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Kalchos, Linnea Francesca

University of British Columbia

In this manuscript-based thesis, we employed a critical social justice lens to explore the phenomenon of school-based psychosocial support services (S-BPSS) and their role in supporting newcomer youth through the process of school integration. We conducted a narrative literature review followed by a qualitative study centered on the phenomenon of S-BPSS. The thesis begins with an introductory chapter, which provides an overview of the literature on newcomer youth, school integration and S-BPSS, as well as a statement of researcher positionality, a rationale for this research and an overview of the methodologies used in the subsequent manuscripts. In manuscript one, we present a critical narrative literature review using a critical social justice lens to summarize, interpret, synthesize, and critique what is currently known about the ways newcomer youth access and experience S-BPSS throughout the process of school integration. The following themes that underscore the experiences of newcomer youth accessing S-BPSS were identified in the critical narrative literature review: (a) underutilization/discrimination, (b) culture shift, (c) transition planning, and (d) lived experience. Important directions for future research, including the importance of studies that prioritize the perspectives of newcomer youth themselves and the implications of their lived experience for S-BPSS are provided. In response to these findings, in manuscript two, we employ a critical social justice lens and an interpretive phenomenological analysis methodology to capture and interpret the lived experiences of newcomer youth accessing S-BPSS. Six newcomer undergraduate students participated in sixty-minute, semi-structured interviews. Analysis of participant interviews allowed us to develop the following themes: (1) Uniqueness of Newcomer Experiences; (2) Impact of Natural Environment; (3) Influence of the English as an Additional Language Classroom; (4) Counselling, Advising, and Advocacy; (5) Clubs and Volunteerism for School Community Integration; (6) Leadership and Action within Support Services. Our results challenge service providers and policy makers to take culturally responsive, equity-based approaches in supporting the needs of newcomer youth in schools. In the final chapter, we present post-study researcher reflections, a discussion of the results of this project, and important implications for school psychology practice, training, research, and policy when working with newcomer youth.

Text

2024-09-30

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/82347

School and Applied Child Psychology

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/