Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-26T16:30:04.306Z Has data issue: false hasContentIssue false

Part III - Intersectoral Psychosocial Interventions in Working with Refugee Families

Published online by Cambridge University Press:  21 August 2020

Edited by
Lucia De Haene  and
Cécile Rousseau
Lucia De Haene
Affiliation:
University of Leuven, Belgium
Cécile Rousseau
Affiliation:
McGill University, Montréal
Get access
Type
Chapter
Information
Working with Refugee Families
Trauma and Exile in Family Relationships
 , pp. 265 - 321
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Hrdy, S. B., Mothers and Others: The Evolutionary Origins of Mutual Understanding (Cambridge, MA: Harvard University Press, 2009).Google Scholar
Tutu, D., No Future without Forgiveness (New York: Random House, 1999).CrossRefGoogle Scholar
Tomasello, M., The Cultural Origins of Human Cognition (Cambridge, MA: Harvard University Press, 1999).Google Scholar
Hennighausen, K. H. and Lyons-Ruth, K., Disorganisation of behavioural and attentional strategies toward primary attachment figures: From biologic to dialogic processes. In Carter, C. S., Ahnert, L., Grossmann, K. E., Hrdy, S. B., Lamb, M. E., Porges, S. W. et al., eds., Attachment and Bonding: The New Synthesis (Cambridge, MA: MIT Press, 2005), pp. 269–99.Google Scholar
Bruner, J., The Culture of Education (Cambridge, MA: Harvard University Press, 1996).Google Scholar
Miller, K. E. and Rasco, L. M., eds., The Mental Health of Refugees: Ecological Approaches to Healing and Adaptation (London: Laurence Erlbaum Associates, 2004).CrossRefGoogle Scholar
Porter, M. and Haslam, N., Predisplacement and postdisplacement factors associated with mental health of refugees and internally displaced persons: A meta-analysis. Journal of the American Medical Association, 294(5) (2005), 602–12.Google ScholarPubMed
Schweitzer, R., Melville, F., Steel, Z. and Lacherez, P., Trauma, post-migration living difficulties, and social support as predictors of psychological adjustment in resettled Sudanese refugees. Australian and New Zealand Journal of Psychiatry, 40(2) (2006), 179–87.Google Scholar
Stompe, T., Holzer, D. and Friedmann, A., Pre-migration and mental health of refugees. In Bhugra, D., Craig, T. and Bhui, K., eds., Mental Health of Refugees and Asylum Seekers (Oxford: Oxford University Press, 2010), pp. 23–38.Google Scholar
Hermann, H., Kaplan, I. and Szwarc, J., Post-migration and mental health in Australia. In Bhugra, D., Craig, T. and Bhui, K., eds., Mental Health of Refugees and Asylum Seekers (Oxford: Oxford University Press, 2010), pp. 39–60.CrossRefGoogle Scholar
Silove, D., The ADAPT model: A conceptual framework for mental health and psychosocial programming in post conflict settings. Intervention, 11(3) (2013), 237–48.CrossRefGoogle Scholar
Measham, T., Guzder, J., Rousseau, C., Pacione, L., Blais-McPherson, M. and Nadeau, L., Refugee children and their families: Supporting psychological well-being and positive adaptation following migration. Current Problems in Pediatric & Adolescent Health Care, 44(7) (2014), 208–15.Google Scholar
Puvimanasinghe, T., Denson, L., Augoustinos, M., and Somasundaram, D., Narrative and silence: How former refugees talk about loss and past trauma. Journal of Refugee Studies, 28(1) (2015), 69–92.CrossRefGoogle Scholar
Kronick, R. and Rousseau, C., Rights, compassion and invisible children: A critical discourse analysis of the parliamentary debates on the mandatory detention of migrant children in Canada. Journal of Refugee Studies, 28(4) (2015), 505–22.CrossRefGoogle Scholar
Valibhoy, M., Kaplan, I. and Szwarc, J., ‘It comes down to just how human someone can be’: A qualitative study with young people from refugee backgrounds about their experiences of Australian mental health services. Transcultural Psychiatry, 54(1) (2017), 23–45.CrossRefGoogle ScholarPubMed
Herman, J., Trauma and Recovery (New York: Basic Books, 1997).Google Scholar
Garbarino, J., An ecological perspective on the effects of violence on children. Journal of Community Psychology, 29(3) (2001), 361–78.Google Scholar
Summerfield, D., Effects of war: Moral knowledge, revenge, reconciliation, and medicalised concepts of ‘recovery’. British Medical Journal, 325 (2002), 1105–7.Google Scholar
Lifton, R. J., Destroying the world to save it. In Drozdek, B. and Wilson, J. P., eds., Voices of Trauma: Treating Psychological Trauma across Cultures (New York: Springer, 2011), pp. 59–86.Google Scholar
Khalil, M. H., Access denied: Institutional barriers to justice for victims of torture in Egypt. Torture, 23(1) (2013), 28–46.Google Scholar
Agger, I., Calming the mind: Healing after mass atrocity in Cambodia. Transcultural Psychiatry, 52(4) (2015), 543–60.Google Scholar
Gobodo-Madikizela, P., What Does It Mean To Be Human in the Aftermath of Historical Trauma? Re-envisioning ‘The Sunflower’ and Why Hannah Arendt was Wrong (Uppsala: The Nordic Africa Institute and Uppsala University, 2016).Google Scholar
Herman, J., Complex PTSD: A syndrome in survivors of prolonged and repeated trauma. Journal of Traumatic Stress, 5(3) (1992), 377–91.CrossRefGoogle Scholar
Rousseau, C. and Measham, T., Posttraumatic suffering as a source of transformation: A clinical perspective. In Kirmayer, L. and Lemelson, R., eds., Understanding Trauma: Integrating Biological, Clinical and Cultural Perspectives (New York: Cambridge University Press, 2007), pp. 275–91.Google Scholar
ter Heide, F. J., Sleijpen, M. and van der Aa, N., Posttraumatic world assumptions among treatment-seeking refugees. Transcultural Psychiatry, 54(5–6) (2017), 824–29.CrossRefGoogle ScholarPubMed
Bloom, L. S., Trauma-organized systems and parallel process. In Tehrani, N., ed., Managing Trauma in the Workplace: Supporting Workers and Organizations (London: Routledge, 2010), pp. 139–53.Google Scholar
Refugee Council of Australia, (2016), Australia’s Detention Policies. Accessed on September 30, 2019. www.refugeecouncil.org.au/getfacts/seekingsafety/asylum/detention/key-facts/Google Scholar
Rousseau, C., Guzder, J., Santhanam-Martin, R. and de la Aldea, E., Trauma, culture, and clinical work: The ‘House of Stories’ as a pedagogical approach to transcultural training. Traumatology, 20(3) (2014), 191–8.Google Scholar
Herman, J., Justice from the victim’s perspective. Violence Against Women, 11(5) (2005), 571–2.CrossRefGoogle ScholarPubMed
Winnicott, D. W., The maturational processes and the facilitating environment: Studies in the theory of emotional development. The International Psycho-Analytical Library, 64 (1965), 1–276.Google Scholar
Winnicott, D. W., The theory of the parent-infant relationship. International Journal of Psychoanalysis, 41 (1960), 585–95.Google Scholar
Reynolds, V., Fluid and imperfect ally positioning: Some gifts of queer theory. Context, 111 (2010), 13–17.Google Scholar
Ghaye, T., Melander-Wikman, A. and Kisare, M., Participatory and appreciative action and reflection (PAAR): Democratizing reflective practices. Reflective Practice: International and Multidisciplinary Perspectives, 9(4) (2008), 361–97.Google Scholar
Fook, J. and Askeland, A., Challenges of critical reflection: ‘Nothing ventured, nothing gained’. Social Work Education: The International Journal, 26(5) (2007), 520–33.Google Scholar
Havercroft, J. and Owen, D., Soul-blindness, police orders and Black Lives Matter: Wittgenstein, Cavell, and Rancière. Political Theory, 44(6) (2016), 739–63.Google Scholar
Solnit, R., Hope in the Dark: Untold Histories and Wild Possibilities (Edinburgh: Canongate Books, 2016).Google Scholar
Brookfield, S., Tales from the dark side: A phenomenography of adult critical reflection. International Journal of Lifelong Education, 13(3) (1994), 203–16.Google Scholar
Nagel, T., The View from Nowhere (Oxford: Oxford University Press, 1986).Google Scholar

References

Fazel, M., Reed, R. V., Panter-Brick, C. and Stein, A., Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 379(9812) (2012), 266–82.Google Scholar
Tyrer, R. A. and Fazel, M., School and community-based interventions for refugee and asylum seeking children: A systematic review. PLoS One, 9(2) (2014), e89359.CrossRefGoogle ScholarPubMed
Sullivan, A. L. and Simonson, G. R., A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86(2) (2016), 503–30.Google Scholar
Fazel, M., A moment of change: Facilitating refugee children’s mental health in UK schools. International Journal of Educational Development, 41 (2015), 255–61.CrossRefGoogle Scholar
Fazel, M., Hoagwood, K., Stephan, S. and Ford, T., Mental health interventions in schools in high-income countries. The Lancet Psychiatry, 1(5) (2014), 377–87.Google ScholarPubMed
Fazel, M., Patel, V., Thomas, S. and Tol, W., Mental health interventions in schools in low-income and middle-income countries. The Lancet Psychiatry, 1(5) (2014), 388–98.Google ScholarPubMed
May, S., Rapee, R. M., Coello, M., Momartin, S. and Aroche, J., Mental health literacy among refugee communities: Differences between the Australian lay public and the Iraqi and Sudanese refugee communities. Social Psychiatry and Psychiatric Epidemiology, 49(5) (2014), 757–69.Google Scholar
Gladwell, C. and Chetwynd, G., Education for Refugee and Asylum Seeking Children: Access and Equality in England, Scotland and Wales (London: UNICEF, 2018). www.unicef.org.uk/wp-content/uploads/2018/09/Access-to-Education-report-PDF.pdfGoogle Scholar
McBrien, J. L., Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3) (2005), 329–64.CrossRefGoogle Scholar
Graham, H. R., Minhas, R. S. and Paxton, G., Learning problems in children of refugee background: A systematic review. Pediatrics, 137(6) (2016), e20153994–e20153994.CrossRefGoogle ScholarPubMed
Arnot, M. and Pinson, H., The Education of Asylum-Seeker and Refugee Children (Cambridge, UK: Faculty of Education, University of Cambridge, 2005). www.educ.cam.ac.uk/people/staff/arnot/AsylumReportFinal.pdfGoogle Scholar
Stevenson, J. and Willott, J., The aspiration and access to higher education of teenage refugees in the UK. Compare: A Journal of Comparative and International Education, 37(5) (2007), 671–87.CrossRefGoogle Scholar
Sanbonmatsu, L., Kling, J. R., Duncan, G. J. and Brooks-Gunn, J., Neighborhoods and academic achievement results from the Moving to Opportunity experiment. Journal of Human Resources, 41(4) (2006), 649–91.Google Scholar
Sigona, N. and Hughes, V., No Way out, No Way in: Irregular Migrant Children and Families in the UK: Executive Summary (Oxford: ESRC Centre on Migration, Policy and Society, 2012).Google Scholar
Porter, M. and Haslam, N., Predisplacement and postdisplacement factors associated with mental health of refugees and internally displaced persons: A meta-analysis. Journal of the American Medical Association, 294(5) (2005), 602–12.Google ScholarPubMed
Kaplan, I., Stolk, Y., Valibhoy, M., Tucker, A. and Baker, J., Cognitive assessment of refugee children: Effects of trauma and new language acquisition. Transcultural Psychiatry, 53(1) (2016), 81–109.Google Scholar
Almqvist, K. and Broberg, A. G., Mental health and social adjustment in young refugee children 3½ years after their arrival in Sweden. Journal of the American Academy of Child and Adolescent Psychiatry, 38(6) (1999), 723–30.Google Scholar
Minhas, R. S., Graham, H., Jegathesan, T., Huber, J., Young, E. and Barozzino, T., Supporting the developmental health of refugee children and youth. Paediatrics and Child Health, 22(2) (2017), 68–71.CrossRefGoogle ScholarPubMed
Vega, D., Lasser, J. and Afifi, A. F. M., School psychologists and the assessment of culturally and linguistically diverse students. Contemporary School Psychology, 20(3) (2016), 218–29.Google Scholar
Nykiel-Herbert, B., Iraqi refugee students: From a collection of aliens to a community of learners –the role of cultural factors in the acquisition of literacy by Iraqi refugee students with interrupted formal education. Multicultural Education, 17(3) (2010), 2–14.Google Scholar
O’Higgins, A., Analysis of care and education pathways of refugee and asylum-seeking children in care in England: Implications for social work. International Journal of Social Welfare, 28(1) (2018), 53–62. DOI:http://10.1111/ijsw.12324Google Scholar
Rousseau, C., Drapeau, A. and Corin, E., School performance and emotional problems in refugee children. American Journal of Orthopsychiatry, 66(2) (1996), 239–51.Google Scholar
Usman, L. M., Communication disorders and the inclusion of newcomer African refugees in rural primary schools of British Columbia, Canada. International Journal of Progressive Education, 8(2) (2012).Google Scholar
Bronstein, I. and Montgomery, P., Psychological distress in refugee children: A systematic review. Clinical Child Family Psychology Review, 14(1) (2011), 44–56.CrossRefGoogle ScholarPubMed
Huemer, J., Karnik, N. S., Voelkl-Kernstock, S., Granditsch, E., Dervic, K., Friedrich, M. H. et al., Mental health issues in unaccompanied refugee minors. Child Adolescent Psychiatry & Mental Health, 3(1) (2009), 13.Google Scholar
Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D. et al., Review of child and adolescent refugee mental health. Journal of American Academy of Child Adolescent Psychiatry, 43(1) (2004), 24–36.Google Scholar
Fazel, M. and Stein, A., The mental health of refugee children. Archive of Disease in Childhood, 87(5) (2002), 366–70.Google Scholar
Daud, A. and Rydelius, P.-A., Comorbidity/overlapping between ADHD and PTSD in relation to IQ among children of traumatized/non-traumatized parents. Journal of Attention Disorder, 13(2) (2009), 188–96.Google ScholarPubMed
Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J. and Saint Gilles, M. P., School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1) (2016), 7–43.Google Scholar
Rutter, M., Beckett, C., Castle, J., Colvert, E., Kreppner, J. and Mehta, M., Effects of profound early institutional deprivation: An overview of findings from a UK longitudinal study of Romanian adoptees. European Journal of Development Psychology, 4(3) (2007), 332–50.Google Scholar
Szymanski, K., Sapanski, L. and Conway, F., Trauma and ADHD – association or diagnostic confusion? A clinical perspective. Journal of Infant, Child, Adolescent Psychotherapy, 10(1) (2011), 51–9.Google Scholar
Wong, P., Selective mutism: A review of etiology, comorbidities, and treatment. Psychiatry (Edgmont), 7(3) (2010), 23.Google Scholar
Kira, I., Lewandowski, L., Yoon, J., Somers, C. and Chiodo, L., The linear and nonlinear associations between multiple types of trauma and IQ discrepancy indexes in African American and Iraqi refugee adolescents. Journal of Child and Adolescent Trauma, 5(1) (2012), 47–62.Google Scholar
Kaplan, I., Effects of trauma and the refugee experience on psychological assessment processes and interpretation. Australia Psychology, 44(1) (2009), 6–15.Google Scholar
Georgas, J., Weiss, L. G., Van de Vijver, F. J. and Saklofske, D. H., eds., Culture and Children’s Intelligence: Cross-Cultural Analysis of the WISC-III (Elsevier, 2003).Google Scholar
Gorard, S., See, B. H. and Davies, P., The Impact of Attitudes and Aspirations on Educational Attainment and Participation (York: Joseph Rowntree Foundation, 2012).Google Scholar
Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A. and Bates, J. E., Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75(5) (2004), 1491–509.Google Scholar
Hill, N. E. and Tyson, D. F., Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3) (2009), 740–63.Google Scholar
Goldenberg, C., Gallimore, R., Reese, L. and Garnier, H., Cause or effect? A longitudinal study of immigrant Latino parents’ aspirations and expectations, and their children’s school performance. American Educational Research Journal, 38(3) (2001), 547–82.Google Scholar
Kao, G. and Thompson, J. S., Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29 (2003), 417–42.Google Scholar
Roubeni, S., De Haene, L., Keatley, E., Shah, N. and Rasmussen, A., ‘If we can’t do it, our children will do it one day’: A qualitative study of West African immigrant parents’ losses and educational aspirations for their children. American Educational Research Journal, 52(2) (2015), 275–305.CrossRefGoogle Scholar
Bitew, G., Ferguson, P. and Dixon, M., Ethiopian-Australian students’ experience of secondary schooling in the Australian education system in the state of Victoria. Australasian Review of African Studies, 29(1–2) (2008), 78–91.Google Scholar
Correa-Velez, I., Gifford, S. M. and Barnett, A. G., Longing to belong: Social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia. Social Science & Medicine, 71(8) (2010), 1399–408.Google Scholar
Barber, B. K., McNeely, C. A., El Sarraj, E., Daher, M., Giacaman, R., Arafat, C. et al., Mental suffering in protracted political conflict: Feeling broken or destroyed. PLoS One, 11(5) (2016), e0156216.Google Scholar
Gans, H. J., First generation decline: Downward mobility among refugees and immigrants. Ethnic and Racial Studies, 32(9) (2009), 1658–70.Google Scholar
Raffaetà, R., Migration and parenting: Reviewing the debate and calling for future research. International Journal of Migrant Health and Social Care, 12(1) (2016), 38–50.Google Scholar
Riggs, E., Yelland, J., Szwarc, J., Wahidi, S., Casey, S. and Chesters, D., Fatherhood in a new country: A qualitative study exploring the experiences of Afghan men and implications for health services. Birth, 43(1) (2016), 86–92.Google Scholar
Smokowski, P. R. and Bacallao, M. L., Acculturation and aggression in Latino adolescents: A structural model focusing on cultural risk factors and assets. Journal of Abnormal Child Psychology, 34(5) (2006), 657–71.Google Scholar
Rousseau, C., Beauregard, C., Daignault, K., Petrakos, H., Thombs, B. D. and Steele, R., A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes. PLoS One, 9(8) (2014), e104704.Google Scholar
Fazel, M., Garcia, J. and Stein, A., The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical Child Psychology and Psychiatry, 21(3) (2016), 368–80.Google Scholar
Brown, F. L., de Graaff, A. M., Annan, J. and Betancourt, T. S., Annual research review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict. Journal of Child Psychology and Psychiatry, 58(4) (2017), 507–24.Google Scholar
Colucci, E., Szwarc, J., Minas, H., Paxton, G. and Guerra, C., The utilisation of mental health services by children and young people from a refugee background: A systematic literature review. International Journal of Culture and Mental Health, 7(1) (2014), 86–108.CrossRefGoogle Scholar
Fenta, H., Hyman, I. and Noh, S., Mental health service utilization by Ethiopian immigrants and refugees in Toronto. Journal of Nervous and Mental Disease, 194(12) (2006), 925–34.Google Scholar
Pottie, K., Dahal, G., Georgiades, K., Premji, K. and Hassan, G., Do first generation immigrant adolescents face higher rates of bullying, violence and suicidal behaviours than do third generation and native born? Journal of Immigrant and Minority Health, 17(5) (2015), 1557–66.Google Scholar
Lim, S. J. J. and Hoot, J. L., Bullying in an increasingly diverse school population: A socio-ecological model analysis. School Psychology International, 36(3) (2015), 268–82.Google Scholar
Hjern, A., Rajmil, L., Bergström, M., Berlin, M., Gustafsson, P. A. and Modin, B., Migrant density and well-being: A national school survey of 15-year-olds in Sweden. European Journal of Public Health, 23 (2013), 823–8.CrossRefGoogle ScholarPubMed
Slobodin, O. and de Jong, J. T. V. M., Family interventions in traumatized immigrants and refugees: A systematic review. Transcultural Psychiatry, 52(5) (2015), 723–42.Google Scholar
Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D. and Overstreet, S., Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health, 6(1) (2018), 1–14.Google Scholar
Hoover, S. A., Sapere, H., Lang, J. M., Nadeem, E., Dean, K. L. and Vona, P., Statewide implementation of an evidence-based trauma intervention in schools. School Psychology Quarterly, 33(1) (2018), 44.Google Scholar
Santiago, C. D., Lennon, J. M., Fuller, A. K., Brewer, S. K. and Kataoka, S. H., Examining the impact of a family treatment component for CBITS: When and for whom is it helpful? Journal of Family Psychology, 28(4) (2014), 560.Google Scholar
Peltonen, K. and Punamäki, R., Preventive interventions among children exposed to trauma of armed conflict: A literature review. Aggressive Behaviour: Official Journal of the International Society for Research on Aggression, 36(2) (2010), 95–116.CrossRefGoogle ScholarPubMed
Bjørknes, R. and Manger, T., Can parent training alter parent practice and reduce conduct problems in ethnic minority children? A randomized controlled trial. Prevention Science, 14(1) (2013), 52–63.Google Scholar
Osman, F., Flacking, R., Schön, U.-K. and Klingberg-Allvin, M., A support program for Somali-born parents on children’s behavioral problems. Pediatrics, 139(3) (2017), e20162764.Google Scholar
Knox, L., Guerra, N. G., Williams, K. R. and Toro, R., Preventing children’s aggression in immigrant Latino families: A mixed methods evaluation of the Families and Schools Together program. American Journal of Community Psychology, 48(1–2) (2011), 65–76.Google Scholar
Osman, F., Klingberg-Allvin, M., Flacking, R. and Schön, U.-K., Parenthood in transition: Somali-born parents’ experiences of and needs for parenting support programmes. BMC International Health and Human Rights, 16(1) (2016), 7.Google Scholar
Sack, W. H., Clarke, G. N. and Seeley, J., Posttraumatic stress disorder across two generations of Cambodian refugees. Journal of the American Academy of Child and Adolescent Psychiatry, 34(9) (1995), 1160–6.Google Scholar
van Ee, E., Kleber, R. J., Jongmans, M. J., Mooren, T. T. M. and Out, D., Parental PTSD, adverse parenting and child attachment in a refugee sample. Attachment and Human Development, 18(3) (2016), 273–91.Google Scholar
Ward, C. and Geeraert, N., Advancing acculturation theory and research: The acculturation process in its ecological context. Current Opinion in Psychology, 8 (2016), 98–104.Google Scholar
Walsh, S. D., De Clercq, B., Molcho, M., Harel-Fisch, Y., Davison, C. M., Madsen, K. R. et al., The relationship between immigrant school composition, classmate support and involvement in physical fighting and bullying among adolescent immigrants and non-immigrants in 11 countries. Journal of Youth and Adolescence, 45(1) (2016), 1–16.Google Scholar
Pieloch, K. A., McCullough, M. B. and Marks, A. K., Resilience of children with refugee statuses: A research review. Canadian Psychology, 57(4) (2016), 330.Google Scholar
Merrill Weine, S., Ware, N., Hakizimana, L., Tugenberg, T., Currie, M., Dahnweih, G. et al., Fostering resilience: Protective agents, resources, and mechanisms for adolescent refugees’ psychosocial well-being. Adolescent Psychiatry (Hilversum), 4(4) (2014), 164–76.Google Scholar
Stermac, L., Clarke, A. K. and Brown, L., Pathways to resilience: The role of education in war-zone immigrant and refugee student success. In Fernando, C. and Ferrari, M., eds., Handbook of Resilience in Children of War (New York: Springer, 2013), pp. 211–20.Google Scholar
Trentacosta, C. J., McLear, C. M., Ziadni, M. S., Lumley, M. A. and Arfken, C. L., Potentially traumatic events and mental health problems among children of Iraqi refugees: The roles of relationships with parents and feelings about school. American Journal of Orthopsychiatry, 86(4) (2016), 384–92.Google Scholar
Panter-Brick, C., Grimon, M.-P. and Eggerman, M., Caregiver-child mental health: A prospective study in conflict and refugee settings. Journal of Child Psychology and Psychiatry, 55(4) (2014), 313–27.Google Scholar

References

American Psychiatric Association, (2018). What is the Collaborative Care Model? www.psychiatry.org/psychiatrists/practice/professional-interests/integrated-care/get-trained/about-collaborative-care (accessed September 1, 2018).Google Scholar
American Psychological Association (APA). Resilience and Recovery after War: Refugee Children and Families in the United States. www.apa.org/pi/families/refugees.aspx (accessed February 1, 2018).Google Scholar
Rousseau, C., Measham, T. and Nadeau, L., Addressing trauma in collaborative mental health care for refugee children. Clinical Child Psychology and Psychiatry, 18 (2013), 121–36.Google Scholar
Inter-Agency Standing Committee, IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (Switzerland: IASC, 2006).Google Scholar
Measham, T., Guzder, J., Rousseau, C., Pacione, L., Blais-McPherson, M. and Nadeau, L., Refugee children and their families: Supporting psychological well-being and positive adaptation following migration. Current Problems in Pediatric and Adolescent Health Care, 44 (2014), 208–15.Google Scholar
Quinlan, R., Schweitzer, R. D., Khawaja, N. and Griffin, J., Evaluation of a school-based creative arts therapy program for adolescents from refugee backgrounds. The Arts in Psychotherapy, 47 (2016), 72–8.Google Scholar
Rousseau, C. and Guzder, J., School-based prevention programs for refugee children. Child and Adolescent Psychiatric Clinics, 17 (2008), 533–49.Google Scholar
Sullivan, A. and Simonson, G., A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86 (2016), 503–30.Google Scholar
Ellis, B. H., Miller, A. B., Abdi, S., Barrett, C., Blood, E. A. and Betancourt, T. S., Multi-tier mental health program for refugee youth. Journal of Consulting and Clinical Psychology, 81 (2013), 129–40.Google Scholar
Berger, R., Pat‐Horenczyk, R. and Gelkopf, M., School‐based intervention for prevention and treatment of elementary‐students’ terror‐related distress in Israel: A quasi‐randomized controlled trial. Journal of Traumatic Stress, 4 (2007), 541–51.Google Scholar
Ehntholt, K. A., Smith, P. and Yule, W., School-based CBT group intervention for refugee children who have experienced war-related trauma. Clinical Child Psychology and Psychiatry, 10 (2005), 235–50.Google Scholar
Durà-Vilà, G., Klasen, H., Makatini, Z., Rahimi, Z. and Hodes, M., Mental health problems of young refugees: Duration of settlement, risk factors and community-based interventions. Clinical Child Psychology and Psychiatry, 18 (2013), 604–23.Google Scholar
Hodes, M., Jagdev, D., Chandra, N. and Cunniff, A., Risk and resilience for psychological distress amongst unaccompanied asylum seeking adolescents. Journal of Child Psychology and Psychiatry, 49 (2008), 723–32.Google Scholar
Refugee Trauma Task Force, (2005). Mental Health Interventions for Refugee Children in Resettlement. www.nctsnet.org/nctsn_assets/pdfs/materials_for_applicants/MH_Interventions_for_Refugee_Children.pdf (accessed February 1, 2018).Google Scholar
Stewart, J. and Martin, L., Bridging Two Worlds: Supporting Newcomer and Refugee Youth (Toronto: CERIC, 2018).Google Scholar
Richters, A., Dekker, C. and Scholte, W. F., Community based sociotherapy in Byumba, Rwanda. Intervention, 6 (2008), 100–16.Google Scholar
Yohani, S. C., Creating an ecology of hope: Arts-based interventions with refugee children. Child and Adolescent Social Work Journal, 25 (2008), 309–23.Google Scholar
Marsh, K., The beat will make you be courage: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia. Research Studies in Music Education, 34 (2012), 93–111.Google Scholar
Fazel, M., Garcia, J. and Stein, A., The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical Child Psychology and Psychiatry, 21 (2016), 368–80.Google Scholar
Persson, T. and Rousseau, C., School-based interventions for minors in war-exposed countries: A review of targeted and general programmes. Torture: Quarterly Journal on Rehabilitation of Torture Victims and Prevention of Torture, 19 (2009), 88–101.Google Scholar
Kirk, J., (2002). Les enfants touchés par la guerre dans les écoles de Montréal. www.cgtsim.qc.ca/images/documents/enfants_guerre.pdf (accessed February 1, 2018).Google Scholar
Hamilton, R. J. and Moore, D., Education of refugee children: Documenting and implementing change. In Hamilton, R. and Moore, D., eds., Educational Interventions for Refugee Children (New York: RoutledgeFalmer, 2004), pp. 106–16.Google Scholar
Rousseau, C., Ammara, G., Baillargeon, L., Lenoir, A. and Roy, D., Repenser les services en santé mentale des jeunes: La créativité nécessaire (Quebec: Les Publications du Québec Montréal, 2007).Google Scholar
Fazel, M., Garcia, J. and Stein, A., The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical Child Psychology and Psychiatry, 21 (2016), 368–80.CrossRefGoogle ScholarPubMed
Hughes, G., Finding a voice through ‘The Tree of Life’: A strength-based approach to mental health for refugee children and families in schools. Clinical Child Psychology and Psychiatry, 19 (2014), 139–53.Google Scholar
Ellis, H. B., Miller, A. B., Baldwin, H. and Abdi, S., New directions in refugee youth mental health services: Overcoming barriers to engagement. Journal of Child & Adolescent Trauma, 4 (2011), 69–85.Google Scholar
Lee, S. J. and Hawkins, M. R., ‘Family is here’: Learning in community-based after-school programs. Theory into Practice, 47 (2008), 51–8.Google Scholar
Idsoe, T., Dyregrov, A. and Dyregrov, K., School based interventions. In Landolt, M. A., Marylène Cloitre, M. and Schnyder, U., eds., Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents (Switzerland: Springer, 2017), pp. 465–82.Google Scholar
Suárez-Orozco, C., Onaga, M. and de Lardemelle, C., Promoting academic engagement among immigrant adolescents through school-family-community collaboration. Professional School Counseling, 14 (2010), 15–26.CrossRefGoogle Scholar
Baker, C., Varma, M. and Tanaka, C., Sticks and stones: Racism as experienced by adolescents in New Brunswick. Canadian Journal of Nursing Research Archive, 33 (2016), 87–105.Google Scholar
Stewart, J., Supporting Refugee Children: Strategies for Educators (Toronto: University of Toronto Press, 2011).Google Scholar
Taylor, S. and Sidhu, R. K., Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16 (2012), 39–56.Google Scholar
Bajaj, M., Argenal, A. and Canlas, M., Socio-politically relevant pedagogy for immigrant and refugee youth. Equity & Excellence in Education, 50 (2017), 258–74.Google Scholar
Block, K., Cross, S., Riggs, E. and Gibbs, L., Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18 (2014), 1337–55.Google Scholar
Kugler, E. G., (2009). Partnering with Parents and Families to Support Immigrant and Refugee Children at School. www.lacgc.org/pdf/PartneringSupportImmigrantChildren.pdf (accessed February 1, 2018).Google Scholar
Stegelin, D. A., (2017). Strategies for Supporting Immigrant Students and Families: Guidelines for School Personnel. http://dropoutprevention.org/wp-content/uploads/2017/10/supporting-immigrant-students-and-families-2017–10.pdf (accessed February 1, 2018).Google Scholar
Charrette, J. and Kalubi, J.-C., Collaborations école-famille-communauté: L’apport de l’intervenant interculturel dans l’accompagnement à l’école de parents récemment immigrés au Québec. Education, Sciences & Society, 2 (2016), 127–49.Google Scholar
Sirin, S. R. and Roger-Sirin, L., (2015). The Educational and Mental Health Needs of Syrian Refugee Children. www.researchgate.net/profile/Selcuk_Sirin/publication/287998909_The_Educational_and_Mental_Health_Needs_of_Syrian_Refugee_Children/links/567ccd6c08ae19758384e4bf.pdf (accessed February 1, 2018).Google Scholar
Mace, A. O., Mulheron, S., Jones, C. and Cherian, S., Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: A review of School of Special Educational Needs: Medical and Mental Health input. Journal of Paediatrics and Child Health, 50 (2014), 985–92.Google Scholar
Williams, M. E. and Thompson, S. C., The use of community-based interventions in reducing morbidity from the psychological impact of conflict-related trauma among refugee populations: A systematic review of the literature. Journal of Immigrant and Minority Health, 13(4) (2011), 780–94.Google Scholar
Tyrer, R. A. and Fazel, M., School and community-based interventions for refugee and asylum seeking children: A systematic review. PLoS One, 9 (2014), e89359.Google Scholar
Kupzyk, S. S., Banks, B. M. and Chadwell, M. R., Collaborating with refugee families to increase early literacy opportunities: A pilot investigation. Contemporary School Psychology, 20 (2016), 205–17.Google Scholar
Pang, Y., Barriers and solutions in involving culturally linguistically diverse families in the IFSP/IEP process. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 12 (2011), 42–51.Google Scholar
Georgis, R., Gokiert, R. J., Ford, D. M. and Ali, M., Creating inclusive parent engagement practices: Lessons learned from a school community collaborative supporting newcomer refugee families. Multicultural Education, 21 (2014), 23–7.Google Scholar
Yohani, S., Educational cultural brokers and the school adaptation of refugee children and families: Challenges and opportunities. Journal of International Migration and Integration, 14 (2013), 61–79.Google Scholar
Arnot, M. and Pinson, H., The Education of Asylum-Seeker and Refugee Children: A Study of LEA and School Values, Policies and Practices (Cambridge, UK: University of Cambridge, 2005).Google Scholar
Soller, B., Goodkind, J. R., Greene, R. N. et al., Ecological networks and community attachment and support among recently resettled refugees. American Journal of Community Psychology, 61 (2018), 332–43.Google Scholar
United Nations High Commissioner for Refugees, (2017). Refugee Resettlement Facts. www.unhcr.ca/wp-content/uploads/2017/04/Canadian-Resettlement-Fact-Sheet-ENG-April-2017.pdf (accessed February 1, 2018).Google Scholar
Ministry of Immigration, Diversity and Inclusion, (2017). Bienvenue aux réfugiés syriens. www.immigration-quebec.gouv.qc.ca/fr/informations/accueil-refugies-syriens/ (accessed February 1, 2018).Google Scholar
Hassan, G., Kirmayer, L. and Mekki-Berrada, A., (2015). Culture, Context and the Mental Health and Psychosocial Wellbeing of Syrians: A Review for Mental Health and Psychosocial Support Staff Working with Syrians Affected by Armed Conflict. www.unhcr.org/55f6b90f9.pdf (accessed February 1, 2018).Google Scholar
Papazian-Zohrabian, G., Lemire, V., Mamprin, C., Turpin-Samson, A. and Aoun, R., (2017). Mener des groupes de parole en contexte scolaire. www.sherpa-recherche.com/wp-content/uploads/2017/12/Mener-des-groupes-de-parole-en-contexte-scolaire.pdf (accessed February 1, 2018).Google Scholar

References

Esses, V. M., Hamilton, L. K. and Gaucher, D., The global refugee crisis: Empirical evidence and policy implications for improving public attitudes and facilitating refugee resettlement. Social Issues and Policy Review, 11(1) (2017), 78–123.Google Scholar
Beiser, M. and Hou, F., Mental health effects of premigration trauma and postmigration discrimination on refugee youth in Canada. The Journal of Nervous and Mental Disease, 204(6) (2016), 464–70.Google Scholar
Silbey, S. S., After legal consciousness. Annual Review of Law and Social Science, 1 (2005), 323–68.Google Scholar
Merry, S. E., Getting Justice and Getting Even: Legal Consciousness among Working-Class Americans (Chicago, IL: University of Chicago Press, 1990).Google Scholar
Kirmayer, L. J., Kronick, R. and Rousseau, C., Advocacy as a key to structural competence in psychiatry. JAMA Psychiatry, 75(2) (2017), 119–20.Google Scholar
de Sousa Santos, B. and Rodríguez-Garavito, C. A., Law and Globalization from Below: Towards a Cosmopolitan Legality (Cambridge University Press, 2005).Google Scholar
von Benda-Beckman, F., von Benda-Beckman, K. and Griffiths, A., The Power of Law in a Transnational World: Anthropological Enquiries (New York: Berghahn Books, 2012).Google Scholar
Rousseau, C., Jamil, U., Ferradji, T. and Mekki-Berrada, A., North African Muslim immigrant families in Canada: Giving meaning and coping with the war on terror. Journal of Immigrant & Refugee Studies, 11(2) (2013), 136–56.Google Scholar
Rousseau, C. and Jamil, U., Muslim families understanding and reacting to ‘The War on Terror’. American Journal of Orthopsychiatry, 80(4) (2010), 601–9.Google Scholar
Darvishpour, M., Immigrant women challenge the role of men: How the changing power relationship within Iranian families in Sweden intensifies family conflicts after immigration. Journal of Comparative Family Studies, 33(2) (2002), 271–96.Google Scholar
Tingvold, L., Middelthon, A.-L., Allen, J. and Hauff, E., Parents and children only? Acculturation and the influence of extended family members among Vietnamese refugees. International Journal of Intercultural Relations, 36(2) (2012), 260–70.Google Scholar
Hassan, G., Thombs, B., Rousseau, C., Kirmayer, L. J., Feightner, J., Ueffing, E. et al., Intimate partner violence: Evidence review for newly arriving immigrants and refugees. Canadian Medical Association Journal, 183 (2011), Appendix 13. www.cmaj.ca/lookup/suppl/doi:10.1503/cmaj.090313/-/DC1Google Scholar
Hassan, G., Thombs, B. D., Rousseau, C., Kirmayer, L. J., Feightner, J., Ueffing, E. et al., Child maltreatment: Evidence review for newly arriving immigrants and refugees. Canadian Medical Association Journal, 183 (2011), Appendix 12. www.cmaj.ca/lookup/suppl/doi:10.1503/cmaj.090313/-/DC1Google Scholar
Aggarwal, N. K., Mental Health in the War on Terror: Culture, Science, and Statecraft (New York: Columbia University Press, 2015).Google Scholar
Zine, J., Unveiled sentiments: Gendered Islamophobia and experiences of veiling among Muslim girls in a Canadian Islamic school. Equity and Excellence in Education, 39(3) (2006), 239–52.Google Scholar
Kleinman, A. and Kleinman, J., The appeal of experience, the dismay of images: Cultural appropriations of suffering in our times. In Arthur Kleinman, V. D. and Lock, M., eds., Social Suffering (Berkeley, CA: University of California Press, 1997), pp. 1–24.Google Scholar
Kishi, K., Anti-Muslim Assaults Reach 9/11-Era Levels, FBI Data Show (Washington, DC: Pew Research Center, 2016), p. 21.Google Scholar
Huntington, S. P., The clash of civilizations? In Crothers, L. and Lockhart, C., eds., Culture and Politics (New York: Palgrave Macmillan, 2000), pp. 99–118.Google Scholar
de Certeau, M., Corps torturés, paroles capturées. In Giard, L., ed., ‘Michel de Certeau’ sous la direction de cahiers pour un temps (Paris: Centre Georges Pompidou, 1987), pp. 61–70.Google Scholar
Pynoos, R. S., Steinberg, A. M., Layne, C. M., Briggs, E. C., Ostrowski, S. A. and Fairbank, J. A., DSM‐V PTSD diagnostic criteria for children and adolescents: A developmental perspective and recommendations. Journal of Traumatic Stress, 22(5) (2009), 391–8.Google Scholar
Manassis, K., Case Formulation with Children and Adolescents (New York: Guilford Press, 2014).Google Scholar
Glick, J. E., Connecting complex processes: A decade of research on immigrant families. Journal of Marriage and Family, 72(3) (2010), 498–515.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×