Suchergebnisse

Mental Health Service Use Among Middle Eastern Migrant Women: Social Work's Role in Promoting Mental Health LiteracyKrisztina BaltimoreWooksoo KimAbstract: Migrants who relocate to the United States from the Middle East are more likely to face a host of structural and individual barriers that can significantly contribute to their mental health issues and affect their psychological well-being. Addressing mental health problems and incentivizing help-seeking behavior is important among women who are more likely to face daily stressors in childcare, household responsibilities, and marital relationships. In this paper, we discuss factors that impact help-seeking for mental health problems among Middle Eastern migrant women including English language proficiency, structural challenges, and cultural factors such as shame and stigma. We argue that when considering its potential effectiveness, targeting mental health literacy may serve as the best direction for future research and social work intervention in order to enhance help-seeking behavior among this population. Recommendations for social workers include using community-based partnerships to provide educational resources regarding mental health services through healthcare centers, social service agencies, and local Muslim and Arab organizations.

Welfare reform in the United States restricted non-citizens' eligibility for public assistance programs and strengthened economic benefits from naturalization. We examine the impact of these policy changes on elderly immigrants' naturalization, considering their level of need for public benefits. Using individual data from the Current Population Survey as well as state-level data, we employ a differences-in-differences approach to consider variations in time, state policy, and probability of Medicaid participation. Results show that naturalization significantly increased among elderly immigrants who were likely to participate in Medicaid, suggesting that elderly immigrants in need of Medicaid became naturalized to maintain their eligibility for public benefits after welfare reform.

Abstract
Schools provide spaces for academic knowledge while also addressing children's social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students' experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds represent diverse cultures, languages, and experiences but often share some common challenges and traumas. While trauma can impact students' ability to learn and develop, classroom expectations, procedures, and rhythms can be adjusted to be trauma informed. Trauma-informed educational practices allow for a universal precautionary model for teachers and school staff to neutralize the environment for possible retraumatization, contributing to the creation of better educational experiences for students with refugee backgrounds as well as the rest of the student body. The aim of this article is to provide primary and secondary school staff—including teachers, administrators, and social workers—with practical information about trauma-informed educational practices to help them address the specific and unique needs of students with refugee backgrounds. Authors include examples of how school social workers, teachers, staff, and administrators can think about trauma-informed practices in the context of education and students with refugee backgrounds.

Abstract
Restorative practices (RPs) are promising nonpunitive approaches to discipline in schools, yet researchers often overlook students' perspectives. The current study used a mixed-methods approach to explore RP Circle experiences of urban, low-income, and predominantly Black middle school students with attention to the diversity of their experiences by grade level, race, and gender. Quantitative results indicated that younger students reported learning about their behavior by participating in RP Circles. In general, boys felt that Circles supported their nonviolent problem-solving skills more than girls did. Black girls were significantly less likely to endorse the effectiveness of RP Circles to help them solve problems without violence and help them learn about their behavior in comparison with girls of other racial or ethnic backgrounds. Qualitative findings highlighted the benefits of RP Circles in promoting communication, expressing thoughts and feelings, pers pective taking, and opportunity for learning. The study highlights the importance of approaching RP from an intersectional lens and integrating youths' perspectives into programming.

The COVID-19 crisis has increasingly exerted a disproportionate impact on the lives of migrant populations. A group of interdisciplinary migration experts convened a round table in June 2020, to discuss the numerous challenges faced by immigrants, refugees, and migrants in the United States. The discussion revealed many social inequities, including insufficient financial and social resources, non-existent or minimal health supports, lack of or inadequate access to community supports, and social and racial discrimination, among other difficulties. To promote social justice and encourage research, the ensuing essay is a call for action to stimulate and build knowledge about social work and public health issues as they relate to the needs of immigrants, refugees, and migrant populations in the United States during the COVID-19 pandemic.