Self-perceived mental health and factors associated with the mental health of Hong Kong's asylum-seekers and refugees – A mixed methods study

Ng, Isabella; Chung, Joanne W.Y.; Choi, Sharice F.Y.; Yan, Vincent Chun Man

doi:10.1016/j.heliyon.2023.e13481

Cited by 1 publication

(3 citation statements)

References 32 publications

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“…The findings reveal widespread psychological estrangement among refugee students, with "The Aimless" dimension being more pronounced among females. The results of this study, while disturbing, are consistent with those of Ng et al [23], who also found that refugees and asylum seekers suffer from high rates of anxiety and depression. This suggests that the two studies concur that this population faces significant psychological suffering.…”

Section: Discussion Of the Resultssupporting

confidence: 92%

“…Ng et al [23] article investigates the mental health of Hong Kong's asylum-seekers and refugees, as well as the factors that contribute to that population's mental health. Between the months of October 2019 and the middle of 2020, a sequential approach using mixed methodologies was carried out among refugees and people seeking asylum in Hong Kong.…”

Section: Previous Studiesmentioning

confidence: 99%

“…The immediate challenges faced by school counsellors in Turkey were highlighted by Özel and Özgür [22], who zeroed attention on issues pertaining to students, the surrounding setting, and ways for coping in regions with a high number of refugees. Symptomatic anxiety and depression are common among Hong Kong asylum seekers, and Ng et al [23] found that a lack of job and subsequent poverty are major contributors to these conditions. To examine the effectiveness of psychoeducational programmes in Malaysian refugee schools, a field that currently lacks extensive validation research, Aissa et al [24] established an investigative framework based on cognitive-behavioral theory.…”

Section: Previous Studiesmentioning

confidence: 99%

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Psychological alienation and its relationship to academic achievement among refugee students in public schools

Aljarrah

2023

P Sci Edu

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Introduction. Psychological alienation, characterized by feelings of estrangement and isolation, negatively impacts the academic performance of refugee students in public schools. This sense of alienation, originating from their unique experiences and sudden environmental changes, can impede their educational engagement and adaptation. However, a supportive learning environment can alleviate these effects, enhancing the sense of belonging and facilitating academic success. Therefore, recognizing this relationship between alienation and academic achievement is essential for developing effective educational strategies for refugee students. Aim. This study explores the level of psychological alienation among refugee students in public schools and investigates its relationship with academic achievement. Study participants and methods. The study analyzes data from 160 secondary school students in the Amman Governorate schools for the 2022/2023 academic year utilizing a descriptive analytical approach. A specially prepared psychological alienation scale was used to quantify five dimensions of alienation: self-estrangement, social isolation, aimlessness, non-normative behavior, and rebellion. The results. The study shows that psychological alienation is prevalent among refugee pupils attending public schools, with an average score of 3.68 out of 5, indicative of considerable psychological alienation (184.0%). Mean ratings of 3.76 (18.8%), 3.57 (17%), 3.80 (19%), 3.71 (185.0%), and 3.59 (179.0%) were assigned to the aspects of alienation from oneself, social isolation, the aimless, non-normative, and rebellion, respectively. It was found that there were no significant differences between male and female refugee students' average scores on most dimensions (p-values > 0.05), with some exceptions including Alienation from oneself (M: 7.3, F: 7.1, p=0.23) and Social Isolation (M: 6.8, F: 6.5, p=0.12). Female students scored higher than male students on The Aimless dimension (M: 6.2, F: 6.7, p=0.02), suggesting that they are more aimless. These numbers highlight the widespread psychological alienation among refugee students, highlighting the need for individualised therapies that take into account the nuances of experiences across dimensions, such as those of female students in The Aimless. Conclusions. This study shed light on the pervasiveness of psychological alienation among immigrant kids in public schools, finding no significant differences between the sexes. Although more research is needed to determine the full extent of the relationship between alienation and academic success, this study highlights the critical need for targeted interventions like counselling and mentoring programs to help reduce alienation and improve academic outcomes. Educators, policymakers, and mental health professionals can use these results as a springboard to create holistic educational strategies and support systems tailored to refugee students that will help them flourish emotionally and academically.

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Section: Discussion Of the Resultssupporting

confidence: 92%

Section: Previous Studiesmentioning

confidence: 99%