How do mental health practitioners and educators support child migrants, child immigrants, child refugees, and their families? This article examines the scope of current interventions for these populations. A meta-analysis of interventions used in schools over the last two decades is discussed to provide an overview of the current evidence base in this area worldwide. Recommendations are made to facilitate the application of these interventions to support child-migrants, child-immigrants, and child-refugees in the schools, and their families.
Using culturally appropriate, trauma-informed support to promote bicultural self-efficacy among resettled refugees: A conceptual model
Resettled refugees face pressure to integrate successfully into the culture of their resettlement country within a relatively short period of time. Though successful integration is important, research has shown that ethnic identity and participation in the ethnic culture of origin play a key role in supporting the mental health of resettled refugees. This paper presents…