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Migration and Relocation Trauma of Young Refugees and Asylum Seekers: Awareness As Prelude to Effective Intervention: The 2009 International Focus Issue of Childhood Education, Guest Edited by Judit Szente and X. Christine Wang, Examined the Issue of Children Around the Globe Coping with Adverse Circumstances. We Revisit the Theme with This Article.

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Title: Migration and Relocation Trauma of Young Refugees and Asylum Seekers: Awareness As Prelude to Effective Intervention: The 2009 International Focus Issue of Childhood Education, Guest Edited by Judit Szente and X. Christine Wang, Examined the Issue of Children Around the Globe Coping with Adverse Circumstances. We Revisit the Theme with This Article.
Author : Childhood Education
Release Date : January 22, 2010
Genre: Education,Books,Professional & Technical,
Pages : * pages
Size : 312 KB

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According to the United Nations High Commission on Refugees (2002, 2005), almost half of the 19.2 million people forced to flee their native countries due to war, violence, and deprivation, are under 18 years of age. Offering somewhat lower total figures for all refugees, the United States Committee for Refugees (2003) calculates that 9 million refugees worldwide are children. "Migration is considered one of the major life events which often involves profound changes including a disruption of well-established relationships. It challenges the adaptive capacity of the families collectively and each of their members individually" (Roebers & Schneider, 1999, p. 125). The impact of such stress upon children generally is greater, as they have fewer and less well-refined coping mechanisms than adults (Barowsky, 1990, 1992). The source of impediments to successful adaptation in the host country is often attributed to "acculturation stress," a cultural clash between home and host cultures (Berry, Phinney, Sam, & Vedder, 2006; Pumariega, Rothe, & Pumariega, 2005). The most commonly mentioned acculturation stressors have been difficulties in mastering a new language (McBrien, 2005; Roebers & Schneider, 1999; Schumann, 1986, 1990; Tong, 2000), integrating a new culture and its accompanying mores and practices into long-established patterns of their country of origin, accommodating learning styles to the prevalent patterns of teaching in the host country (McBrien, 2005; Rueda & Forness, 1994), and the host country's education system's inability to accurately assess the immigrants' cognitive, behavioral, social and learning needs (Grossman, 2004; Inose & Yeh, 2002; Organista, Organista, & Kurasaki, 2003). While this listing is not exhaustive, these factors often interfere with children's establishment of a positive "cross-cultural identity" (Tong, Huang, & McIntyre, 2006). A healthy cross-cultural identity is based upon the extent to which people will maintain the values of the home culture that are essential to their self-identity, and the extent to which the ways of the new culture are adopted (Berry et al., 2006; Phinney, 2003). To do this effectively, children must view the two cultures as complementary (Lupi & Tong, 2001; Tong, 1997), rather than competitive and combative (Tong, 2002; Tong, Huang, & McIntyre, 2006). This is frequently difficult, as