Ανθεκτική προσαρμογή μεταναστών και προσφύγων εφήβων: Ποιος τα πάει καλά και γιατί;


Δημοσιευμένα: Nov. 22, 2020
Λέξεις-κλειδιά:
πολιτισμική ενσωμάτωση προσαρμογή έφηβος ανάπτυξη μετανάστης πρόσφυγας ανθεκτικότητα
Frosso Motti-Stefanidi
Vassilis Pavlopoulos
Nancy Papathanasiou
Stefanos Mastrotheodoros
Περίληψη
Η ανθεκτική προσαρμογή των νέων μεταναστών και προσφύγων στις κοινωνίες υποδοχής είναι σημαντική για την ευζωία των νέων και την ευημερία των κοινωνιών υποδοχής. Ωστόσο, παρατηρείται σημαντική ποικιλομορφία στην προσαρμογή τους. Το κεντρικό ερώτημα, που εξετάζεται σε αυτό το άρθρο, είναι: "Ποιος από τους νέους μετανάστες και πρόσφυγες τα πάει καλά και γιατί;". Για να απαντήσουμε σε αυτό το ερώτημα, παρουσιάζουμε ένα ολοκληρωμένο μοντέλο για την κατανόηση της ανθεκτικότητας των νέων μεταναστών, το οποίο ενσωματώνει αναπτυξιακές, πολιτισμικές και κοινωνικές ψυχολογικές οπτικές. Αυτό το εννοιολογικό πλαίσιο για την ανθεκτικότητα πλαισιώνει την έρευνα στη βάση δύο βασικών ερωτημάτων: Πρώτον, τι δημιουργεί προκλήσεις για την προσαρμογή των νέων μεταναστών; Δεύτερον, ποιοι πόροι προστατεύουν τη θετική τους προσαρμογή; Κατά συνέπεια, παρουσιάζουμε επιστημονικά στοιχεία σχετικά με την επίδραση στη θετική τους προσαρμογή των προκλήσεων, που σχετίζονται με τη μετανάστευση, και των πόρων σε επίπεδο ατομικό και πλαισίου. Τα υπάρχοντα στοιχεία δείχνουν, ότι η εστίαση στα δυνατά σημεία και την ανθεκτικότητα αντί για τις αδυναμίες και τα ψυχολογικά συμπτώματα των νέων μεταναστών και προσφύγων μπορεί να έχει σημαντικές επιπτώσεις στη μεταναστευτική πολιτική και πράξη.
Λεπτομέρειες άρθρου
  • Ενότητα
  • ΕΙΔΙΚΟ ΑΦΙΕΡΩΜΑ
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Asendorpf, J., & Motti-Stefanidi, F. (2019). Immigrant youth adaptation in a multilevel context. In F. Titzmann & P. Jugert (Eds.), Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation (p. 129-143). Routledge.
Bellmore, A., Nishina, A., Witkow, M. R., Graham, S., & Juvonen, J. (2007). The influence of classroom ethnic composition on same- and other-ethnicity peer nominations in middle school. Social Development, 16, 720-740. https://doi.org/10.1111/j.1467-9507.2007.00404
Berry, J. W., Phinney, J. S., Sam, D. L., & Vedder, P. (Eds.). (2006). Immigrant youth in cultural transition: Acculturation, identity and adaptation across national contexts. Lawrence Erlbaum Associates.
Bornstein, M. H. (2017). The specificity principle in acculturation science. Perspectives on Psychological Science, 12, 3–45. https://doi.org/10.1177/1745691616655997
Brody, G. H., Chen, Y., McBride Murry, V., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006). Perceived discrimination and the adjustment of African American youths: A five year longitudinal analysis with contextual moderation effects. Child Development, 77, 1129–1520. https://doi.org/10.1111/j.1467-8624.2006.00927.x
Bronstein, I., & Montgomery, P. (2011). Psychological distress in refugee children: a systematic review. Clinical Child and Family Psychology Review, 14(1), 44-56. https://doi.org/10.1007/s10567-010-0081-0
Costigan, C. L., & Dokis, D. P. (2006). Relations between parent-child acculturation differences and adjustment within immigrant Chinese families. Child Development, 77(5), 1252-1267. https://doi.org/10.1111/j.1467-8624.2006.00932.x
Council of Europe (2008). White paper on intercultural dialogue. http://www.coe.int/t/ dg4/intercultural/whitepaper_interculturaldialogue_2_EN.asp
Council of Europe (2016). Intercultural matters. http://www.coe.int/en/web/Pestalozzi/intercultural
Dimitrova, R., Chasiotis, A., & van de Vijver, F. (2016). Adjustment Outcomes of Immigrant Children and Youth in Europe: A Meta-Analysis. European Psychologist, 21(2), 150-162. https://doi.org/10.1027/1016-9040/a000246
Eide, K., & Hjern, A. (2013). Unaccompanied refugee children–vulnerability and agency. Acta Paediatrica, 102(7), 666-668. https://doi.org/10.1111/apa.12258
Esposito, A. G., Sirkin, R. E., & Bauer, P. J. (2017). Bilingual education. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The SAGE encyclopedia of lifespan human development. SAGE.
Fazel, M., Karunakara, U., & Newnham, E. (2014). Detention, denial, and death: migration hazards for refugee children. The Lancet Global Health, 2(6), 313-314. https://doi.org/10.1016/S2214-109X(14)70225-6
Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors. The Lancet, 379(9812), 266-282. http://dx.doi.org/10.1016/S0140-6736(11)60051-2
Garcia Coll, C. G. E., & Marks, A. K. E. (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk?. American Psychological Association.
Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents' ethnic-racial socialization practices: a review of research and directions for future study. Developmental Psychology, 42(5), 747. https://doi.org/10.1037/0012-1649.42.5.747
International Organization for Migration (2016). Mediterranean Migrant Arrivals Reach 345,676; Deaths at Sea: 4,663. https: //greece .iom.int /en/news /mediterranean-migrant-arrivals-reach-345676-deaths-sea-4663.
Jackson, M. F., Barth, J. M., Powell, N., & Lochman, J. E. (2006). Classroom contextual effects of race on children's peer nominations. Child Development, 77(5), 1325-1337. https://doi.org/10.1111/j.1467-8624.2006.00937.x
Kwak, K. (2003). Adolescents and their parents: A review of intergenerational family relations for immigrant and non-immigrant families. Human Development, 46(2-3), 115-136. https://doi.org/10.1159/000068581.
Marks, A. K., Ejesi, K., McCullough, M. B., & Coll, C. G. (2015). Developmental implications of discrimination. Handbook of child psychology and developmental science: John Wiley & Sons.
Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.
Masten, A. S., Cicchetti, D. (2016). Resilience in development progress and transformation. In D. Cicchetti (Ed.). Developmental psychopathology, theory and method (Vol. 1). John Wiley & Sons.
Masten, A. S., Liebkind, K., & Hernandez, D. J. (2012). Realizing the potential of immigrant youth: Cambridge University Press.
Masten, A. S., Motti-Stefanidi, F., & Rahl-Brigman, H. (2019). Developmental risk and resilience in the context of devastation and forced migration. In R. Parke & G. Elder (Eds.), Children in changing worlds: Sociocultural and temporal perspectives (p. 84-111). Cambridge University Press.
McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415-444.
Motti-Stefanidi, F. (2014). Immigrant youth adaptation in the Greek school context: A risk and resilience perspective. Child Development Perspectives, 8(3), 180-185. https://doi.org/10.1111/cdep.12081
Motti-Stefanidi, F. (2018). Resilience among immigrant youth: The role of culture, development and acculturation. Developmental Review, 50(Part A), 99-109. http://dx.doi.org/10.1016/ j.dr.2018.04.002
Motti-Stefanidi, F. (2019). Resilience among Immigrant Youth: Who Adapts Well and Why? Current Directions in Psychological Science. 28(5), 510-517. https://doi.org/10.1177/0963721419861412
Motti-Stefanidi, F. & Asendorpf, J. B. (2017), Adaptation During a Great Economic Recession: A Cohort Study of Greek and Immigrant Youth. Child Development, 88, 1139–1155. https://doi.org/10.1111/cdev.12878
Motti-Stefanidi, F., Asendorpf, J. B., & Masten, A. S. (2012b). The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources. Development and Psychopathology, 24(02), 451-473. https://doi.org/10.1017/S0954579412000090
Motti-Stefanidi, F., Berry, J. W., Chryssochoou, X., Sam, D. L., & Phinney, J. S. (2012a). Positive immigrant youth in context: Developmental, acculturation and social psychological perspectives. In A. Masten, B. Hernandez & K. Liebkind (Eds.), Capitalizing on immigration. The potential of immigrant youth (p. 117–158). Cambridge University Press.
Motti-Stefanidi, F., & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In N. J. Cabrera & B. Leyendecker (Eds). Handbook of positive development of minority children (p. 19-34). Springer.
Motti‐Stefanidi, F., Pavlopoulos, V., Obradović, J., & Masten, A. S. (2008). Acculturation and adaptation of immigrant adolescents in Greek urban schools. International Journal of Psychology, 43(1), 45-58. https://doi.org/10.1080/00207590701804412
Nguyen, A.-M. T., & Benet-Martinez, V. (2013). Biculturalism and adjustment: A meta-analysis. Journal of Cross-Cultural Psychology, 44(1), 122-159. https://doi.org/10.1177/0022022111435097
OECD. (2010). Closing the gap for immigrant students: Policies, practice, and performance. OECD.
OECD. (2012). Untapped skills: Realising the potential of immigrant students. http://www.oecd.org/edu/Untapped%20Skills.pdf
Oppedal, B., & Idsoe, T. (2015). The role of social support in the acculturation and mental health of unaccompanied minor asylum seekers. Scandinavian Journal of Psychology, 56(2), 203-211. https://doi.org/10.1111/sjop.12194
Oppedal, B., & Toppelberg, C.O. (2016). Acculturation and Development. In D.L.Sam & J. Berry (Eds.). Cambridge Handbook of Acculturation Psychology (2nd Edition; p. 71-92). Cambridge University Press.
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751. https://doi.org/10.1037/0022-3514.90.5.751
Phinney, J. S., Horenczyk, G., Liebkind, K., & Vedder, P. (2001). Ethnic identity, immigration, and well‐being: An interactional perspective. Journal of Social Issues, 57(3), 493-510. https://doi.org/10.1111/0022-4537.00225
Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271. https://doi.org/10.1037/0022-0167.54.3.271
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10(02), 321-352. https://doi.org/10.1017/ S0954579498001631
Reitz, A. K., Motti-Stefanidi, F., & Asendorpf, J. B. (2013). Mastering developmental transitions in immigrant adolescents: The longitudinal interplay of family functioning, developmental, and acculturative tasks. Developmental Psychology, 50 (3), 754–765. https://doi.org/10.1037/a0033889
Sack, W. H., Him, C., & Dickason, D. (1999). Twelve‐year follow‐up study of Khmer youths who suffered massive war trauma as children. Journal of the American Academy of Child & Adolescent Psychiatry, 38(9), 1173-1179.
Sam, D. L., & Berry, J. W. (Eds.). (2016). The Cambridge handbook of acculturation psychology. Cambridge University Press.
Sam, D. L., Vedder, P., Liebkind, K., Neto, F., & Virta, E. (2008). Immigration, acculturation and the paradox of adaptation in Europe. European Journal of Developmental Psychology, 5(2), 138-158. https://doi.org/10.1080/17405620701563348
Schachner, M. K., Noack, P., Van de Vijver, F. J., & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school—Equality and inclusion versus cultural pluralism. Child Development. https://doi.org/10.1111/cdev.12536
Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant origin children and youth. American Psychologist, 73(6), 781–796. http://dx.doi.org/10.1037/amp0000265
Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712-749.
Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2009). Learning a new land: Immigrant students in American society. Harvard University Press.
Thijs, J., & Verkuyten, M. (2014). School ethnic diversity and students' interethnic relations. British Journal of Educational Psychology,84(1),1-21. https://doi.org/10.1111/bjep.12032
Titzmann, P. F. (2014). Immigrant adolescents' adaptation to a new context: Ethnic friendship homophily and its predictors. Child Development Perspectives, 8(2), 107-112. https://doi.org/10.1111/cdep.12072
Tousignant, M., Habimana, E., Biron, C., Malo, C., Sidoli-lebianc, E., & Bendris, N. (1999). The Quebec adolescent refugee project: Psychopathology and family variables in a sample from 35 nations. Journal of the American Academy of Child & Adolescent Psychiatry, 38(11), 1426-1432.
Umaña‐Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas‐Drake, D., Schwartz, S. J., Syed, M., Yip, T., & Seaton, E. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39. https://doi.org/10.1111/cdev.12196
UNHCR (1951). The refugee convention. http://www.unhcr.org/4ca34be29.pdf
United Nations (2016, January 12). 244 million international migrants living abroad worldwide, new UN statistics reveal. Retrieved from http://www.un.org/sustainabledevelopment/blog/2016/01/244-million-international-migrants-living-abroad-worldwide-new-un-statistics-reveal/
United Nations (2016). Sustainable Development Goals (SDGs). https://sustainabledevelopment.un.org /?menu=1300
Van de Vijver, F. J. R.(2017). Acculturation. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The SAGE encyclopedia of lifespan human development (pp. 11-14). SAGE.
Vedder, P. H., & Motti-Stefanidi, F. (2016). Children, families, and schools. In D. L. Sam & J. Berry (Eds.). Cambridge Handbook of Acculturation Psychology (2nd Edition; p. 19–34). Cambridge University Press.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)