Impact of trauma exposure and acculturative stress on internalizing symptoms for recently arrived migrant‐origin youth: Results from a community‐based partnership

Migrant youth face cultural challenges upon initial adjustment into the United States. Although there is considerable empirical evidence that trauma impacts interpersonal relations, there is a dearth of research examining the association between adverse events and the initial social and cultural exc...

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Bibliographic Details
Published inJournal of community psychology Vol. 45; no. 8; pp. 984 - 998
Main Authors Thibeault, M. Alexander, Mendez, Julia L., Nelson‐Gray, Rosemery O., Stein, Gabriela L.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc 01.11.2017
Subjects
Adjustment
Behavior problems
Health services
Interpersonal relations
Migrants
Sociocultural factors
Stress
Students
Symptoms
Tests
Trauma
Youth
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Summary:Migrant youth face cultural challenges upon initial adjustment into the United States. Although there is considerable empirical evidence that trauma impacts interpersonal relations, there is a dearth of research examining the association between adverse events and the initial social and cultural exchange experience, and whether this is associated with psychological adjustment. This study examined self‐report data for 87 newly arrived migrant‐origin students in Grades 5–10 from Latin American, Caribbean, Asian, and African backgrounds attending a public alternative school in the Southeastern United States. Data were collected as part of a community‐based partnership. The relation between cumulative trauma exposure and internalizing symptoms was fully mediated by acculturative stress (p < .05), suggesting prior trauma exposure negatively affected these students’ capacity to navigate a new cultural milieu, which in turn is directly associated with internalizing symptoms. Behavioral health care practitioners can use screening procedures early in the academic year to detect which migrant students may be experiencing difficult cultural transitions.
Bibliography:This research was supported in part by the following: Psi Chi Graduate Research Grant; University of North Carolina at Greensboro Office of Leadership and Service Learning, Community Based Research grant; and U.S. Department of Health and Human Services, Health Resources and Services Administration, Graduate Psychology Education Program grant.
ISSN:0090-4392
1520-6629
DOI:10.1002/jcop.21905