Coping With A New Society: The Unique Psychosocial Problems of Immigrant Youth zy Delores zyxwvutsrq C.S. James ABSTRACT: zyxwvutsrqpon When immigrant children and adolescents leave their country of origin to live in the United States, they leave behind a familiar language, culture, community, and social system. They also experience a variety of emotional and cognitive adjustments to the realities of life in the United States. Many of these conflicts and adjustments place immigrant children at increased risk for psychosocial problems, school failure, drug use, and other risk-taking behavior. Early identification of immigrant children at risk zyx for these problems can help school personnel and health care providers plan culturally appropriate and effective interventions. This a d - cle discusses the potential psychosocial problems encountered by immigrant children in adjusting to a new home, school, and society, and offers suggestions for action. zyxwvutsrqp (J Sch Health. 1997;67(3):98-102) ccording to the 1994 Current Population Survey, some A 22.6 million foreign-born persons reside legally in the United States, representing 8.6% of the population.’ The number of illegal immigrants is unknown. Most immigrants live in the major metropolitan areas of New York City, Los Angeles, and Miamiz Epidemiologically, immigrants represent a special popu- lation. Certain health problems, such as malnutrition and infectious diseases, are known to occur more frequently among immigrants than in the U.S. population as a whole.’ Yet, limited literature exists concerning the psychosocial and mental health problems experienced by immigrants - legal and illegal - as a result of immigrating and subse- quent adjustments. Much less is known about immigrant children, although they have established a visible presence in the schools and streets of America. Generalizations are difficult to offer concerning the details of individuals’ lives. However, if the broader aspects of their experiences are examined including adjust- ment; acculturation; economic, social, and environmental dislocation; and survival, it becomes apparent how much immigrant children and their families, regardless of the country of origin, have in ~ o m m o n . ~ Parents often assume their children’s resilience and flexibility will keep them from suffering too greatly as the result of uprooting.’ But the grim reality confirms that many of these conflicts and adjustments place immigrant children at increased risk for psychosocial problems, school failure, and other risk-taking Early identification of immigrant children at risk for these problems can help school personnel and health care providers plan culturally appropriate and effective interven- tions. This article discusses the psychosocial problems encountered by immigrant children in adjusting to a new home, school, and society, and offers suggestions for action. IMMIGRANT CHILDREN AND ADOLESCENTS Individuals and families make the difficult and often risky decision to immigrate because they are inspired by desires for better living standards, or they are escaping from war and famine, or fleeing political persec~tion.~,’ Delores C.S. James, PhD, RD, LD, Assistant Professor, Dept. of Health Science Education, University of Florida, P.O. Box 118210, Gainesville, F1 32611-8210. This article zyxwvutsrqpo was submitted August 29, 1996, and revised and accepted for publication January 21, 1997. When immigrant children leave the country that was their home, they leave behind a familiar language, culture, community, and social system. Many also suffer trauma from the loss of a familiar place, harsh conditions of travel, difficulties in finding food and shelter, dangerous illnesses, and the possibility of losing one or both parent^.^ They also experience a variety of emotional and cognitive adjust- ments to the reality of life in a new country.s Psychological suffering can continue for those who view their new resi- dence as exile, and illegal immigrants must cope with the constant fear of discovery and deportation. In addition, all immigrants face the more mundane stresses of adapting to a new culture and grieving the loss of their old culture.’ A common assumption suggests children and adoles- cents adapt easily to such changes. Many do not.’ The psychological traumas of uprooting are less visible and less easily measured than their language proficiency.s Children from poor families with low educational levels are more likely to experience health problems, depression, low self- esteem, aggression, and academic problems.’ Those who live in ghettos experience more loneliness, anxiety, and isolation than do their ethnic peers in suburban environ- ments.!’ Adolescents are affected significantly because in addition to adapting to a new society, they also must cope with the psychological, physiological, and hormonal changes that accompany the transition from childhood to adulthood. I I Silence - the universal characteristic of the uprooting experience - is shared by all immigrant children irrespec- tive of nationality, economic status, family stability, or any other factors.’ Silence exists because of the marked inabil- ity to communicate due to differences of language and culture. In the silent stage, children appear to be withdrawn, moody, fearful, even terrified. Yet, silence does not indi- cate they are unwilling to socialize or cooperate. Neither is silence negative since children become good observers and develop strong listening skills. This phase can last one-two years or more if the child finds no connection in friendship or with teachers.’ AD J U STMENTS T O THE MAINSTREAM SOCIETY Adolescents who successfully integrate and accept their past with their present, and successfully own their cultural roots, are considered adju~ted.’.~’ Many children and adoles- cents, however, are afraid to reveal their backgrounds for 98 Journal of School Health March 1997, Vol. 67, zyxwvu No. 3