Abstract
While many understand the meaning of the term immigration generally, individuals are often less aware of what is meant by forced migration. In addition to fleeing from their home countries and experiencing harrowing journeys, upon arriving in a safe country, forced migrants often endure a lengthy, complicated legal process to gain residency in their host countries. The forced migratory experience is frequently compounded by post migration stressors similar to those faced by other immigrants, such as learning a new language and culture, adjusting to a new gender and familial roles as well as a new, educational system, accessing services, and learning new skills (Akinsulure-Smith, Ghiglione, & Wollmershauser, 2009; Blanch, 2008; Drachman, 1995; Miller, Worthington, Muzurovic, Tipping, & Goldman, 2002; Sue & Sue, 2008; van der Veer, 1998). While many refugees and asylum seekers are able to adjust to life in the United States (U.S.) without significant stress, some are at risk for emotional difficulties that can have devastating consequences such as posttraumatic stress disorder (PTSD), depression, and anxiety. In addition, forced migrants may also experience intense grief as a result of multiple losses experienced, even after resettling in a safe environment (Athey & Ahearn, 1991; Fazel, Wheeler, & Danesh, 2005; Keyes, 2000; Lustig et al., 2004; Porter & Haslam, 2005; Rousseau, 1995).
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Clauss-Ehlers, C.S., Akinsulure-Smith, A.M. (2013). Working with Forced Migrant Children and their Families: Mental Health, Developmental, Legal, and Linguistic Considerations in the Context of School-Based Mental Health Services. In: Clauss-Ehlers, C., Serpell, Z., Weist, M. (eds) Handbook of Culturally Responsive School Mental Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4948-5_10
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