Table Of Content“If you are working with immigrant or refugee children, youth, and f amilies,
this is the research-based book that you need to read—a real hands-on
practitioner’s resource! It is a comprehensive book filled with d escriptions
of effective approaches, tools, strategies, procedures, and activities that can
be used by counselors, therapists, social service providers, teachers, and
administrators to build and improve the services and supports that they
provide. The book includes real-life examples and case studies, often with
step-by-step instructions, which make it easy for practitioners to really see how
all the different strategies can be constructed and implemented. A dditionally,
each chapter includes insightful sections on potential c hallenges along with
suggested solutions, multi-cultural considerations, and comprehensive lists of
where to find additional resources. This book is truly a one-stop resource
for those interested in not only building their knowledge and skills for
providing effective interventions but also for designing programs that focus
on preventing the problems that the growing number of refugees and
immigrants are facing in our schools and communities.”
—Dale Fryxell, PhD, dean, School of Education and Behavioral Sciences;
professor of Psychology, Chaminade University of Honolulu
“Globally, refugees and immigrants form part of the daily lives of everyday
citizens. Such a world-wide phenomenon is often viewed as a disruptive
challenge—a challenge predicting devastating, negative outcomes for the
health and well-being of families and children displaced from their familiar
settings. School-Based Family Counseling With Refugees and Immigrants provides
an alternative discourse of counseling pathways to support, heal, and enable.
The text posits multiple relevant school-based family counseling m odels given
refugee and immigrant-related challenges that are substantiated in r igorous
investigation. Engaging chapters chronicle how school-based family c ounseling
can be mobilized as resilience-enabling pathways to both buffer against the risk
factors associated with being a refugee or immigrant, and promote extraordinary
positive subjective health and well-being outcomes.”
—Liesel Ebersöhn, PhD, director, Centre for the Study of Resilience;
professor, Department of Educational Psychology, University of Pretoria;
secretary general, World Education Research Association
“As a former dean, department chair, and professor of educational l eadership,
I highly recommend School-Based Family Counseling With Refugees and
Immigrants. After 45 years in higher education working with public and
private schools, I assumed I had the knowledge and craft to address diversity,
equity, and inclusion. No time is it more important than the present to
address the critical issues of refugees and immigrants in our society and
schools. Reading this book gave me new insights and platforms necessary
for practice. The SBFC Meta-Model provides a conceptual framework and
systems approach grounded not on the refugees and immigrant families and
children as problems but on opportunities for collaboration, integration,
and school success. The comprehensive 19 chapters contributed by ten of
the top scholars from around the world are rich with case studies, practical
approaches for training, and references suitable for educational leaders and
mental health practitioners alike. Our past—and our future—depends on
inclusiveness of immigrant and refugee families and the integration of
school, family, and community. The book, like no other, guides everyone
on this critical journey.”
—Walter H. Gmelch, PhD, dean emeritus, professor of leadership
studies, School of Education, University of San Francisco
“School-Based Family Counseling With Refugees and Immigrants comprises
chapters from some of the most esteemed school-based family counseling
scholars, researchers, and practitioners across the globe. It fills a major void
in the counseling literature, and the chapters, in the edited volume, cover
a variety of topics related to refugees and immigrants. To me, this edited
volume is a long-needed contribution and resource in school-based family
counseling.”
—James L. Moore III, PhD, vice provost for Diversity and Inclusion
and chief diversity officer, executive director for Todd Anthony Bell National
Resource Center on the African American Male, and EHE distinguished
professor of Urban Education, The Ohio State University
School-Based Family
Counseling With Refugees and
Immigrants
School-Based Family Counseling with Refugees and Immigrants focuses on the
practical application of School-Based Family Counseling (SBFC) with refugee
and immigrant populations.
Emphasizing collaboration, mutual assistance, dialogue, and joint
problem-solving, SBFC takes a systems approach that stresses the integration
of school, family, and community interventions—the three most important
systems that affect the lives of children. Through case studies, the book
explains how to design and implement integrated SBFC interventions for
refugee and immigrant populations in an explicit manner.
The book’s practical, how-to approach is suitable for novice and
experienced practitioners alike.
Brian A. Gerrard, PhD, is Chief Academic Officer, Western Institute
for Social Research; Chair, Institute for School-Based Family Counseling;
Emeritus Faculty, Counseling Psychology Department, University of San
Francisco.
Erwin D. Selimos, PhD, is Professor of Sociology, West Shore Community
College in Scottville, Michigan, USA.
Stephaney S. Morrison, PhD, is Associate Professor of C ounselor
Education and Associate Dean, School of Education and Human
Development, Fairfield University, Connecticut, USA.
School-Based Family
Counseling With Refugees
and Immigrants
Edited by Brian A. Gerrard, Erwin D.
Selimos, and Stephaney S. Morrison
Cover image: From Getty
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Brian A. Gerrard, Erwin
D. Selimos, and Stephaney S. Morrison; individual chapters, the
contributors
The right of Brian A. Gerrard, Erwin D. Selimos, and Stephaney
S. Morrison to be identified as the authors of the editorial material,
and of the authors for their individual chapters, has been asserted in
accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 978-0-367-56469-8 (hbk)
ISBN: 978-0-367-56467-4 (pbk)
ISBN: 978-1-003-09789-1 (ebk)
DOI: 10.4324/9781003097891
Typeset in Bembo
by Apex CoVantage, LLC
Contents
Author Affiliation Table x
Foreword xi
MARCEL SORIANO, PHD
Acknowledgments xiv
PART 1
School-Based Family Counseling Overview 1
1 The School-Based Family Counseling Approach to
Empowering Refugees and Immigrants 3
BRIAN A. GERRARD, ERWIN D. SELIMOS, STEPHANEY S.
MORRISON
2 Developing the SBFC Case Conceptualization With
Refugee and Immigrant Clients 18
BRIAN A. GERRARD
PART 2
Family Intervention 43
3 Assessing the Challenges and Family: Strengths
Among Refugee Children in Malaysia 45
J. K. KOK, KHENG KIA KHOR, KAI YEE HON, AND GERTINA J. VAN
SCHALKWYK
4 How to Build Collaboration Between Immigrant
Families and Schools Using Conjoint Family Counseling 65
KEZIA GOPAUL-KNIGHTS, EMILY J. HERNANDEZ, AND MICHAEL J.
CARTER
viii Contents
5 How to Help a Child Through Couple Relationship
Strengthening 89
HANS EVERTS
6 Narrative Therapy With Undocumented Families 103
NIDYA Y. RAMIREZ IBARRA
PART 3
School Intervention 117
7 Counseling Undocumented Students 119
STEPHANEY S. MORRISON
8 Using Solution-Focused Brief Counseling 131
CAROL E. BUCHHOLZ HOLLAND
9 A Trauma-Informed Approach to Help Immigrant
and Refugee Children in Schools 150
STEPHANEY S. MORRISON
10 A Holistic, Strengths-Based Approach to
Mental Health Intervention Development and
Implementation for Immigrant and Refugee Students 164
MAISHA M. SYEDA, NATASHA ROBINSON-LINK, CLAIRE V.
CROOKS, AND SHARON HOOVER
PART 4
Family Prevention 181
11 Developing Collaborative Relationships Between
Teachers, Parents, and Families 183
SUDIA PALOMA MCCALEB
12 Supporting Immigrant and Refugee Family
Cohesion: Using the Kako’o Family Mentorship Model 194
ERWIN D. SELIMOS
13 How to Provide a Parent Education: Workshop for
Refugees and Immigrants 206
NANCY ROSENBLEDT
Contents ix
14 The role of information communication
technologies in strengthening extended family
connections with migrants and refugees 225
MARIA C. MARCHETTI-MERCER
PART 5
School Prevention 243
15 Developing a Culture of Dialogue Among Students
and Schools: A Proposal for Developing Newcomer
Youth Advisory Councils 245
ERWIN D. SELIMOS
16 School-Based Suicide Prevention With Immigrant
and Refugee Communities 256
SHASHANK V. JOSHI AND ANDREA C. TABUENCA
17 Culturally responsive pedagogy and school-based
family counseling: A pathway to equitable spaces
for students from refugee backgrounds 279
SHIRLEY MTHETHWA-SOMMERS AND OTIENO KISIARA
18 How to Increase Immigrant and Refugee Student
Engagement 291
EMILY J. HERNANDEZ AND ALIA R. ELASMAR
PART 6
Community Prevention 309
19 The SBFC Practitioners’ Role in Promoting
Immigrant and Refugee Children’s Social
Participation in Community Life 311
ERWIN D. SELIMOS
Index 322
