There is a high prevalence of mental health challenges among immigrant-origin youth (IOY) as a consequence of unique stressors and risk factors, disparities in access to mental health services, and distress associated with the COVID-19 pandemic. Educators and school staff are in need of effective, accessible, and culturally relevant mental health literacy (MHL) training to accurately recognize and appropriately respond to these mental health concerns. The main goal of this pilot study was to examine initial evidence on the effectiveness, utility, acceptability, and cultural fit of the virtual format of the Youth Mental Health First Aid (YMHFA) training program among educators who work with IOY. A mixed-methods approach was employed through quantitative online surveys at pre-training, post-training, and three-month follow-up as well as qualitative virtual focus groups querying educator and school staff’s perspectives. Descriptive and inferential analyses were used to quantitatively analyze survey data. Thematic analysis was used to analyze qualitative data. Findings obtained from a total of 36 educators and school staff working predominantly IOY revealed significant improvements in participants’ mental health knowledge, confidence to help, and attitudes towards mental illness that were sustained at three-month follow-up, with some variability based on race, prior mental health training experience, and professional role. The content and format of the virtual YMHFA was also found to be highly rated in its utility and acceptability. Themes related to utility included (a) crisis response skills and knowledge and (b) flexible scope of use of the training. Themes related to acceptability included the (a) presentation of information, (b) accessibility and convenience, (c) interactive nature of the training, (d) timing and scheduling, and (e) limited content. Themes highlighting the strengths and weaknesses associated with the cultural relevance of the training included (a) inclusivity and specificity and (b) cultural sensitivity and awareness. Themes related to recommendations to improve the cultural relevance of the training included (a) additional knowledge and resources, (b) improving representation in scenarios and videos, and (c) tailoring content to a target audience. Based on these initial findings, several implications for implementation of YMHFA training in schools, improving the cultural relevance of YMHFA for IOY, and future directions in research are discussed.

Migration är ett aktuellt ämne i dagens samhälle som medför stora förändringar i människorsliv. Migrationsprocessen kan leda till ökad risk för psykisk ohälsa och en bristande hälsorelaterad livskvalitet, beroende på omständigheterna som en migrant har i mottagarlandet. Syftet med studien är att beskriva välbefinnande hos migrantungdomar som har migrerat från mellanöstern till Sverige. Studien tillämpar en socialpsykologisk ansats genom teorierna symbolisk interaktionism, KASAM och välbefinnande. De tio respondenterna som deltog i studien intervjuades med hjälp av kvalitativa semistrukturerade intervjuer. Urvalet var begränsat till respondenter som hade ett ursprung från mellanöstern och ska ha bott i Sverige i minst fem år. Studiens resultat visar att de flesta respondenterna upplever en form av exkludering, vilket medförde att respondenterna isolerade sig själva. Detta i sin tur har påverkat deras självkänsla och välmående. Vidare beskrev respondenter att anpassningsprocessen har varit utmanande i början av ankomsten till mottagarlandet, vilket har visat negativa effekter på respondenternas välbefinnande och hälsa. / Migration is a contemporary social issue that brings about major changes for people. Migration often carries several mental health risk factors , usually based on circumstances faced by migrants in the receiving country. The purpose of the study is to describe the well-being of immigrant youth who have migrated from the Middle East to Sweden. The study adopts a social psychology approach using theories of symbolic interactionism, sense of coherence and well-being. The ten respondents who took part in the study were interviewed with the help of qualitative semi structured interviews. Selection criteria for the study is limited to respondents who had Middle eastern origins and must have lived in Sweden for at least five years. The results of the study show that most respondents experience a form of exclusion, which led them to isolate themselves. This in turn has affected their self-esteemand well-being. Furthermore, the results also showed that the respondents describe that the adaptation process has been challenging at the beginning of the arrival in the recipient country, which has shown potential negative impacts on the respondent’s well-being and health. / <p>Stavningskorrigerad titel: Välbefinnandet hos migrantungdomar</p>

<p>This thesis presents the research findings related to language brokering in Chinese immigrant families. Applying an interpretive theoretical framework, this study sought to capture the participants’ reality. This research was accomplished by interviewing four Chinese immigrant youth whose age ranged from 16 to 21 years. Three of the participants were female and one participant was male. The findings suggest Chinese immigrant youths perceive language brokering as an overall positive experience, yet it sometimes can bring forth negative emotions. In terms of the impact on the participants’ relationship with their parents, language brokering can also produce a more intimate relationship with parents because of its inherent emphasis on communication between the parents and their children. Nevertheless, one more effect emerging from the data was that in other situations the language brokers displayed a loss of respect for their parents. As language brokering is related to the mental health of immigrant youth and the healthy adjustment of the immigrant family to the country, social workers are expected to shed light on issues of language brokering practice in Chinese immigrant families. Accordingly, policy makers may be required to expand initiatives for programs that support Chinese immigrant youth.</p> / Master of Social Work (MSW)

This thesis is about 16 newly arrived students from Iraq enrolled in the introductory programme for newcomers, in two Swedish upper secondary schools during the academic year 2010/11. The study focuses on the newly arrived students’ possession of cultural, social, educational and linguistic capital and their migration experience as well as their plans for future studies. The theoretical framework is based on the sociology of Pierre Bourdieu and research in International Migration and Ethnic Relations (IMER). Of crucial importance is the sociologist Abdelmalek Sayad, who bridges Bourdieu and migration studies. Also, general sociological concepts like class, gender and ethnicity are used. Traditional ethnographic approaches such as observations, informal conversations and interviews are the main methods. The empirical results show that the newly arrived students have varying degrees of inherited assets, although the majority came from more affluent backgrounds. They also differed with regard to their school background. The ones who went to public schools in Iraq described the Iraqi educational system as authoritarian institution in which they had to conform to collective norms and values. Those who went to private international schools reported that their schools were similar to those in Sweden, but significantly more demanding. The youths also had assets that had little value in the Swedish educational system. One example is the ability to speak several languages like Arabic, Kurdish, Syriac and Chaldean. Newly arrived students usually have no experience of the Swedish school system and cannot speak Swedish. This limitation defines them as a disadvantaged group when they enter the Swedish educational system, in programmes specially designed for them. Furthermore, the newly arrived students are spatially and symbolically segregated from other students and are thus poorly integrated in into the schools’ ordinary activities. The newly arrived students quickly become aware of that they do not master the language and that they are not familiar with the study norms and roles in Sweden. However, the students express high educational aspirations and emphasize education as a key factor in achieving respectability. Or, in Bourdieu’s sense, success in the Swedish educational system represents symbolic capital, for the Swedish born population as well as for as members of their own ethnic group.

Ce mémoire porte sur l’intégration des jeunes immigrants au Québec. Il questionne la prise en compte de ces jeunes dans le cadre des politiques publiques de la province, à savoir celles de l’intégration des immigrants et la politique à la jeunesse du Québec. Le but est de savoir comment ces politiques abordent l’intégration des jeunes immigrants de première et de deuxième génération. À partir d’un tour d’horizon sur la littérature disponible, le travail permet de constater les différents problèmes d’intégration vécus par ces jeunes, notamment dans le milieu scolaire et sur le marché du travail. Les politiques dont il est question ici décrivent les obstacles et difficultés des jeunes immigrants. Elles proposent des mesures d’intégration pour les jeunes d’origine immigrante. La démarche qualitative est l’option privilégiée pour la réalisation de cette recherche de nature qualitative et exploratoire. Elle permet l’étude des documents de politique ci-mentionnés par rapport notre question de recherche. L’analyse documentaire est la principale méthode utilisée sur la base de laquelle, les dimensions de l’intégration des immigrants au Québec comme le français, les valeurs éducatives et l’emploi sont analysées en tant qu’enjeux soulevés par les documents de politique. Les constats qui en découlent permettent d’observer plusieurs résultats à propos des jeunes concernés par cette étude. Les résultats de l’étude démontrent que ces politiques mettent l’accent sur le français comme facteur incontournable de l’intégration. Ce faisant, elles insistent sur l’investissement du gouvernement dans l’apprentissage de cette langue par les jeunes immigrants. D’autres résultats révèlent que la grande majorité des jeunes nouveaux arrivants au Québec ces dernières années connaissent bien le français, d’ailleurs ils sont sélectionnés sur cette base. Cependant, cette majorité n’est pas intégrée sur le marché du travail. Par ailleurs, les politiques prônent une intervention auprès des jeunes axée sur la création par la société d’accueil des conditions favorables à leur intégration, tout en minimisant l’importance de leurs trajectoires migratoires ainsi que l’expérience acquise au pays d’origine. Ces prises en compte sont pourtant nécessaires à l’intégration. Au fond, les politiques proposent une intégration qui s’apparente à l’assimilation, ce qui est aux antipodes du modèle d’intégration interculturaliste adopté par le Québec. / This thesis focuses on the integration of young immigrants in Quebec, as it analyses their inclusion within public policies framework of the province, namely the integration of immigrants and Quebec’s youth policies. In short, our aim is to see how public policies in Quebec address the integration of young immigrant. A brief literature review enables us to observe lots of issues faced by young immigrants in the province, especially at school and on the labour market. The policies presented in this paper describe the different challenges young immigrants who are born of immigrant parents are facing in the province. They propose integration means for young people of immigrant origins. In this work which is in nature both exploratory and qualitative, we use naturally a qualitative approach. It facilitates the study of policy documents mentioned above relatively to our research question. The literature review is the primary tool upon which the dimensions of integration of immigrants in Quebec; such as French, educational values and employment, are analyzed as specific issues raised by the policy documents. Our findings enable us to observe several results regarding the young people targeted in this study. The main findings of the study show that these policies focus on French as essential factor of integration. Consequently, the government invests heavily in teaching this language to young immigrants. Other findings show that a vast majority of young newcomers to Quebec in recent years are familiar with French; as they are selected on this basis. However, this majority is not integrated in the labour market. The policies suggest that all interventions towards the youth should focus on creating favorable employment conditions for their integration, while downplaying their migration trajectory as well as their experience from their origin country. These are nevertheless considered necessary for integration.

No description available.

This scoping review examines the risk and protective factors associated with delinquency among immigrant youth, with a focus on generational differences. The immigrant paradox and cultural factors like assimilation, ethnic identity, and acculturation are used as a theoretical framework to explore and analyze potential influences on delinquent behavior across generations. The review employed a comprehensive search strategy across multiple databases to identify relevant peer-reviewed studies. After screening against predefined inclusion/exclusion criteria, 43 studies conducted in Western countries were included for data extraction and synthesis. Findings indicate that cultural factors like strong ethnic identity, family cohesion, and adherence to traditional values act as protective factors against delinquency for first-generation youths. However, as immigrants assimilate across generations, a decline in these protective factors coupled with increased exposure to risks like poverty, discrimination, and weakening of parental authority contributes to higher delinquency rates among later generations. The review synthesizes evidence from the included studies, providing insights into the complex interplay of risk and protective factors influencing this phenomenon and opening discussion about implications for culturally-sensitive interventions and future research.

Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

La croissance des flux d’immigration au Canada entraîne une diversification de la population canadienne et accentue la nécessité d’adapter les services offerts dans l’accueil des immigrants allophones. Au Québec, à l’enfance et à l’adolescence, ce sont souvent via les Services d’accueil et de soutien à la francisation (SASAF), offerts selon différentes modalités dont la scolarisation en classe d’accueil que les jeunes sont intégrés. Toutefois, d’autres programmes de nature plus ludique sont également offerts via divers organismes communautaires. C’est le cas des camps estivaux destinés aux jeunes immigrants nouvellement arrivés. Ces camps proposant diverses activités ludiques dans la communauté semblent utiles puisqu’ils visent tant à maintenir les acquis linguistiques qu’à favoriser la socialisation pendant l’été chez les nouveaux arrivants, et ce, dans le but ultime de faciliter leur cheminement scolaire. Néanmoins, malgré leur pertinence perçue, peu d’études ont documenté concrètement la mise en œuvre de ce type de camps estivaux. La présente recherche se penche donc sur l’évaluation de la mise en œuvre de quatre de ces camps estivaux dans la région montréalaise, dans le but de dégager les conditions gagnantes de leur implantation et de repérer ce qui a nui et ce qui a aidé au déploiement de leurs activités. Le premier objectif avait pour but de décrire l’implantation des camps selon leurs composantes clés et les dynamiques entre ces composantes. Puis, le deuxième objectif était d’identifier les obstacles et les facilitateurs liés à la mise en œuvre des camps, grâce à des séances d’observation et au recueil, au moyen d’entrevues individuelles et de groupes de discussion (n=17), des perceptions des acteurs impliqués (coordonnateurs, animateurs, aides-animateurs, participants). Six principaux constats ont émergé de nos résultats grâce aux analyses thématiques conduites dans cette étude. Ces constats soulignent l’importance de la formation de l’équipe d’animation, de la nature et de la flexibilité de la programmation, des attitudes de l’équipe, de la durée de participation, des coûts associés à la participation au camp ainsi que de la mixité de la clientèle comme facteurs associés à la réussite ou aux difficultés rencontrées dans la mise en œuvre des camps. Ces résultats mènent également à diverses recommandations pratiques en vue d’améliorer les conditions de mise en œuvre de futurs camps visant à soutenir pendant la période estivale la francisation et la socialisation des jeunes élèves immigrants nouvellement arrivés. / The growing immigration flows context in Canada lead to a diversification of the Canadian population and accentuate the need to adapt welcome services for allophone immigrants. In Quebec, during childhood and adolescence, it is often through the Services d’accueil et de soutien à la francisation (SASAF), which proposes different modalities such as welcome classes that immigrant youth are integrated in the school system. However, other extracurricular programs are also offered to newly arrived immigrant youth, through various community organizations. Summer camps figure among these programs offered. These camps offering various recreational activities in the community are recognized to allow immigrant youth developing their language skills and to promote their socialization during the summer, with the ultimate goal of facilitating academic progress. Despite the relevance of these summer camps, few studies have documented their implementation. Therefore, the present research aims to evaluate the implementation of four of these summer camps in the Montreal area, in order to identify the facilitators and barriers associated with their implementation. The first objective was to describe camps’ implementation according to their key components and the dynamics between them. Second, the objective was to identify the obstacles and facilitators related to these camps’ implementation, based on our observations and data that we collected, through individual interviews and focus groups (n = 17), the perceptions of the different actors involved (coordinators, animators, assistant animators, campers). Six main findings emerged from our results based on the thematic analyzes we conducted. These findings underscore counsellor team training and attitude, program nature and flexibility, length of camp participation, camp costs and heterogeneity in terms of groups’ composition as factors associated with the success or difficulties encountered during camp implementation. These results lead to various practical recommendations in order to improve the conditions for implementing future camps aimed at supporting newly arrived immigrant youth during the summer and support their francization and socialization.

Unaccompanied immigrant youth (UIY) face obstacles that can hinder their education in their host countries. Given that educational attainment can help interrupt intergenerational cycles of poverty, the examination of support systems for UIY is critical. This study examined the role of sports-based youth development (SBYD) programs in supporting UIY students using a utilization-focused evaluation. To do this, two groups’ high school graduation rates were compared: (a) UIY participating in an SBYD program and (b) UIY not participating in a SYBD program. In addition to this quantitative analysis, UIY were surveyed and interviewed to contextualize the results of the graduation rate comparison. The graduation rate analysis demonstrated that students who take part in an SBYD program were more likely to graduate than those who did not. The participants reported that their SBYD program connected them to other people and motivated them to continue their education. In short, this study provides evidence that SBYD programs can promote social inclusion and educational attainment for UIY. Keywords: Unaccompanied immigrant youth, sports-based youth development program, utilization-focused evaluation, graduation rate