Purpose To summarize recent evidence of the relationship between acculturation and substance use addiction among foreign-born persons living in the United States (U.S.) and abroad. Recent findings Foreign-born populations are increasing in many countries as a result of immigration and global refugee displacement. Acculturation and discrimination toward both populations have been related to the initiation of illicit substance use. The “immigrant paradox” may serve as a protective factor against the initiation and worsening prognosis of substance use disorders. Improving multilingual accessibility and frequency of use of clinical screeners may enhance addiction risk factor identification and potential interventions for foreign-born populations living in countries of emigration, such as the U.S. Summary Foreign-born persons compose a significant proportion of nurse–patient interactions in the U.S. and abroad. The unique sociological phenomenon of the immigrant paradox may serve as a protective factor for foreign-born persons despite the increased risk for adverse childhood events, acculturation, and discrimination. Due to conflicting evidence, future studies should examine longitudinal outcomes of substance use exclusively among foreign-born persons as well as protective and risk factors associated with immigrants and refugees, respectively. Clinical relevance Foreign-born persons may experience unique risk factors associated with addiction. Future studies should focus on foreign-born populations to explore if social constructs surrounding addiction can be extrapolated into other populations, including their second-generation offspring. Differences surrounding migration contexts between immigrants and refugees may be important for clinical researchers to understand when designing research studies centered on these experiences. Nurses can play a significant role in identifying patients at risk for substance use by advocating for inclusive and comprehensive multilingual screeners.
A Systematic Review on the Impact of Trauma-Informed Education Programs on Academic and Academic-Related Functioning for Students Who Have Experienced Childhood Adversity
The purpose of this study was to conduct a systematic review of the existing literature regarding trauma-informed education programs and their impact on academic and academic-related outcomes. The articles included for review (n=15) contained data on trauma-informed education programs implemented in preschool, primary/elementary, and high school settings. Academic and academic-related outcomes reported included attendance, disciplinary…
