Crossroads: The Psychology of Immigration in the New Century

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• The mesosystem is made up of interconnections between microsystems, and these interactions have an indirect influence on the individual. For example, the relationship between the immigrant child’s parents and school, or consultation provided by the local mental health agency to the child’s school, may have implications for the kinds of services the immigrant child will receive from the school. FIGURE 1. ecological model of Immigration MESOSYSTEM Relationships between microsystems SCHOOLS MACROSYSTEM EXOSYSTEM Family Workplace INDIVIDUAL CHRONOSYSTEM Change over time Community agencies PEERS • The exosystem is an extension of the mesosystem and is made up of interconnections between settings and larger social structures, such as governmental entities that have influential but indirect effects on the individual’s life. Examples include public policies concerning pathways to legalization or health care and education policies that affect microsystems, such as local agencies and schools. The macrosystem is the most distal context but nonetheless has implications for well-being. For immigrants, these include the cultural, MACROSYSTEM Economic, historical, and cultural context; xenophobia MICROSYSTEM Workplace, schools, family, peers, community agencies and supports INDIVIDUAL Age, race, ethnicity, gender, SES, language, trauma exposure, documentation status, sexual orientation, special and/or medical needs, temperament EXOSYSTEM Public policy—pathways to legalization; health care and educational policies 12 Report of the APA Presidential Task Force on Immigration
economic, and historical contexts in both the sending and receiving nations. • The chronosystem represents change over time. For immigrants this can mean many things across systems, including developmental changes at the individual level; obtaining documentation at the individual or family level; acculturation at the individual and family level (Serdarevic & Chronister, 2005); a decision to pass immigration reform at the exosystemic level; or wars, economic booms, or downturns at the macrosystemic level. APA Multicultural Guidelines Research suggests that culture in the form of cognitive schemas, value systems, and social practices powerfully shapes cognition (D’Andrade, 1981; Rogoff, 2003), emotion (White, 2010), and identities (Shweder & Sullivan, 1993). Human beings make meaning of their lives and are motivated to act according to culturally shared narratives (Greenfield, 2009; Mattingly, Lutkehaus, & Throop, 2008). Culture is a life-guiding force (APA, 2002), and it becomes particularly salient when individuals encounter those culturally different from themselves. Immigrants who have arrived in the United States over the last 4 decades are more diverse than ever before (see The Why and Who of Immigration). As such, they represent a wide range of cultures, ethnicities, and races (see the Glossary for definition of terms). This diversity of cultural values, beliefs, and practices provides both a challenge and an opportunity to the practice and research of psychology (APA, 2002). Research strategies, including population definition, concept development, measurement tools, and methodology and analysis choices, provide evidence of cultural and methodological limitations (Hughes, Seidman, & Williams, 1993; Solano-Flores, 2008; C. Suárez-Orozco & Carhill, 2009). To effectively and ethically conduct research and provide mental health services to immigrant children, adults, older adults, and families, psychologists must use the lens of culture. We therefore used the APA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2002). The guidelines advocate cultural competence in the many roles and contexts in which psychologists work (see sidebar). INTRODUCTION aPa Guidelines on Multicultural Education, Training, research, Practice, and organizational Change for Psychologists Guideline 1: Psychologists are encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally influence their perceptions of and interactions with individuals who are ethnically and racially different from themselves. (Note: The task force would add culturally and nationally different to this list for consideration.) Guideline 2: Psychologists are encouraged to recognize the importance of multicultural sensitivity/responsiveness, knowledge, and understanding about ethnically and racially individuals. (Note. The task force would add culturally and nationally different individuals.) Guideline 3: As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education. Guideline 4: Culturally sensitive psychological researchers are encouraged to recognize the importance of conducting culture-centered and ethical psychological research among persons from ethnic, linguistic, and racial minority backgrounds. Guideline 5: Psychologists strive to apply culturally appropriate skills in clinical and other applied psychological practices. Guideline 6: Psychologists are encouraged to use organizational change processes to support culturally informed organizational (policy) development and practice. Contents and organization of This report Approaching the Evidence We selected the literature by drawing on our collective expertise and by searching PsycINFO, Medline, and ERIC for English language peer-reviewed empirical articles. Keyword combinations paired immigrant or immigration with a number of words: acculturation, assimilation, xenophobia, stereotyping, discrimination, identity, social trust, civic engagement, children, adolescent, emerging adult, young adult, older adult, undocumented, migrant worker, day labor, refugee, asylum seeker, 13
Page 1 and 2: Report of the APA Presidential Task
Page 3: Crossroads The Psychology of ImmIgr
Page 7: Preface One of the benefits of serv
Page 10 and 11: Diane Elmore, PhD (APA Public Inter
Page 12 and 13: 2011; C. Suárez-Orozco & Suárez-O
Page 14 and 15: 2010; M. H. Lopez & Taylor, 2010).
Page 16 and 17: designed with their educational obs
Page 18 and 19: al., 2006), communication problems
Page 20 and 21: Sloan, & Sperling, 2011) and toward
Page 24 and 25: lesbian, gay, bisexual, disabilitie
Page 26 and 27: contributed to the growth of undocu
Page 28 and 29: All other countries 42% FIGURE 3. T
Page 30 and 31: to learn English (Bayley & Regan, 2
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Page 38 and 39: In a number of studies, strong iden
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Page 42 and 43: Populations Facing Unique Challenge
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Page 46 and 47: the government or a group the gover
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Page 50 and 51: often rely on their ethnic immigran
Page 52 and 53: Life span Considerations Looking at
Page 54 and 55: Transition to adulthood in the Unit
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separation from country of origin,
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As individuals negotiate their iden
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Barriers to Treatment While an incr
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and traditional mental health setti
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effective than those conducted in E
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development, to remediation). Thera
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Considerations for the Field The Un
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time. For example, under what condi
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summary of recommendations Recommen
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• Support opportunities for dialo
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Culture brokering: When children of
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Protective factors: Conditions in f
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eferences Abraham, M. (2000). Isola
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Bedolla, L. G. (2000). They and we:
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Carhill, A., Suárez-Orozco, C., &
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Delgado-Gaitan, C. (1994, April). M
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Gee, G. C., Spencer, M., Chen, J.,
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www.splcenter.org/get-informed/inte
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LaFromboise, T., Coleman, H. L., &
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McKitrick, D. S., Edwards, T. A., &
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psychological, and educational appl
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Robjant, K., Hassan, R., & Katona,
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Stepick, A., Stepick, C. D., & Labi
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the job that’s tough”: The ELL
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Waters, M. C., & Jiménez, T. R. (2
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AMERICAN PSYCHOLOGICAL ASSOCIATION
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