A Latent Profile Analysis of Undocumented College Students’ Protection-Oriented Family Communication and Strengths-Based Psychological Coping

Kam, Jennifer A.; Cornejo, Monica; Marcoulides, Katerina M.

doi:10.1093/joc/jqab018

Cited by 7 publications

(16 citation statements)

References 49 publications

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“…The accessibility of coping skills in times of uncertainty is essential to fostering resilience against the negative mental health consequences of anti-immigrant legislation and rhetoric. Indeed, research supports the notion that the disproportionate effects of anti-immigrant rhetoric and legislation on the mental health of immigrant communities are mitigated in the presence of strengths and coping strategies (Kam et al, 2021;Moreno et al, 2021). Emotion regulation and distress tolerance skills have been found to be effective in the reduction of negative emotions and increase in ability to cope with stressful life events; however, access to effective emotion regulation and distress tolerance skills has not always been available to vulnerable populations who need them the most.…”

Section: Discussionmentioning

confidence: 72%

Teaching DBT skills to DACA recipients and their families: Findings from an ECHO program.

Morales¹,

Perez²,

Silva³

et al. 2022

Practice Innovations

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Deferred Action for Childhood Arrivals (DACA) offers temporary administrative relief from deportation for undocumented immigrant adolescents and young adults who were brought as children to the United States. Accordingly, DACA has contributed to creating a different landscape of opportunities for this group. However, DACA has been and continues to be highly contested in the national political climate. Threats to DACA give rise to considerable anxiety, fear, and distress among its recipients, who face significant barriers to accessing mental health care services. Thus, a group of psychologists partnered with a leading immigrant rights advocacy organization and formed a reciprocal collaboration to understand and meet the mental health needs of undocumented communities. A major focus of the collaboration is to foster learning and support members of the immigrant community in contributing to their own well-being. The collaborative developed and delivered a stand-alone web-based mental health education session to DACA recipients and their families and practitioners serving this population. The session presented the use of dialectical behavioral therapy skills, three emotion regulation and four distress tolerance skills, as a strength-based approach to managing painful emotions and distress. Session content was adapted to include culturally informed examples for each skill. Quantitative and qualitative findings show that those who participated in the web-based program benefited from the education received. Findings also underscored participants’ need for learning culturally sensitive coping strategies for managing stress. We provide recommendations on the delivery of culturally congruent healing interventions for immigrants with a focus on enhancing access among immigrant communities.

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Section: Discussionmentioning

confidence: 72%

Teaching DBT skills to DACA recipients and their families: Findings from an ECHO program.

Morales¹,

Perez²,

Silva³

et al. 2022

Practice Innovations

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“…In congruence with studies with other youth perceived to be at disadvantage, such as undocumented immigrant youth (Kam et al, 2018, 2021), research with refugee youth separated from their families in adolescence has shown that they utilize individual coping strategies to deal with the stressors they face, in particular suppression and distraction (Goodman, 2004). Still, we have no information on the possible long-term effects of these coping strategies to the unaccompanied minors, or the meaning making of them in retrospect.…”

Section: Introductionmentioning

confidence: 90%

“Children don’t think about these things”: Qualitative research on the relationship views and experiences of former unaccompanied refugee children

Anagnostaki

Zaharia²

2023

Journal of Social and Personal Relationships

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Αlthough unaccompanied refugee minors have sadly been and still are a part of the movements observed worldwide of hundreds of thousands of migrants fleeing persecution, violence and war, there seems to be limited research on their relationships from their viewpoint. The present study explored the relationship experiences of former unaccompanied refugee children (now older adults). During the Greek civil war (1944–1949) thousands of children between the ages of three to 14 were taken from their villages in Greece and settled as unaccompanied refugees in institutions in countries of the former Eastern Bloc. The research sought to gain a rich understanding of their views and experiences regarding personal relationships. Nine older adults (8 men and 1 woman), who were separated from their families when they were younger than 10 years of age, were interviewed. Their narratives were analyzed using interpretative phenomenological analysis (IPA). The themes that emerged from the analysis demonstrated that attachment ties to their parents were severely affected by separation raising questions as regards the existence of attachment representations, the importance of relationships seemed generally undermined, while the role of peers was accentuated. The participants’ resilience and coping mechanisms are also discussed.

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“…The protective-protective model represents another process: Two promotive factors work together such that a promotive factor's effect on a negative outcome is strengthened by the presence of another promotive factor (Zimmerman, 2013). In this situation, KYR family communication (Promotive Factor 1) might have a greater positive effect on undocumented students and their families if it is also accompanied by, for example, optimistic family communication (Promotive Factor 2) that discusses a brighter future for undocumented immigrants when undocumented immigrants are treated better (Kam et al, 2018(Kam et al, , 2021. Undocumented students and their families might feel safer knowing about their rights, while also feeling more optimistic about a brighter future (Tipler & Gates, 2022).…”

Section: Drawing From Resilience Theorymentioning

confidence: 99%

“…Although not represented in the resilience theory models (Zimmerman, 2013), Kam et al (2021) suggested that a promotive factor (e.g., KYR family communication) can be both a risk and a promotive factor, depending on what outcomes are considered. Talking about the different ways to protect oneself if approached by the police or ICE should increase undocumented students' knowledge of how to respond if the police or ICE approach them (i.e., knowledge of undocumented rights for self ) and should increase knowledge of how to help their family if a member is detained (i.e., knowledge of undocumented rights for family).…”

Section: Hypothesized Model Of Resiliencementioning

confidence: 99%

Using resilience theory to examine undocumented students’ “know your rights” family communication.

Kam,

Cornejo,

Arch

et al. 2024

Cultural Diversity & Ethnic Minority Psychology

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Objectives: Prior research has found that to keep their family safe, some undocumented immigrants in the United States engage in "Know Your Rights" family communication-talking to family about their rights, should they be approached by the police or U.S. Immigration and Customs Enforcement (ICE). Although "Know Your Rights" family communication plays a functional role, this study used resilience theory to examine when such communication can be a promotive factor and a risk factor. Method: To test the hypotheses, we utilized three waves of survey data, with 1-month intervals, from 366 U.S. undocumented college students primarily from Latin America (76% cisgender women; M age = 22 years, SD = 4.26). Path analysis was employed. Results: We found that "Know Your Rights" family communication at Wave 1 was positively associated with: (a) greater knowledge of how to respond if approached by police or ICE and (b) greater knowledge of how to help their family if detained 1 month later (Wave 2). Through both types of knowledge taken together, "Know Your Rights" family communication was indirectly associated with higher levels of felt safety 2 months later (Wave 3). Nevertheless, through knowledge of how to help family, "Know Your Rights" family communication was also indirectly associated with higher levels of anxiety 2 months later (Wave 3). Conclusion: Given the distribution of "Know Your Rights" information on college campuses, our findings can provide evidence for the utility of such messages, while also potentially identifying when it is associated with higher levels of anxiety. Public Significance StatementMany U.S. college campuses, community organizations, and social media users have offered "Know Your Rights" workshops or distributed "Know Your Rights" red cards to inform undocumented immigrants of their rights, should they be approached by the police or Immigration and Customs Enforcement (ICE). The study results revealed that family discussions about such rights are related to greater undocumented students' knowledge of how to keep themselves and their family safe, and over time, such communication can be associated with greater feelings of safety. Nevertheless, family discussions of their rights, should they be approached by the police or ICE, can also be associated with higher levels of anxiety over time.

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A Latent Profile Analysis of Undocumented College Students’ Protection-Oriented Family Communication and Strengths-Based Psychological Coping

Cited by 7 publications

References 49 publications

Teaching DBT skills to DACA recipients and their families: Findings from an ECHO program.

Teaching DBT skills to DACA recipients and their families: Findings from an ECHO program.

“Children don’t think about these things”: Qualitative research on the relationship views and experiences of former unaccompanied refugee children

Using resilience theory to examine undocumented students’ “know your rights” family communication.

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