| dc.description.abstract | SYSTEMATIC REVIEW
Identity can be understood as an individual’s sense of self, and the meaning they make of their life (Burke, 2004). For migrants, however, this can be more challenging due to increased levels of uncertainty, change, and adjustment to unknown environments (Hayes & Endale, 2018). This systematic review examined research on mechanisms that impact on European migrant adolescent identity development. Seven papers focusing on migration within Europe were reviewed and synthesised to provide an overview of peer-reviewed research published since 2004.
The key mechanisms explored in the papers were merged into four themes: individual characteristic, peer and family relationships, school experiences, and community experience. The impact of these mechanisms on identity was further discussed, considering the integration of the above themes into migrant identity narratives. The review highlights the importance of relational mechanisms in identity (re)formation.
The findings call for further research regarding individual experiences and a better awareness of relational processes, and the impact of daily interactions on young people. They highlight the need for better education about diversity and wider Europe, and more recognition of the impact of policies, and media on how young people view themselves and their place in the society. Individuals working with migrants should be curious about their stories to understand their inner life, consider interactions between varied mechanisms, and develop strong relations with families and schools to ensure that migrant children do not live in two parallel words that never interact.
EMPIRICAL PAPER
Migrant adolescents often develop unique identities whilst adapting to the new life (Hayes & Endale, 2018), and research indicates that migrant children receive less support (Zhou et al., 2011); this have been further reduced by COVID-19 lockdowns (Garagiola et al., 2022) and post-Brexit social prejudice (Sime et al., 2022). This paper explored what narratives EU migrant adolescents hold about their identity and resilience after living in the UK during these events.
A qualitative methodology involving in-depth interviews was used; 11 participants took part. The interviews were then analysed using the Voice-Centred Relational Method. Interviewees reflected that their identity often felt imposed by their internalised voices, close relationships, and the wider social system. These feelings become more explicit post Brexit, and more emotionally charged post COVID-19. All interviewees attempted to make varied adaptations to help them ‘blend in’ with either migrant or British communities.
In conclusion, psychologists need to understand complexity and intersectionality to use relational, and strength-based formulations. They can support individuals in exploration of dual identities, facilitate discussions on cultural values, and promote acceptance of multiple identities. Those involved in training and consultation should include sociocultural understanding of resilience. Addressing systemic factors that contribute to mental health disparities can promote equity, inclusivity, and social justice. More diversity, and considerations of how socio-political issues affect minority groups is needed in psychological professions. | en_GB |
