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Permanent link (DOI): https://doi.org/10.7939/R3RX2R

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Bridging the gap: Educational cultural brokers supporting the mental health of refugee youth Open Access

Descriptions

Other title
Subject/Keyword
counselling, refugee, cultural broker
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Brar, Novjyot
Supervisor and department
Dr. Sophie C. Yohani, PhD. (Educational Psychology)
Examining committee member and department
Dr. Solina Richter, PhD. (Faculty of Nursing)
Dr. Robin D. Everall, PhD. (Educational Psychology)
Department
Department of Educational Psychology
Specialization

Date accepted
2010-09-28T14:33:42Z
Graduation date
2010-11
Degree
Master of Education
Degree level
Master's
Abstract
Refugee youth are identified as a high risk group due to the likelihood of exposure to trauma (UNICEF, 1996) and frequent reports of anxiety, depression and Post Traumatic Stress Disorder(PTSD)(Ellis, MacDonald, Lincoln, & Cabral, 2008). However they tend to underutilize mental health services(Fenta, Hyman, & Noh, 2006). This study explored the ways in which educational cultural brokers support the psychological well-being of refugee youth. Using a qualitative case study (Merriam, 2009), four cultural brokers and three mental health practitioners were interviewed and data was analyzed thematically. Two broad themes were identified encompassing informal supports and formal supports. Sub-themes that represented informal supports were: (1) Facilitating cultural integration and sense of belonging, (2) Bridging to settlement services, and (3) Providing supportive counselling. Sub-themes describing formal supports were: (1) Facilitating referrals, (2) Educating, (3) Providing contextual information, and (4) Providing cultural interpretation. The practice implications of this research are discussed.
Language
English
DOI
doi:10.7939/R3RX2R
Rights
License granted by Novjyot Brar (novjyotj@ualberta.ca) on 2010-09-27T06:37:49Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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