Walking together: Healing and hope for Colombian refugees

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w a l k i n g t o g e t h e r 103 APPENDIX #1 STAGES OF ACCULTURATION AND POSSIBLE SERVICE IMPLICATIONS Physical Events Psychosocial Experience Service Implications Reunited with family Located in new home Children enrolled in school Initial medical screening Case manager assigned from resettlement agency Referred for ESL, employment and other services Paperwork, red tape, other print-based requirements ARRI VAL High expectations Relief Grateful to be safe Hopeful for future and/or Feeling overwhelmed Confusion Disorientation Mixed emotions and/or Numbed out/state of shock and/or Resentment Anger Excited to be studying Grateful for help & support Pleased to be in a community Excited to get to know a Canadian Sense of purpose and schedule Fearful/nervous about learning new language, or Unfocused Non-related or unconnected, or Resentful Restless Impatient Culture shock Negative experiences Losses realized Intergenerational conflict in families Values and faith conflicts across cultures Conflict with refugee communities Realization that many obstacles must be overcome to have the life they dream of Begin to understand and accept new environment Takes action to move ahead Developing English capacity Stability and structure in daily living Affiliation with ethnic group Rebuilding support systems Defining new roles and identity REALITY Culture shock Awareness of challenges and difficulties Disappointment and anger Feeling overwhelmed Fear, sense of abandonment Preoccupation with losses Frustration Memories of traumatic events Resentment and anger NEGOTIA TION (or Alienation see Below) Begins to accept losses Healing from trauma Commitment to succeed Growing sense of selfdetermination and control Difficulty concentrating Detachment Short-term memory loss Doesn’t complete or forgets assignments Flashbacks Fatigue Falling asleep in class Startle response/hypervigilence Lateness or frequent absence Somatic complaints (headache, stomachache, etc.) Dedication to classroom learning Complete assignments Connecting to classmates, making friends Sets realistic goals Memory improvement Concentration improvement Still may experience feelings of frustration or being overwhelmed: “Will I ever learn this language?” Stages of Acculturation & Possible Service Implications chart courtesy of the Center for Victims of Torture, 649 Dayton Ave., St. Paul, MN 55104, www.cvt.org ©Center for Victims of Torture
104 w a l k i n g t o g e t h e r STAGES OF ACCULTURATION AND POSSIBLE SERVICE IMPLICATIONS Physical Events Psychosocial Experience Service Implications CULT URAL I N T EGRATION (or Marginalization see Below) Basic needs met Some language competence Employment and/or economic stability Family relationships strengthened Community ties established Sense of power and control Bicultural identity forged Self-confidence Pride in self-sufficiency Sense of success and stable future “I have a place in this country.” May disengage from ESL class as self-sufficiency and English competency is achieved Sense that class is no longer needed, that client has moved beyond it Increased self-study May transfer to workplace ESL May focus on college or other adult-education options Inability to use (or lack of access to) transportation Poor physical health Taking care of small children Mental-health issues Intergenerational conflict Possible domestic abuse Children are not supervised Especially at risk: older refugees and homebound women Strong involvement with institutions: legal, child welfare, police Dependence Unemployment Legal involvement Taking on negative roles Temporary housing or moves often Seldom leaves home Possible involvement in gangs or crime Substance or domestic abuse ALI ENATION Reluctant to leave home Not wanting to “take on” the outside world Isolation and withdrawal Despair and sadness Suicidal thoughts Lamenting loss of old roles Fear they cannot succeed in Canada MARGI NALI ZATION Has given up hope of acculturating or having a positive role in Canada Has resentment/negative attitude Hopelessness Seems unreachable Attendance very sporadic or student drops out May have difficulty reaching student by phone Intends to but can’t manage to come to class Barriers to attendance, i.e. no transportation, child care Over-attachment to one teacher, lever, or program Time-management, priority- setting issues Attendance has ceased May be impossible to locate or contact student Stages of Acculturation & Possible Service Implications chart courtesy of the Center for Victims of Torture, 649 Dayton Ave., St. Paul, MN 55104, www.cvt.org ©Center for Victims of Torture
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WALKING TOGETHER: Healing and Hope
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There are stories embedded in our s
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ABOUT THE AUTHOR: Shalom Wiebe serv
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Walking together: Healing and hope for Colombian refugees

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