Europe faces the dual challenges of population ageing and increasing migration, resulting in a growing demographic of older immigrants with complex healthcare needs. Despite extensive research on ageing and migration, regional evidence on healthcare provision for older immigrants remains fragmented. Participatory approaches that integrate the voices and experiences of older immigrants can improve cultural sensitivity, accessibility, and health equity, ultimately leading to better outcomes. This scoping review seeks to contribute to filling the existing knowledge gap by systematically mapping the literature on healthcare provision using participatory approaches for older immigrants in Europe. This scoping review followed Arksey and O'Malley's methodological framework and the PRISMA-ScR reporting guidelines. A comprehensive search of five electronic databases was conducted in February 2025. Eligible studies included empirical research focusing on immigrants aged 60 years and older in Europe that used participatory approaches to healthcare provision. Data were charted and synthesized thematically to identify barriers and facilitators of healthcare utilization discussed in the context of participatory approaches, as well as gaps in the literature. From 2,411 records, 23 studies published between 2011 and 2025 met the inclusion criteria. Most were conducted in the United Kingdom, Denmark, and Sweden, employing diverse qualitative, quantitative, and mixed-methods designs. Common participatory strategies included bilingual/bicultural staff, partnerships with community organizations, and the involvement of peer researchers. These approaches enhanced trust, relevance, and access to healthcare services. Key barriers were language and communication difficulties, cultural stigma, and distrust of services. Enablers included culturally adapted interventions, continuity of care, and trusted community engagement. However, many studies reported the use of superficial participatory methods, underrepresented certain migrant groups, and rarely assessed long-term outcomes or compared participatory versus non-participatory models. Participatory approaches demonstrate strong potential to enhance healthcare provision for older immigrants in Europe by improving cultural competence, accessibility, and trust. To achieve equity, participatory practices must be embedded into mainstream healthcare systems through sustainable funding, workforce training, and policy reforms. Future research should prioritize comparative evaluations, long-term impact assessments, and inclusion of underrepresented immigrant populations.

Culturally adapted parent training prevention interventions are critical for supporting the mental health and resilience of Latine immigrant families. Following the onset of the COVID-19 pandemic, parent training programs transitioned to online delivery, increasing flexibility and expanding access. This qualitative study explored the experiences of first-generation Latine immigrant caregivers (N = 22) in central Texas-86.4% of whom were of Mexican origin-who participated in a culturally adapted, synchronous online parent training program during the pandemic. Most participants were mothers (21 of 22). Through thematic analysis of focus group data, four key themes were generated: (a) immigration-related experiences and parenting challenges, (b) intervention components that addressed these challenges, (c) barriers and facilitators to participation, and (d) ongoing parenting needs. Caregivers reported increased parenting confidence and skill acquisition, alongside a sense of validation and support through the online community. While the virtual format enhanced accessibility, some participants encountered technological barriers. Key facilitators included the cultural competence of interventionists and the creation of a safe space for sharing immigration experiences. Participants highlighted the needs for further adaptation, including more father engagement, adolescent-focused content, and support in addressing intergenerational parenting patterns. Findings underscore the importance of creating therapeutic spaces that acknowledge immigration-related trauma and stress while building parental resilience and family well-being. These findings provide valuable insights for improving online synchronous delivery formats to enhance accessibility while maintaining program effectiveness and cultural responsiveness, promoting mental health equity for immigrant communities. Clinical and empirical implications are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Multicultural writing in immigrant literature presents a new narrative style of world literature in the era of globalization, showing the qualities of different cultural games and mingling, and is also an important manifestation of the evolution of the traditional European colonial relationship in the process of globalization. Taking the works of Kazuo Ishiguro and Zadie Smith as an example, the study crawls the readers' comment data of related works on relevant websites based on the text mining method, and utilizes the methods of TF-IDF algorithm, LDA theme model, and sentiment analysis to carry out the mismatch analysis of immigrant culture, and to shape the image of memory and identity of immigrant culture. The results of the study show that the works of Kazuo Ishiguro and Zadie Smith can be categorized into five themes, namely, identity and belonging, cultural conflict and integration, immigrant experience and intergenerational, social and political contexts, and emotional and psychological states, and that the readers' perception of immigrant culture of Kazuo Ishiguro's and Zadie Smith's works is dominated by positive emotions, with a positive tendency of 92.04%. Based on the results of IPA quadrant distribution, it can be obtained that the number of elements falling into the second four quadrants is the highest, i.e., the works of the two authors are able to express the content of immigrant's memory and identity well, and the readers are able to explore a lot of literary knowledge about immigrant's memory and identity construction in Kazuo Ishiguro's and Zadie Smith's works.

Autism spectrum disorder (ASD) affects one in 50 children in Canada and one in 31 children in the United States. This scoping review aimed to identify barriers immigrant families encounter when accessing ASD services. Guided by the Joanna Briggs Institute framework, databases including CINAHL, Nursing & Allied Health Premium, PsycINFO, and Google Scholar were searched for peer-reviewed studies published within the past 10 years. A total of 12 studies examining immigrant parents' experiences accessing ASD services through health or education systems were included. Immigrant families reported barriers across cultural, systemic, and structural domains. Several studies also identified facilitators, such as bilingual providers and community-based support networks, which improved service access and trust. Findings indicate that immigrant families experience multiple, overlapping barriers that delay diagnosis and intervention. Addressing culturally responsive care, interpreter access, and service coordination is essential to improving equitable access to ASD services in Canada and the United States.

Abstract In Canada, immigrants are a new demographic in work-integrated learning, such as practicums and preceptorships. While work-integrated learning is widely acknowledged as an effective strategy for preparing students for employment, little research has examined the experiences of immigrants in WIL. This paper addresses this gap with a study of internationally educated health professionals. It highlights the benefits and challenges that internationally educated health professionals faced in work-integrated learning. This paper extends work-integrated learning scholarship by centring immigrants as diverse adult learners and recognitive justice. It emphasises the need to reconceptualise work-integrated learning to better support experienced immigrant professionals in accessing and integrating into regulated professions.

This qualitative study explores how immigrant families experience and negotiate age–grade mismatch during school enrolment and transition, and how family cultural capital shapes their ability to engage with school placement decisions. Age grade mismatch (i.e., being below age grade level) can be considered as either a technical or guardian move, but has significant social, emotional, and educational implications. The research is based on semi-structured interviews with 12 immigrant parents and young people regarding the announcement, justification, and reaction to the placement decision-making in the daily interactions of the family and school, the results of which indicate that age–grade incompatibility is widely perceived as an institutional evaluation instead of an objective adaptation, which shapes the sense of belonging, confidence, and peer relationships in children. The ability of families to challenge or make new deals on the placement decisions differed significantly and was largely connected to access to information, language assistance, social networking, and knowledge of school systems. Some families could mobilise these resources to bring about change, but in other cases, the process appeared to be fixed and intimidating. The research points to the ability of language-based tests to blur the previous education and the support systems to propagate inequalities in situations where there are no established ways of review.

ABSTRACT Uncertainty has long been understood as a defining element of migrant communities’ lives. However, relatively limited research has systematically examined how undocumented immigrants experience and manage chronic uncertainty in their everyday lives. This investigation begins with an understanding that uncertainty is a cognitive construct that is intricately tied to communication processes and decisions. Results from several focus groups of undocumented immigrants – spanning across a range of ages and lived experience (e.g. mothers, DACA students, day laborers, immigrants who had been detained) – reveal seven general categories of chronic uncertainty and five management strategies to help manage those experiences. Those findings help extend the chronic uncertainty theory by situating uncertainty and its management within the context of undocumented life. Implications of these findings for potential community-based interventions and for our understanding of chronic uncertainties and their communicative management are discussed.

Corrigendum to ““Just because we speak with an accent does not mean we think with one”: Immigrant and Refugee Leadership Experiences in Human Services”

This article draws on the analysis of semi-structured interviews to compare the immigration experiences of queer individuals from the Global North with those of their counterparts from the Global South. It examines the process of racialization experienced by some of these individuals upon arrival in Quebec/Canada, the transformation of this process when it had already been experienced in the country of origin, and the continued social recognition as white people for others. The article then examines the impacts of these processes on the construction of these immigrants' life stories in the host society, particularly in relation to their social class. It also demonstrates that the privilege enjoyed by individuals socially recognized as white manifests itself in the absence of challenges related to racialization in their life trajectories.

Indian American writer Bharati Mukherjee is a prominent figure in immigrant writing. Her works offer penetrating explorations of female agency, the vicissitudes of immigrant existence, cross-cultural tensions, interethnic relations, and postcolonial dynamics. In light of Mukherjee's immigration experiences at different stages of her life, the topographical space, discourse space and humanistic space intertwine in her novels, which reflects the dynamics of identity positioning, recognition and deconstruction for exiles, expatriates and immigrants. Her narrative practice demonstrates a layered intellectual complexity, encompassing both the expansive geographical and psychological journeys of her characters and the subtle transformations of their lived experiences. The theoretical framework of the "Third Space," by dismantling binary oppositions, creates a conceptual locus that accommodates contradiction, heterogeneity, and otherness, which is highly illuminating for revealing the matrix of ethnic American literature. Through the aesthetic interpretation of the space theory, this article aims to provide reference for the identity exploration of the marginalized, contributing to broader discussions of displacement, belonging, and transcultural poetics.

Occupational attainment is central to the immigrant experience, yet little research has explored the role of occupational skill in shaping the immigrant health advantage (IHA). Furthermore, whether citizenship status - an increasingly critical structural determinant of immigrant health - moderates the effects of occupational attainment on health remains underexplored. Drawing on linked 2000–2018 National Health Interview Survey and O*NET job skills data, findings reveal that noncitizen immigrants employed in low- and mid-skill occupations demonstrate the largest self-rated and mental health advantages, whereas their same-skill U.S. citizen immigrant peers exhibit outcomes more similar to those of the U.S. born. Furthermore, noncitizen immigrants persistently report less healthcare access and lower likelihoods of having health insurance than the U.S. born, even at the highest occupational skill levels. Together, analyses suggest important heterogeneity in immigrant well-being by skill and citizenship status, adding important nuance to the existing IHA literature.

“Rojo is the Colour of Memory” is a multi-media project about my immigration experience and my identity as a 1.5 generation Chilean immigrant to Canada through the colours red and rojo (the Spanish word for “red”). In this project, I focus on a memory: encountering the colour “red” when I was eight and had just moved to Canada, and the disorientation of that experience. For me, red did not look like rojo: red was more pinkish in hue and rojo, more orangey. Rojo is what I had grown up with in Chile. It had been my favourite colour. But red was not rojo, and that was a confusing and enlightening insight. Through these colours, this project explores the bodily shiftings that occur in the context of im/migration, and what gets lost in translation, which is not necessarily always a linguistic loss. Red and rojo is composed of 77 abstract drawings and written fragments that return to that memory to recuperate and rediscover. This project has been grounding and has allowed me to understand my in-between identity, which emerges between two cultural horizons.

This study explores how teachers develop emotional knowledge about immigration through arts-based pedagogies in a graduate-level teacher education course. Grounded in the concept of difficult knowledge, it conceptualizes emotions as epistemological resources that enable critical and embodied understanding beyond cognitive engagement. Drawing on qualitative data from a 15-week course, the study examines how emotions shape teachers’ advocacy for immigrant students. Findings reveal that empathy humanized immigrant experiences, discomfort illuminated privilege, anger spurred recognition of systemic injustice, and solidarity sustained collective commitments. Arts-based and embodied approaches provided affective scaffolding, enabling participants to transform emotional dissonance into ethical and political action. By theorizing emotional knowledge as central to engaging difficult knowledge in teacher education, this study demonstrates how course design can intentionally position emotions as legitimate ways of knowing. It argues that preparing teachers to feel with and act alongside immigrant communities is crucial for cultivating affective solidarity and sustaining justice-oriented teaching.

This article analyzes the sense of alienation and unhomeliness experienced by Muslim immigrants in Europe through an analysis of Leila Aboulela’s first novel, “The Translator.” Particular attention is paid to biographical details of the author and their influence on the formation of her personal identity. Employing a descriptive-analytical approach, the study foregrounds the theoretical contributions of postcolonial critics such as Edward Said and Frantz Fanon. The novel is examined as a socio-political space in which Eurocentric imperialism marginalizes diasporic communities to the periphery of the metropolitan center. The article also explores phenomena of temporal disorientation and detachment from the present that accompany the immigrant experience in conditions of exile. The author shows how the protagonist withdraws from the present and retreats into the past, which functions as a psychological refuge from the hardships of displacement. Such withdrawal, as the author argues, is interpreted as a consequence of the immigrant’s inability to envision a viable future within a hostile host society.

This study utilizes a form of scientific methodology, ludic inquiry, to analyze a role-playing case study. Ludic inquiry considers games as experiential artistic research questions, and player behavior as a form of research data responding to that question. Thus, it is an art-scientific methodological form, with a unique capacity to approach significant topics of meaning. Games feature interactive fictions, whose rules and procedures can rhetorically be analogized to research questions, where players’ actions, thoughts and feelings within the fiction form a type of research answer of the experiencing and meaning-making they as individuals have within the gameplay. Live action role playing games in particular feature ambiguous moments where players infer boundaries and create their own norms and rules, demonstrating an even deeper insight into their reactions to the questions asked within the game. This methodology was applied in the creation and analysis of the artistic live action role playing game On the Other Side: Who We Become After We Move Abroad, which intentionally asks the question, “How does identity change as a result of experiencing a crisis?” The game represents a double crisis, migration and fascism, and simulates how changes in the socio-material context affect personality traits. Our findings suggest that the characters’ familial relationships were a response to crisis throughout the game, playing a strong role in significant events such as worker riots, choosing who to save from fascist violence, and the bending of the game’s rules. The results also indicate that the experience of crisis depended on one’s level of comfort—a crisis was only experienced when it entailed a sense of discomfort, whether it was social feedback, labor, migration, uncomfortable seating, or being asked to show political allegiance. This discomfort often became incorporated in how valuable the characters felt. This study indicates that ludic inquiry can be used to guide game design, analyze acts of play, and inspire real-world research perspectives. Future research could further develop ludic inquiry in other topics, players and contexts, genres, formats, and using other data collection methods, as well as focus on the role of family and discomfort within immigration experiences in the face of oppressive movements.

Immigrant mothers face increased risk for perinatal psychiatric disorders, yet their needs are often overlooked. Challenges compounded by migration stress, exclusionary policies, economic hardship, and systemic discrimination remain largely invisible in clinical training, research, and health systems design. The authors explore how immigration status, systemic inequities, and current policies contribute to disparities in care. Using community models, health systems research, and patient narratives, they call for services that reflect the lived realities of immigrant mothers. Recommendations include culturally responsive care, cross-sector collaboration, and policy reform. Centering immigrant mothers' experiences is essential to promoting equity and improving outcomes across the perinatal period.

Abstract Participatory budgeting (PB) has emerged as one of the most common models for implementing participatory democracy. One of the stated goals of many PB initiatives is to engage underrepresented groups and individuals in decision-making. The participation of immigrants in the public sphere supports their integration into a new society. PB mechanisms have the potential to serve as spaces for immigrant political representation because they do not require participants to be naturalized citizens. PB offers noncitizen immigrants in New York, Chicago, and Toronto meaningful opportunities for engagement and civic learning, but its benefits remain limited by structural and institutional barriers. Positive outcomes are strongest where PB is more institutionalized, well-supported, and inclusive, while weaker commitment, narrow project scope, and insufficient outreach constrain its transformative potential, particularly for immigrant women facing intersecting gendered and cultural barriers.

Attention to climate- and nature-related issues is largely absent from systemic practice and the field of Couple and Family Therapy (CFT). The effects of climate change and the consequences of living as if humans are separate from and dominate over the natural world are compromising health and driving planetary degradation. Ecological distress (including ecological anxiety, grief, and depression) is rising alongside increasing disconnection from nature. As a result, the demand for clinicians competent in addressing these issues is growing. This review examined climate- and nature-related content in 17 peer-reviewed systemic and relational therapy journals published from January 1, 2009 through September 7, 2025. Less than 1% (n = 102) of the total published original articles (N = 14,116) included climate- or nature-related content. These articles addressed seven broad themes: eco-informed thinking and practice; disaster effects and therapeutic responses; environmental and social justice challenges; reproductive and family planning decision-making; migration, immigration, and refugee experiences; cultural and historical contexts; assessment tools and validation. Over half (n = 55) of the included articles at least partially included social justice issues and over a third (n = 35) included diverse samples. Although publications have increased, climate- and nature-related concerns remain under-explored in the CFT literature. Anthropocentrism and the dominant practice of systems theory are discussed as contributing factors to the ongoing inattention to ecological topics. Researchers, educators, and clinicians are encouraged to integrate an eco-centric approach by utilizing eco-informed assessments to screen for ecological distress and facilitating discussions about climate- and nature-related topics.

Social isolation is prevalent among older immigrants, yet the multidimensional factors contributing to it remain understudied. Using data from five waves of the Population Study of Chinese Elderly in Chicago (N = 2,835), this study identified social isolation change trajectory patterns over eight years and examined contributing factors across ecological systems. Social isolation was measured by the social disconnectedness index. The multidimensional factors included socio-demographic and health conditions, interpersonal relationships, immigration experiences, and neighborhood characteristics. Latent class growth analysis identified four distinct change trajectories, including "Persistent Low", "Persistent Medium", "Persistent High", and "Increasing" isolation. Multinomial logistic regression indicated that older age, being female, lower social support and social strain, longer U.S. residence, and neighborhood physical disorder predicted greater social isolation. Stronger sense of community and social cohesion unexpectedly heightened the likelihood of "Persistent High" isolation. Findings highlight the need for culturally sensitive and multidimensional interventions to address social isolation among older immigrants.

This study embraces the opportunity to explore students’ immigration experiences from a cultural political economy (CPE) perspective, beginning with a review of literature relevant to understanding students’ perspectives of host nation international student mobility and migration (ISM) policy, followed by an outline of the CPE theoretical framework. The study’s methodology is presented, outlining how findings were obtained through a qualitative content analysis of interviews with 40 international students studying in Australia, Canada, and the United States. Findings are then presented through the words of study participants, highlighting how international students connect their ISM policy experiences with the local CPE contexts of their host countries. This article provides an empirical, comparative view of the student-level impacts of national immigration policy (i.e., policy pervasion) and will ideally help guide future research to (a) better understand the international student experience as embedded within particular national policy contexts, and (b) uncover the local cultural, political and economic discourse geneses of student visa and study permit policymaking. This study works to humanize the personal impacts of visa and study permit policies, which are a crucial facet of national internationalization stances due to their importance in sanctioning inbound student mobility flows.