Pathways to Resilience: The Role of Education in War-Zone Immigrant and Refugee Student Success

Stermac, Lana; Clarke, Allyson; Brown, Lindsay

doi:10.1007/978-1-4614-6375-7_15

Cited by 11 publications

(4 citation statements)

References 44 publications

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“…To deal with the experience of the 11 year-old non-evacuees first, it is conceivable that the lower test results among some of them -especially those who remained in Scottish cities -were associated with dislocations to their family lives as a result of long hours of parental war work, disruptions to schooling in the sending areas (Rutter, 1985), and the traumatic impact of bombing on subsequent learning (Stermac, Clarke, & Brown, 2013). In March 1940, for example, 96% of all primary schools in receiving areas were open full-time, whereas in the sending areas, 5% only were running full-time (Lloyd, 1979).…”

Section: Discussionmentioning

confidence: 99%

Childhood evacuation during World War II and subsequent cognitive ability: the Scottish Mental Survey 1947

Calvin

Crang

Paterson

et al. 2014

LLCS

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Section: Discussionmentioning

confidence: 99%

Childhood evacuation during World War II and subsequent cognitive ability: the Scottish Mental Survey 1947

Calvin

Crang

Paterson

et al. 2014

LLCS

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“…Regardless of their country of origin, resettlement challenges can significantly impact the psychological and physical well-being of refugees (Teodorescu et al, 2012). The process of adapting to the culture of the host country is difficult (Birman, 2006), and the degree to which refugees adjust is often dependent on the community reception, access to social services, and the preestablished presence of culturally congruent refugee communities (Barkil-Oteo et al, 2018; Stermac et al, 2013).…”

Section: The Present Studymentioning

confidence: 99%

Bridging, building, and bonding: Somali mothers’ experiences in a family-focused community program.

Pejic¹,

Hess²,

Frey³

2023

American Journal of Orthopsychiatry

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Developing community programming that integrates cultural context, family systems, and social connection is key to promoting well-being and acculturation among refugee families. This study explored the resettlement experiences of Somali refugee mothers as they sought to navigate their changing personal identities, childrearing approaches, and integration into a new community. The Somali Parent Program (SPP) represents a culturally specific, family-focused, 8-week program designed to address participants' questions and challenges. A phenomenological approach was used to understand how Somali mothers in the program made meaning of their experiences before, during, and after program completion. Emergent themes focused on how being a part of the program provided sources of belonging and support, highlighted the value of parent-child relationships, and emphasized the importance of visibility and voice. Culturally specific family-focused programs such as SPP may provide an effective method for addressing acculturation and integration among refugee families. This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.This article was published Online First December 22, 2022. Katlyn F. Frey https://orcid.org/0000-0002-9141-9768 The realization of the Somali Parent Program (SPP) can only be attributed to the community members and refugees who wholeheartedly believed in this project. The authors thank Dr. Tad and Jane Gilmore for their unwavering support and commitment to making our communities welcoming and nurturing for all people.

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“…All themes impacting newcomers’ access to support services during the process of school integration are underscored by a pervasive need to capture, record, and learn directly from newcomer experiences. School-based settings are important for investigating and capturing the lived experiences of youth navigating intervention services ( Crooks et al, 2021 ; Stermac et al, 2013 ). It is continually reaffirmed throughout the studies that the process of adaptation and integration for newcomers navigating a host culture is complex and focusing on individual and group lived experiences is key ( Berry et al, 2006 ).…”

Section: Literature Review Processmentioning

confidence: 99%

Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review

Kalchos

Kassan

Ford

2022

Canadian Journal of School Psychology

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While the numbers of newcomer youth continue to grow in Canada, few studies have sought to critically capture experiences of school integration and access to school-based psychosocial support services during their transition. Guided by a critical social justice lens, this research seeks to investigate issues of inequity due to the marginalization of newcomer youth in schools. The intent of this critical narrative review is to summarize, interpret, critique, and synthesize what is currently known about the ways newcomer youth access and experience school-based psychosocial support services (S-BPSS) throughout the process of school integration. This paper presents the critical narrative literature review process, a discussion of the themes that emerged from the review, and a discussion of the literature within the context of school integration. The following themes that underscore the experiences of newcomer youth accessing school-based psychosocial support services were identified: (a) underutilization/discrimination, (b) culture shift, (c) transition planning, and (d) lived experience. Important directions for future research, including the importance of studies that prioritize the perspectives of newcomer youth themselves and the implications of their lived experience for S-BPSS are provided.

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Pathways to Resilience: The Role of Education in War-Zone Immigrant and Refugee Student Success

Cited by 11 publications

References 44 publications

Childhood evacuation during World War II and subsequent cognitive ability: the Scottish Mental Survey 1947

Childhood evacuation during World War II and subsequent cognitive ability: the Scottish Mental Survey 1947

Bridging, building, and bonding: Somali mothers’ experiences in a family-focused community program.

Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review

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