity where participants will be asked to free-list and rank ideas about how schools can better support students like them. Thematic content analysis will be conducted to identify common themes. DISCUSSION This study will contribute evidence about the wellbeing of adolescents who come from - or whose parents come from - conflict-affected countries currently living in the U.S. Findings can be used to inform program and policy development to enable schools and their community partners to serve this population more effectively.
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Affiliation(s)
- Lindsay Stark
- Brown School, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO, 63130, USA.
| | - Mackenzie V Robinson
- Brown School, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO, 63130, USA
| | - Ilana Seff
- Mailman School of Public Health, Columbia University, 722 West 168th St., New York, NY, 10032, USA
| | - Wafa Hassan
- Global Educational Excellence, 2455 S. Industrial Hwy, Ann Arbor, MI, 48104, USA
| | - Carine Allaf
- Qatar Foundation International, 1225 New York Avenue NW, Suite 500, Washington, DC, 20005, USA
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Lembcke H, Buchmüller T, Leyendecker B. Refugee mother-child dyads' hair cortisol, post-traumatic stress, and affectionate parenting. Psychoneuroendocrinology 2020; 111:104470. [PMID: 31610408 DOI: 10.1016/j.psyneuen.2019.104470] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Revised: 09/30/2019] [Accepted: 10/01/2019] [Indexed: 01/06/2023]
Abstract
Refugees are a special population who experience adversity before, during and after forced displacement. Hence, many of them show post-traumatic stress symptoms (PTSS). PTSS can be transmitted from the mother to the child and are associated with alterations in cortisol responses. Positive parenting practices, such as maternal affection, counteracts psychopathology in early childhood. The aim of this explorative study was to investigate how children's cortisol is associated with mothers' cortisol after forced displacement, and whether or not an association depends on maternal affection. A total of 42 Arabic-speaking mother-child dyads, who came to Germany as refugees from Syria or Iraq within the past four years, participated in the present cross-sectional study. All children were below the age of 5 years. We assessed children's and mothers' hair cortisol concentration (HCC) and PTSS. Additionally, we observed and objectively rated maternal affection during mother-child interactions. The association between mothers' and children's HCC, as well as their associations with maternal affection, depended on the difference between children's and mothers' HCC. Furthermore, this HCC difference significantly predicted children's PTSS. Hence, in order to understand the mechanisms underlying children's PTSS, it is essential to consider maternal variables and differential effects within samples. We discussed possible explanations for those findings.
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Affiliation(s)
- Hanna Lembcke
- Center for Child and Family Research, Faculty of Psychology, Ruhr-University Bochum, Germany.
| | - Thimo Buchmüller
- Center for Child and Family Research, Faculty of Psychology, Ruhr-University Bochum, Germany
| | - Birgit Leyendecker
- Center for Child and Family Research, Faculty of Psychology, Ruhr-University Bochum, Germany
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10
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Bennouna C, Khauli N, Basir M, Allaf C, Wessells M, Stark L. School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review. Soc Sci Med 2019; 239:112558. [PMID: 31539785 DOI: 10.1016/j.socscimed.2019.112558] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2019] [Revised: 09/09/2019] [Accepted: 09/13/2019] [Indexed: 11/29/2022]
Abstract
As communities around the world continue to receive record-setting numbers of newcomers fleeing armed conflict, schools play a central role in supporting these families through the challenges of adjustment. Policymakers and educators in several high-income countries have begun to invest in efforts to support these young forced migrants not only academically, but also socially and emotionally. This study reviews the published and grey literature on 20 school-based programs aimed at improving the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries from 2000 to 2019. This review seeks to inform a more comprehensive and detailed understanding of the types of program options available to schools, while also identifying gaps in the current literature related to factors influencing program implementation. We find several common approaches and challenges to supporting adolescent forced migrants, as well as their families, communities, schools, and service providers. The reviewed programs faced recurring challenges related to intercultural exchange, gaining access to communities, promoting care-seeking, school capacity limitations, and sustainability. The lessons learned from these programs indicate that several steps can be taken to mitigate these challenges, including adapting services to individuals and their contexts, taking a multi-layered approach that addresses multiple levels of young people's social ecologies, and building trusting, collaborative partnerships with schools, communities, and students.
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Affiliation(s)
| | - Nicole Khauli
- Department of Psychiatry, Columbia University Medical Center, USA
| | - Mashal Basir
- Mailman School of Public Health, Columbia University, USA
| | | | | | - Lindsay Stark
- Brown School at Washington University in St. Louis, USA.
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11
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Taylor LK, Goldberg MG, Tran MHD. Promoting Student Success: How Do We Best Support Child and Youth Survivors of Catastrophic Events? Curr Psychiatry Rep 2019; 21:82. [PMID: 31410584 DOI: 10.1007/s11920-019-1067-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE OF REVIEW School mental health services have achieved recognition for increased access to care and intervention completion rates. While best practice recommendations include connection of school mental health programming to multi-tiered systems of support that promote early identification and intervention, many schools struggle to operationalize student screening for trauma exposure, trauma symptoms, and service identification. Relatedly, progress monitoring for trauma symptoms, and the effect of trauma on school functioning in the context of catastrophic events, can also be difficult to systematically collect. RECENT FINDINGS Research regarding the effects of catastrophic events, such as exposure to natural disasters, terrorist attacks, war, or the journey to refugee status on children and youths school functioning, indicates salient age and gender differences among student responses. In addition, school professionals have been identified as sources of social support for students and as potential brokers to school linked intervention resources for children, youth, and their families. Based on our review, we outline recommendations for school professionals, including potential changes to school policies and procedures, and delineate future research questions.
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Affiliation(s)
- Leslie K Taylor
- Department of Psychiatry & Behavioral Sciences, McGovern Medical School, University of Texas Health Science Center, 1941 East Rd, Houston, TX, 77054, USA.
| | - Melissa G Goldberg
- Department of Psychiatry & Behavioral Sciences, McGovern Medical School, University of Texas Health Science Center, 1941 East Rd, Houston, TX, 77054, USA
| | - Minh-Hao D Tran
- Department of Psychiatry & Behavioral Sciences, McGovern Medical School, University of Texas Health Science Center, 1941 East Rd, Houston, TX, 77054, USA
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12
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Veronese G, Pepe A, Sala G, Yamien I, Vigliaroni M. Positive experience, psychological functioning, and hope for the future as factors associated with mental health among young Sub-Saharan internally displaced people (IDP): A quantitative pilot study. INTERNATIONAL JOURNAL OF MENTAL HEALTH 2019. [DOI: 10.1080/00207411.2019.1635849] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Guido Veronese
- Human Sciences, University of Milano-Bicocca, Milan, Italy
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13
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Bager L, Hansen KS, Andersen CJ, Wang SJ. Does multidisciplinary rehabilitation of tortured refugees represent 'value-for-money'? A follow-up of a Danish case-study. BMC Health Serv Res 2018; 18:365. [PMID: 29773075 PMCID: PMC5958407 DOI: 10.1186/s12913-018-3145-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Accepted: 04/24/2018] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND The recent surge of asylum seekers in the European Union (EU) is raising questions about the EU's ability to integrate newcomers into the economy and into society; particularly those who need specialized services for the treatment of severe trauma. This study investigated whether rehabilitating traumatised refugees represents 'value-for-money' (VfM) in terms of intervention cost per health gain and in a long-term and societal perspective. METHODS The economic evaluation comprised a cost-utility analysis (CUA) and a partial cost-benefit analysis (CBA). The CUA incorporated data on Quality Adjusted Life Years (QALY) for 45 patients who were treated at the Rehabilitation and Research Centre for Torture Victims, Copenhagen, Denmark, in 2001-2004 and followed for up to 2 years, to determine the incremental cost effectiveness ratio (ICER). For the CBA, data was collected for 44 patients who completed treatment between 2001 and 2004 and 44 matched controls on the waiting list, for the patients' primary health care utilisation, and personal and family labour income from 2001 to 2014. This was analysed to evaluate the Net Social Benefit (NSB) of the programme. RESULTS The average cost of treatment was found to be about 32,000 USD per patient (2016 prices) with an average gain in QALY of 0.82. The treatment was cost effective according to the ICER threshold suggested by the National Institute of Health and Care Excellence (UK). At the individual level, the NSB remained negative throughout the study period. However, at the family income level the intervention proved to have been beneficial after 3 years. CONCLUSION The implication of the study is, that providing rehabilitation to severely traumatised refugee families can be an economically viable strategy, considering the economic effects observed at the family level.
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Affiliation(s)
- Line Bager
- Danish Institute Against Torture, Bryggervangen 55, 2100, Copenhagen, Denmark
| | - Kristian Schultz Hansen
- Department of Health Services Research, Institute of Public Health, University of Copenhagen, Oester Farimagsgade 5, 1014 Copenhagen, Denmark
| | | | - Shr-Jie Wang
- Danish Institute Against Torture, Bryggervangen 55, 2100, Copenhagen, Denmark
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14
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Preventive mental health interventions for refugee children and adolescents in high-income settings. THE LANCET CHILD & ADOLESCENT HEALTH 2018; 2:121-132. [DOI: 10.1016/s2352-4642(17)30147-5] [Citation(s) in RCA: 124] [Impact Index Per Article: 20.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2017] [Revised: 10/14/2017] [Accepted: 10/18/2017] [Indexed: 11/21/2022]
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15
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Kim SY, Schwartz SJ, Perreira KM, Juang LP. Culture's Influence on Stressors, Parental Socialization, and Developmental Processes in the Mental Health of Children of Immigrants. Annu Rev Clin Psychol 2018; 14:343-370. [PMID: 29401046 DOI: 10.1146/annurev-clinpsy-050817-084925] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Children of immigrants represent one in four children in the United States and will represent one in three children by 2050. Children of Asian and Latino immigrants together represent the majority of children of immigrants in the United States. Children of immigrants may be immigrants themselves, or they may have been born in the United States to foreign-born parents; their status may be legal or undocumented. We review transcultural and culture-specific factors that influence the various ways in which stressors are experienced; we also discuss the ways in which parental socialization and developmental processes function as risk factors or protective factors in their influence on the mental health of children of immigrants. Children of immigrants with elevated risk for mental health problems are more likely to be undocumented immigrants, refugees, or unaccompanied minors. We describe interventions and policies that show promise for reducing mental health problems among children of immigrants in the United States.
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Affiliation(s)
- Su Yeong Kim
- Department of Human Development and Family Sciences, University of Texas, Austin, Texas 78712, USA;
| | - Seth J Schwartz
- Department of Epidemiology and Public Health, University of Miami, Miami, Florida 33136, USA;
| | - Krista M Perreira
- Department of Social Medicine, University of North Carolina, Chapel Hill, North Carolina 27599, USA;
| | - Linda P Juang
- Inclusive Education Group, College of Human Sciences, University of Potsdam, 14476 Potsdam, Germany;
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16
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Leyendecker B, Cabrera N, Lembcke H, Willard J, Kohl K, Spiegler O. Parenting in a New Land. EUROPEAN PSYCHOLOGIST 2018. [DOI: 10.1027/1016-9040/a000316] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Abstract. Immigrant parents face a double challenge in rearing their children in a foreign country. In addition to the tasks that all parents face, they must also try to find a balance between the norms and expectations of their heritage culture and those of the culture they live in. How do immigrant parents support their children and contribute to their positive adaptation? The goal of this review is to highlight selected aspects of parenting and family relationships that are strongly linked to children’s development and resilience. With regards to family processes, we underscore the contribution of fathers, the role of a potential acculturation gap between parents, and the benefit of speaking the heritage language in the family. For the connection to the world outside of the family, we highlight the advantage of having proficiency in the majority language and of parental involvement in schools. Finally, we outline the specific challenges and stressors as well as the importance of family relationships for families with refugee status. We conclude by making the case that immigrant parents should be encouraged and supported in rearing their children in a way that fosters family cohesion and reflects their heritage culture as well as the culture of the host country. This requires support and intervention programs that are not only culturally sensitive but are also two-generational and focus on mothers, fathers, and children.
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Affiliation(s)
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Hanna Lembcke
- Department of Psychology, Ruhr-Unversität Bochum, Germany
| | | | - Katharina Kohl
- Department of Psychology, Ruhr-Unversität Bochum, Germany
| | - Olivia Spiegler
- Department of Psychology, Ruhr-Unversität Bochum, Germany
- FernUniversität Hagen, Germany
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