Refugees Experiencing Distress

Key Findings and Recommendations 

Executive Summary In May of 2012, the Jefferson County Public Schools’ Newcomer Academy (JCPS-NA or “the Academy”) consulted with faculty researchers from Indiana University Southeast to assess counseling needs and explore the acculturation processes of JCPS-NA students. The findings of that study suggest a significant need for expansion of existing student services and the addition of professional development opportunities for teachers and counselors who manage the needs of newcomers, some of whom may have experienced trauma prior to their arrival. Findings indicate that the current level of service at Newcomer Academy may be insufficient to meet the family support, social service, and counseling needs of students. This Executive Summary includes highlights from the study, a listing of current services, and recommendations based on our findings as well as current literature on best practices for serving newcomer populations.

The Newcomer Academy Population Kentucky’s English Language Learner (ELL) population grew 306% from 2000 to 20101, and Louisville is now a well-established destination for both immigrants and refugees. The growth in the JCPS-NA student population is indicative of broader trends and is likely to continue. Today, the Academy has nearly 300 students and the district projects the student population could grow to 45o by May 2014. In May 2012, researchers collected 261 surveys on the counseling needs and acculturation processes of students at the Academy. The 2012 survey of Academy students included those ranging in age from 10 to 21 years, with an average age of 14.74 years. Students were enrolled in grades 6 through 10; 52% were female and 48% were male. Responding students came from 39 different countries, with Cuba (n=50) and Nepal (n=42)

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An estimated 49% of JCPS Newcomer Academy students are potentially classifiable as refugees experiencing distress (REDs)—they came to the U.S. as the result of trauma in the home country. REDs are significantly more likely to express a need for counseling services including education, career concerns, relationships, and personal problems. REDs report more positive attitudes about school, but also more difficulty concentrating than students who are less likely to have experienced distress and trauma prior to arrival. REDs report perceived discrimination in significantly higher numbers than non-RED students. REDs reported physical symptoms of distress in higher numbers than non-REDs. Current literature on newcomer programs supports the need for expanded family support and social services as well as counseling. Counselors and teachers serving the potential RED population should have training in responding to post -traumatic stress disorder.

claiming the strongest representation. Academy students represent a wide range of religious faiths as well, with the greatest proportions claiming Muslim (28.4%) and Christian Orthodox (27.1%) affiliations.

Distinct Backgrounds Shape Experiences and Needs In 2003, the U.S. Census estimated that the total number of first generation immigrants and secondgeneration children exceeded 60 million or 24% of the total population.2 Almost one in four Americans under age 18 is an immigrant or a child of an immigrant and that proportion keeps growing.3 The issues and problems that arise from linguistic, religious, cultural, or other differences impact immigrant families, and they also impact the social systems and institutions in the U.S.4 In particular, they impact school systems and the non-instruction

professionals in and/or associated with the schools that are trying to help them. In addition to these immigration trends, global crises and wars mean that many U.S. communities receive relatively small groups of refugees from many different countries. In 2007, the U.S. resettled over 41,000 refugees from over 70 different countries.5 These smaller groups of immigrants and refugees may need greater resources to adjust to the host community due to lack of infrastructure, cultural knowledge, and linguistic resources to support their school-age children. In general, refugees and immigrants may be especially susceptible to mental health issues due to their migration, acculturation, and possibly trauma. They may experience types of stress particular to their experiences: Migration stress refers to “the displacement and disorientation that comes with moving and adjusting to a new school and new friend or peer networks; all without the resources previously available from extended family, friends, and neighbors.”6 Acculturative stress refers to those experiences that come about in the adjustment process to the host community. Not only do immigrant adolescents often have to learn a new language, they also have to understand new school staff and social peers’ expectations.7 Traumatic stress can be an additional stressor for refugees and some immigrants.8 Refugee children are likely to have had extensive exposure to traumatic events prior to migration and this exposure has been linked to a high prevalence of symptoms of mental disorder.9 School counselors need to be prepared to assess and refer these students to the appropriate agencies for more intensive and continued therapies. We created a classification for “Refugees likely to have Experienced Distress” (RED), where “nonRED” indicates a place of origin or ethnicity that is not as likely to indicate a history of major trauma or distress.

The findings from the Counseling Needs study suggest that the “RED” construct is valid and that experiences of trauma and distress in the home country significantly affect students’ need for support services, perceptions of discrimination, attitudes toward school and physical and psychological well-being.

Methods The study asked adolescents who recently immigrated to the United States about various aspects of their lives since coming to the US. We used an adapted version of the Immigrant Adolescent Questionnaire (IAQ).10 The IAQ is a validated and internationally recognized data collection instrument. Our version of the IAQ also Immigrant: someone who comes to the host country on their own volition. “They are pulled by the attractiveness of living in the United States, and they usually plan their entry carefully, selectively bringing some assets while relinquishing much at home. Regardless of the economic, civil, or political impetus to leave, the alternative of life in the United States may appear preferable, although the move maybe dangerous or traumatic, as it is for many undocumented immigrants” (p.564). Refugee: someone who is compelled or forced to leave his/her home country due to extenuating circumstances. “pushed from their homelands, and, heretofore, most have not come directly to the United States, instead arriving at the borders of countries that neighbor their homeland and serve as first countries of asylum…..many would probably prefer to return if safety permitted. They leave home with little or no planning; flee with few, if any, tangible belongings; suffer inconceivable atrocities in the form of persecution, degradation, and violation; and witness the destruction of their fundamental rights and lifestyle” (p. 566). Source: Segal, U.A., & Mayadas, N.S. (2005). Assessment of issues facing immigrant and refugee families. Child Welfare, 34, 563-583.

includes three questions on loss and a school counseling needs assessment.

Findings School Counseling Needs

A significant portion of all students (25% or more) express the need for all types of counseling help listed on the survey. The overwhelming majority of those who feel they need help came to the U.S. from countries experiencing traumatic conflict (from 57.4% for help with study skills to 80% of those indicating the need to talk to someone about health related problems). For services more clearly targeting physical and emotional well-being and concerns located outside of the school setting, all groups of students had lower responses, but RED students were more likely to indicate the need for such services. While only 36.5 percent of all students checked “Learn how to relax more; Feel stressed out or nervous in the classroom or with other people; become upset fast,” 57.7 percent of RED students marked the item, indicating a need for support with these concerns. In addition, nearly 50 percent of RED students indicated the need to talk to a counselor privately about a personal problem. Attitudes toward school Potential REDs expressed more positive attitudes toward school than their non-RED counterparts, but RED students also have a bit more trouble concentrating while doing homework. Perceptions of Discrimination Students identified as RED are slightly more likely to perceive discrimination and their mean responses differ significantly (p