Refugees and Asylum Seekers

I, Kim; Berthold, S. Megan; Critelli, Filomena M.

doi:10.1007/978-3-030-16395-2_10

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…It is equally relevant to establish that the fundamental requirements of refugees, such as shelter, regular meals, protection from harm as well as the ability to work and earn income are crucial and inevitable in tackling the general wellbeing of refugees in trauma therapy and care [10]. These needs form a pivotal role in enabling refugees to stabilize and better appreciate and integrate into the new environment [11]. Typically, refugees must quickly integrate into their new society, especially in terms of their financial independence and language skills.…”

Section: Introductionmentioning

confidence: 99%

“…The demands of trauma survivors, particularly those impacted by war and torture, were accommodated by this methodology [17]. This method involves having patients discuss the most upsetting aspects of the trauma, which causes them to revisit the associated ideas and feelings [11]. The therapist duly probes the patient's account of the traumatic incident and, ultimately, reconstructs it while eliciting behavioural, physiological, cognitive, and emotional responses.…”

Section: Introductionmentioning

confidence: 99%

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A Preliminary Scoping Review of Trauma Recovery Pathways among Refugees in the United States

2022

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When people move across borders to seek asylum because of violence, conflicts, persecution, or human rights violations, they experience a complex mix of psychological and traumatic downfalls. Often, refugees and asylum seekers’ trauma is compounded by the behaviours of individuals, communities, and the systemic climate of host countries. The United States is host to refugees and asylees from several countries. Evidence shows that several asylum seekers are held up in deplorable conditions in immigration detention centres where they are battling acute trauma. Therefore, consequent to this, coupled with the varying trauma that refugees face, this preliminary scoping review explores the scope and context of available peer-reviewed scholarship on trauma recovery pathways among refugees in the United States to identify gaps for further research. Following the PRISMA-compliant scoping review guidelines, we identified and curated data on the scope and context of peer-reviewed literature on trauma recovery approaches among refugees in the United States. This study identified the following as trauma recovery pathways among refugees: (1) macro-level structural intervention—preventing re-traumatization; (2) culturally sensitive therapeutic intervention; and (3) diagnosis and therapy. This study concludes that little research on the recovery pathways among refugees exists in the United States, hence the need for scholarship in this area.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Preliminary Scoping Review of Trauma Recovery Pathways among Refugees in the United States

2022

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Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds

Bailey,

Kim,

Koury

et al. 2023

Children &Amp; Schools

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Schools provide spaces for academic knowledge while also addressing children’s social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students’ experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds represent diverse cultures, languages, and experiences but often share some common challenges and traumas. While trauma can impact students’ ability to learn and develop, classroom expectations, procedures, and rhythms can be adjusted to be trauma informed. Trauma-informed educational practices allow for a universal precautionary model for teachers and school staff to neutralize the environment for possible retraumatization, contributing to the creation of better educational experiences for students with refugee backgrounds as well as the rest of the student body. The aim of this article is to provide primary and secondary school staff—including teachers, administrators, and social workers—with practical information about trauma-informed educational practices to help them address the specific and unique needs of students with refugee backgrounds. Authors include examples of how school social workers, teachers, staff, and administrators can think about trauma-informed practices in the context of education and students with refugee backgrounds.

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Residente’s ‘War’ and the reframing of terror

Robinson

2020

Studies in Spanish &Amp; Latin American Cinemas

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The music video ‘Guerra’/‘War’ (Pérez Joglar or Residente 2017), directed and sung by the Puerto Rican musician Residente (René Pérez Joglar), features war-scarred landscapes, fleeing refugees, overcrowded camps and eerily idyllic suburban life. The discordant realities challenge viewers’ potential apathy towards ongoing conflicts and refugee crises while the rap lyrics in Spanish, when sung by the listener, conflate the singer with suffering groups, thus placing suffering and terror centre-stage through visuals and lyrics. This article proposes that Residente begins his music video with a narrative of terror, currently associated in popular discourses with refugees from areas in conflict, then overwhelms this narrative with one of suffering, which is subsequently followed by images of wealth, effectively reframing the terror factor through comparisons and stark contrasts. In addition to the perpetrators of terror, the viewer is confronted with refugees as the victims of terror, the hypocritical illusion of the security of suburban life and the realization that, in war, everyone loses.

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Refugees and Asylum Seekers

Cited by 3 publications

References 17 publications

A Preliminary Scoping Review of Trauma Recovery Pathways among Refugees in the United States

A Preliminary Scoping Review of Trauma Recovery Pathways among Refugees in the United States

Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds

Residente’s ‘War’ and the reframing of terror

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