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Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors
This article explores migration trauma among Mexican and Central American unaccompanied refugee minors (URM) with the purpose of developing an understanding of migration as a tripartite process consisting of: pre-migration exposure to traumatic stressors, in-journey stressors, and post-migration str...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Springer US
2018
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6208907/ https://www.ncbi.nlm.nih.gov/pubmed/30416250 http://dx.doi.org/10.1007/s10560-018-0552-6 |
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author | Franco, Diana |
author_facet | Franco, Diana |
author_sort | Franco, Diana |
collection | PubMed |
description | This article explores migration trauma among Mexican and Central American unaccompanied refugee minors (URM) with the purpose of developing an understanding of migration as a tripartite process consisting of: pre-migration exposure to traumatic stressors, in-journey stressors, and post-migration stressors. The migration experience of these youth may be subjectively different depending on a wide range of factors. The complexities of migration are explored as a traumatic, tripartite process. These three salient components of migration may act as precursors, often resulting in psychological sequelae such as: post-traumatic stress disorder (PTSD), anxiety, and depression. Of all migrant groups, URM are more likely to develop psychiatric symptoms. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive Behavioral Intervention for Trauma in Schools (CBITS), and Mental Health for Immigrants Program (MHIP) are among the most effective interventions in the treatment of PTSD, anxiety, and depression in refugee minors. Social workers in schools are in unique positions to provide mental health services to URM. A case example illustrating a cultural adaptation of TF-CBT in an urban public high school is included. Clinical implications of culturally responsive and trauma-informed treatment of URM in schools will be discussed. Additionally, this article will emphasize the importance of bridging the gap between research and culturally responsive, trauma-informed interventions for URM in schools. |
format | Online Article Text |
id | pubmed-6208907 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-62089072018-11-09 Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors Franco, Diana Child Adolesc Social Work J Article This article explores migration trauma among Mexican and Central American unaccompanied refugee minors (URM) with the purpose of developing an understanding of migration as a tripartite process consisting of: pre-migration exposure to traumatic stressors, in-journey stressors, and post-migration stressors. The migration experience of these youth may be subjectively different depending on a wide range of factors. The complexities of migration are explored as a traumatic, tripartite process. These three salient components of migration may act as precursors, often resulting in psychological sequelae such as: post-traumatic stress disorder (PTSD), anxiety, and depression. Of all migrant groups, URM are more likely to develop psychiatric symptoms. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive Behavioral Intervention for Trauma in Schools (CBITS), and Mental Health for Immigrants Program (MHIP) are among the most effective interventions in the treatment of PTSD, anxiety, and depression in refugee minors. Social workers in schools are in unique positions to provide mental health services to URM. A case example illustrating a cultural adaptation of TF-CBT in an urban public high school is included. Clinical implications of culturally responsive and trauma-informed treatment of URM in schools will be discussed. Additionally, this article will emphasize the importance of bridging the gap between research and culturally responsive, trauma-informed interventions for URM in schools. Springer US 2018-05-29 2018 /pmc/articles/PMC6208907/ /pubmed/30416250 http://dx.doi.org/10.1007/s10560-018-0552-6 Text en © The Author(s) 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Article Franco, Diana Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title | Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title_full | Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title_fullStr | Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title_full_unstemmed | Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title_short | Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors |
title_sort | trauma without borders: the necessity for school-based interventions in treating unaccompanied refugee minors |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6208907/ https://www.ncbi.nlm.nih.gov/pubmed/30416250 http://dx.doi.org/10.1007/s10560-018-0552-6 |
work_keys_str_mv | AT francodiana traumawithoutbordersthenecessityforschoolbasedinterventionsintreatingunaccompaniedrefugeeminors |