School-Based Family Counseling with Refugees and Immigrants focuses on the practical application of School-Based Family Counseling (SBFC) with refugee and immigrant populations. Emphasizing collaboration, mutual assistance, dialogue, and joint problem-solving, SBFC takes a systems approach that stresses the integration of school, family, and community interventions; the three most important systems that affect the lives of children. Through case studies, the book explains how to design and implement integrated SBFC interventions for refugee and immigrant populations in an explicit manner. The book’s practical, how-to approach is suitable for novice and experienced practitioners alike.

This book provides an in-depth, practical, and cutting-edge summary of psychotherapy for immigrant children and adolescents. This text integrates practical therapeutic methods with current empirical knowledge on the unique life stressors and mental health concerns of immigrant youth, proving essential for all who seek to address the psychological needs of this vulnerable and under-served population. Specific chapters are devoted to trauma, refugees and forced displacement, cognitive-behavioral therapy, psychopharmacological issues, school-based treatment, family. Each chapter includes specific cultural concerns and treatment techniques for immigrant groups from various regions of the world. In-depth case examples illustrate case formulation, how and when to use specific techniques, challenges faced in the treatment of immigrant youth, and responses to common obstacles. With detailed theory and practice guidelines, Psychotherapy for Immigrant Youth is a vital resource for psychologists, psychiatrists, social workers, and other practitioners.

This book provides a framework to guide mental health providers who work with refugees and immigrants. Nearly 70 million people today are refugees or forcibly-displaced migrants. More than half of them are children suffering from the effects of dislocation and violence. The authors describe the unique needs and challenges of serving these populations, and offer concrete steps for providing evidence-based, culturally-responsive care. Using the socioecological model, the authors conceptualize the developing child as living within concentric circles that include family, school, neighborhood, and society, embedded within a cultural context. Mental health providers identify and provide targeted support to combat disruptions within any or all of these ecological layers. Chapters examine the complex ways in which culture impacts the refugee experience, barriers to engagement in mental health practice and strategies for overcoming them, assessment, collaborative and integrated mental health interventions, and efforts to increase resilience in children, families, and communities. The book is an essential guide for mental health providers, and all who seek to help children in need.

School-Based Family Counseling for Crisis and Disaster is a practical handbook with a school-based family counseling and interdisciplinary mental health practitioner focus that can be used to mitigate crises and disasters that affect school children. Anchored in the school-based family counseling (SBFC) tradition of integrating family and school mental health interventions, this book introduces interventions according to the five core SBFC metamodel areas: school intervention, school prevention, family intervention, family prevention, and community intervention. The book has an explicit "how to" approach and covers prevention strategies that build student, school, and family resilience for handling stress and interventions that can be provided during and immediately after a disaster or crisis has occurred. The chapter authors of this edited volume are all experienced professors and/or practitioners in counseling, psychology, social work, marriage and family therapy, teaching, and educational administration. All mental health professionals, especially school-based professionals, will find this book an indispensable resource for crisis planning and developing a trauma-sensitive school.

Immigrants and refugees continue to make enormous contributions to the economic, educational, and cultural richness of the U.S. They plan for and manage multiple changes to achieve goals for themselves and their families, and in the process, give back to the U.S. This book provides insight for counselors working with immigrants and refugees and their families across the lifespan. Social justice and multicultural counseling competency frameworks ground this text, which is intended for counselors working in academic settings, conducting research, and practicing in different contexts. Because immigrants and refugees have various cultural heritages, immigration journeys, reasons for migrating, and presenting situations, counselors must be prepared to engage with individuals and families as unique clients. Descriptions of these contextual factors, including data and legislation, are included. This book will guide counselors in recognizing the additional steps they may need to take to account for culture, language, health status, relationships in place, and of course the priority issues (i.e., child’s illness and/or school bullying) to be dealt with. Additionally, counselors will learn about the rationale for migration as well as the concentration camps that may be “home” to refugees for an indeterminate time. Counselors will read about losses that affect immigrant and refugee clients and how these “naturally” contribute to sadness, depression, anger, and self-isolation. To purchase print copies, please visit the ACA Store. Reproduction requests for material from books published by ACA or any other questions about ACA Publications should be directed to [email protected]. ACA no longer provides complimentary print desk copies. Digital evaluation copies may be requested from Wiley by clicking the link above and completing the details about your institution and course.

This important new book explores how to support refugee family relationships in promoting post-trauma recovery and adaptation in exile.

""Cultural Identity and Mental Health is a unique book because it defines culture and identity from a developmental perspective; therefore delving more deeply into the psychological, social and biological aspects of the immigrant and refugee experience in the U.S.A. and it explains how these experiences help to shape the development of the person's cultural identity. The book presents a very detailed discussion on the concept of acculturation and reviews all of the available literature on the subject. It also covers the sociological, anthropological, political and economic aspects of the immigrant and refugee experience and how these variables impact on mental health, thus presenting the experience of migration from a very broad and humanistic perspective. This book embarks on a deep exploration of the psychodynamic experience of immigration, while at the same time covering the epidemiological risk factors and protective factors related to the immigrant experience; thus, presenting ample and up to date empirically-based data. The book has a unique chapter addressing the true and accurate statistics of immigrant criminality and explores and analyzes this data under a new lens, helping to dispel the myths that result from contemporary anti-immigrant rhetoric. It also explains the types of crimes committed by immigrants, immigrants as victims of crime, cultural crimes, and motivations and the explanatory narratives presented by those who violate immigration laws. In addition, it also covers the history of immigrant criminality in the United States. The book has another important chapter addressing Immigrant Narratives and the role and importance of the personal-historical narrative in life-story construction, and the narrative as a therapeutic tool that can help to repair the trauma of loss and dislocation suffered by many immigrants when they leave their country of origin and begin a life in a new host country. It also introduces the role of the new immigrant narratives in contemporary literature and how this literature can be used by teachers and parents to help integrate the experiences of the different generations of the immigrant family, as well as to educate the younger generations of Americans about the country's new cultural diversity. There is a chapter that explains the new concept of Transnational Identities that result from the improved communication technologies, as well as from more accessible travel, which have deeply changed the immigrant experience and are part of the new phenomenon of globalization. Another interesting chapter analyzes the phenomenon of Return Migrations comparing the points of view of the returning immigrant with those of the ones who stayed behind, further analyzing this topic from a psychological and socioeconomic perspective. It also explains the psychological meaning of Pilgrimages in which the pilgrim visits, not necessarily the land of his or her actual birth or upbringing, but the land of the ancestral family history, in an attempt to bridge the gaps between the generations and to better integrate the pilgrim's sense of ethnic and cultural identity. In addition, this book also has an extensive and well-documented chapter on the refugee experience, outlining the current world-wide refugee crisis and explaining the sociopolitical reasons behind the crisis, as well as offering new evidence-based treatments for this population. This is a very comprehensive and well-written book that covers adults, children, adolescents and families and describes the sociocultural experience of the various generations of immigrants in their adaptation to life in the U.S. It also explores the immigration-related family separations as well as the psychological impact faced by the children that stay behind and later re-unify with their parents in the U.S., as well as those families that are separated by deportation. Finally, the book also presents a comprehensive chapter on culturally-sensitive and culturally-competent evidence-based mental health treatments for the various generations of these populations, including recommendations on ethno-pharmacology. One of the many strengths of the book are the very compelling and clearly explained clinical cases, which help to illustrate the theoretical concepts that are presented in each chapter. This book is a very timely and very valuable contribution to the bio-psycho-social study of the immigrant experience to the U.S. in its first generation and beyond, and is an essential tool for students and professionals in the social sciences, in the fields of social work, psychology, medicine and psychiatry, and for members of government organizations responsible for urban planning, policy and budgets, as well as for agencies dealing with the reception, placement and assistance of immigrants and refugees. ""--

With approximately 70,000 refugees entering the United States each year and nearly 40% of those refugees being children, the need to help these children successfully transition into their new schools is critical (Office of Refugee Resettlement, 2015). In order to provide these students with appropriate support we must understand each refugee child individually by learning of their exposure to trauma, their current struggles, how traumatic experiences manifest themselves in behavior, and the valuable perspectives and strengths they bring into their host communities. This report sheds light on some of the traumatic experiences refugee children and their families have survived, challenges that arise during post migration as well as other multicultural considerations. This report also highlights several studies that have been conducted to demonstrate the efficacy of trauma-based interventions and school-based programs that can potentially be helpful when working with refugee students within a school setting. Suggestions are made for school counselors and school staff to raise awareness on the needs of refugee students and how to promote multicultural awareness campus-wide. In addition, this report recognizes the limitations of short-term counseling for refugee children and discusses the importance of further research in the area of providing school counselors with effective strategies to support refugee students within American schools settings.

Working With Immigrant Families examines the theoretical and practice-based issues that must be considered by counseling professionals when performing family therapy with immigrant clients. It provides practitioners with insights into why immigrant families come to the United States, the processes that unfold while they do, and the steps that can be taken to help these families make the most of their experience in their new country.

Written by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner’s Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide’s concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources. Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.