In life people constantly experience changes. Whether the change is bad, good, expected or unexpected, it always occurs. Similarly, people also go through transitions. However, unlike change, which is a shift in what a person is used to, a transition is a turning point that often causes a major reshaping in a person’s life (Transitions Class Notes, 2010). There are five types of transitions that a person can experience. The transitions include developmental, health illness, organizational, situational, and multiple (Situational Transitions Class Notes, 2012). A situational transition in particular is when a person experiences a reshaping in their lifestyle (Hampton, 2010). That being said, immigration is considered to be a situational transition. Today in western cultures, immigration is commonly seen. Although many of us may not realize, immigrating is difficult for an immigrant to endure because it is a complete shift from the life they are used to. However, immigrating can be particularly overwhelming for youth.
In the following paper, “A Cultural-Ecological Model of Migration and Development: Focusing on Latino Immigrant Youth” (Perreira, and Smith, 2007), “Understanding and Responding to the Needs of Newcomer Immigrant Youth and Families” (Gaytan, M.S.W, E.M, Carhill, M.A, Suarez-Orozco, 2007), and “Immigrant Youth in U.S. Schools: Opportunities for Prevention” (Birman, Weinstein, M.A., Chan, and Beehler, 2007), will be compared and contrasted. Two common themes amongst the three articles will then be identified and then discussed in relation to how they relate to powerlessness and despair. Finally, a current community resource will be identified which is available for immigrant youth today that can help address the common themes that are identified within the three articles. Discussion of Articles
In the three articles mentioned above, it is evident that they all suggest that there is a lack of community resources available to help immigrant youth adjust to their new culture and surroundings. Perreira et al. (2007) states that in many communities which immigrant families settle, many of the language classes offered are full and have waitlists for those wanting to attend. Similarly, Gaytan et al. (2007) reveals that a substantial amount of immigrant youth and children are without access to any type of supportive resource such as after-school programs or community organizations that would be appropriate to support them in adjusting to their new lives and culture. Furthermore, Birman et al. (2007) suggests that schools are often perceived to have inadequate resources available for the needs of new immigrant youth.
Another common theme that arises within the three articles is the fact that immigrant youth encounter difficulties adapting to migration due to family conflicts. These family struggles arise particularly regarding immigrant youth being caught between wanting to adapt to their new cultures behaviors and norms, and acting the way that their parents want them to as if they would in their country of origin. Perreira et al. (2007) states that because rates of acculturation differ for immigrant youth and their parents, it can cause an exacerbation of the parent-child conflict. In addition, Gaytan et al. (2007) implies that as more time was spent in the new country, parents of immigrant youth had concerns about the growing distance between them and their children. Furthermore, Birman et al. (2007) mentions that because immigrant children are more inclined to adapt quicker into the new culture it can cause family conflict to arise.
Although there are many similarities within the three articles, there are also distinct differences. Birman et al. (2007) focuses more on interventions that can be implemented in schools in order to decrease the shock of migration for youth. These interventions include “parents of immigrant children, programs for English Language Learners (ELL), and Special Education Services”...
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