Examining Resiliency in Adolescent Refugees Through the Tree of Life Activity

Authors

  • Marcella D. Stark Texas Christian University, College of Education
  • Brandy P. Quinn Texas Christian University, College of Education
  • Katharine A. Hennessey Texas Christian University, College of Education
  • Amanda A. Rutledge Texas Christian University, College of Education
  • Allison K. Hunter Texas Christian University, College of Education
  • Paola K. Gordillo Texas Christian University, College of Education

DOI:

https://doi.org/10.5195/jyd.2019.692

Keywords:

resiliency, developmental assets, Tree of Life, adolescent, refugees

Abstract

Grounded in both resiliency science and positive youth development, the research team set out to understand the strengths and resources of adolescent refugees living in northeast Texas. In coordination with a local refugee services agency, members of the research team conducted the Tree of Life activity with 16 participants ranging in age from 13 to 20 years. Identifying 16 codes in the qualitative analyses of participants’ drawings, they organized these codes into 3 themes: self-efficacy, values, and relationships. The authors recommend the use of Tree of Life and other creative arts activities to facilitate the discovery of strengths and resources in adolescent refugees, by which they may progress beyond survival of adversity to resiliency and thriving.

Author Biographies

Marcella D. Stark, Texas Christian University, College of Education

Associate Professor, Education

Brandy P. Quinn, Texas Christian University, College of Education

Assistant Professor, Education

References

American Academy of Pediatrics. (2017). Age limit of pediatrics. Retrieved from http://pediatrics.aappublications.org/content/early/2017/08/17/peds.2017-2151

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191

Bean, T., Derluyn, I., Eurelings-Bontekoe, E., Broekaert, E., & Spinhoven, P. (2007). Comparing psychological distress, traumatic stress reactions, and experiences of unaccompanied refugee minors with experiences of adolescents accompanied by parents. The Journal of Nervous and Mental Disease, 195(4), 288-297. doi:10.1097/01.nmd.0000243751.49499.93

Berger, P. L., & Luckmann, T. (2007). The social construction of reality [1966]. In C. Calhoun, J. Gerteis, J. Moody, S. Pfaff, & I. Virk (Eds.), Contemporary Sociological Theory (2nd ed., pp. 43-51). Malden, MA: Blackwell.

Blakemore, S-J. & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187-207. doi:10.1146/annurev-psych-010213-115202

Capps, R., Newland, K., Fratzke, S., Groves, S., Auclair, G., Fix, M., & McHugh, M. (2015). Integrating refugees in the United States: The successes and challenges of resettlement in a global context. Statistical Journal of the IAOS, 31(3), 341-367. doi:10.3233/SJI-150918

Collier, L. (2015). Helping immigrant children heal. American Psychological Association, 46(3), 58. Retrieved from: http://www.apa.org/monit or/2015/03/immigrant-children.aspx

Davis, B. (2010). Hermeneutic methods in art therapy research with international students. Arts in Psychotherapy, 37(3), 179-189. doi:10.1016/j.aip.2010.03.003

Denborough, D. (2008). Responding to vulnerable children. In D. Denborough (Ed.), Collective narrative practice: Responding to individuals, groups, and communities who have experienced trauma (pp. 71-98). Adelaide, Australia: Dulwich Centre.

Dominguez Villegas, R. (2014, September). Central Americans and “la bestia”: The route, dangers, and government responses. Migration Information Source, the online journal of Migration Policy Institute. Retrieved from https://www.migrationpolicy.org/article/central-american-migrants-and-%E2%80%9Cla-bestia%E2%80%9D-route-dangers-and-government-responses

Dulwich Centre. (n.d.). Dulwich Centre: Our story. Retrieved from https://dulwichcentre.com.au/about-dulwich-centre/

Fergus, S. & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399-419. doi:10.1146/annurev.publhealth.26.021304.144357

Figures at a glance. (n.d.). Retrieved from http://www.unhcr.org/en-us/figures-at-a-glance.html

Franco, D. (2018). Trauma without borders: The necessity for school-based interventions in treating unaccompanied refugee minors. Child and Adolescent Social Work Journal, 35, 551-565. doi:10.1007/s10560-018-0552-6

Greene, R. R. (2010). Holocaust survivors: Resilience revisited. Journal of Human Behavior in the Social Environment, 20, 411-422.

Harter, S. (1990). Developmental differences in the nature of self-representations: Implications for the understanding, assessment, and treatment of maladaptive behavior. Cognitive Therapy and Research, 14(2), 113-142. doi:10.1007/BF01176205

Henderson, N., & Millstein, M. M. (2003). Resiliency in schools. Thousand Oaks, CA: Corwin Press, Inc.

Huemer, J., Karnik, N. S. Voelkl-Kernstock, S., Granditsch, E., Dervic, K., Friedrich, M. H., & Steiner, H. (2009). Mental health issues in unaccompanied refugee minors. Child and Adolescent Psychiatry and Mental Health, 3(13), 1-10. doi:10.1186/1753-2000-3-13

Hughes, G. (2013). Finding a voice through ‘The Tree of Life’: A strength-based approach to mental health for refugee children and families in schools. Clinical Child Psychology and Psychiatry 19(1) 139-153. doi:10.1177/1359104513476719

Keles, S., Friborg, O, Idsöe, T., Sirin, S., & Oppedal, B. (2018). Resilience and acculturation among unaccompanied refugee minors. International Journal of Behavioral Development, 42, 52-63. doi:10.1177/0165025416658136

Kroger, J., Martinussen, M., & Marcia, J. E. (2010). Identity status change during adolescence and young adulthood: A meta-analysis. Journal of Adolescence, 33(5), 683-698. doi:10.1016/j.adolescence.2009.11.002

Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22, 557-584. doi:10.1037/1045-3830.22.4.557

Lerner, R. M., Dowling, E. M., Anderson, P. M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7(3), 172-180. doi:10.1207/S1532480XADS0703_8

Masten, A. S. (2014a). Global perspectives on resilience in children and youth, Child Development, 85(1), 6-20. doi:10.1111/cdev.12205

Masten, A. S. (2014b). Invited commentary: Resilience and positive youth development frameworks in developmental science. Journal of Youth and Adolescence, 43(6), 1018-1024. doi:10.1007/s10964-014-0118-7

Masten, A. S. & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491-495. doi:10.1017/S0954579410000222

Méndez, G. A., & Cole, E. M. (2014). Engaging Latino families in therapy: Application of the Tree of Life technique. Journal of Family Psychotherapy, 25(3), 209-224. doi:10.1080/08975353.2014.939932

Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.

Muhr, T. (2009). ATLAS.ti (Version 6.0) [Computer software]. Berlin, Germany: Scientific Software Development.

Ncube, N. (2006). The tree of life project. International Journal of Narrative Therapy & Community Work, 2006(1), 3-16. Retrieved from http://search.informit.com.au.ezproxy.tcu.edu/documentSummary;dn=197106237773394;res=IELHEA

Patton, M. Q. (2014). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.

Remley, T. P., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Boston, MA: Pearson.

Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24, 335-344. doi:10.1017/S0954579412000028

Scales, P. C., Benson, P. L., & Leffert, N. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27-46. doi: 10.1207/S1532480XADS0401_3

Sebastian, C., Burnett, S., & Blakemore, S-J. (2008). Development of the self-concept during adolescence. Trends in Cognitive Sciences, 12(11), 441-446. doi:10.1016/j.tics.2008.07.008

Sesma, A., Mannes, M. & Scales, P. C. (2005). Positive adaptation, resilience, and the developmental asset framework. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 281-296). New York, NY: Kluwer Academic/Plenum.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (2nd ed., pp. 443-466). Thousand Oaks, CA: Sage.

Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: SAGE.

Tshabangu-Soko, T. S., & Caron, R. M. (2011). English for speakers of other languages (ESOL): Improving English language acquisition for preliterate and nonliterate adult African refugees. Journal of Immigrant & Refugee Studies, 9(4), 416-433. doi:10.1080/15562948.2011.616812

Werner, E. (2005). Resilience and recovery: Findings from the Kauai longitudinal study. Research Policy, and Practice in Children’s Mental Health, 19, 11-14.

What is a refugee? Definition and meaning. (n.d.). Retrieved from http://www.unrefugees.org/what-is-a-refugee/

Wheeldon, J. (2010). Mapping mixed methods research: Methods, measures, and meaning. Journal of Mixed Methods Research, 4(2), 87-102. doi:10.1177/1558689809358755

Downloads

Published

2019-06-20