Journal of Immigrant and Minority Health
Volume 18, Issue 5, 2016, Pages 1076-1084
Exploring Social Service Providers’ Perspectives on Barriers to Social Services for Early Adjustment of Immigrant Adolescents in South Korea (Article)
Yi J. ,
Kim M.A. ,
Kim K.* ,
Hong J.S.
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a
College of Social Work, University of Utah, 395 South 1500 East, Salt Lake City, UT 84112, United States
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b
Department of Social Welfare, Myongji University, 34 Geobukgol-ro, Seodaemun-gu, Seoul, 03674, South Korea
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c
School of Social Welfare, Sungkyunkwan University, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea
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d
School of Social Work, Wayne State University, 4756 Cass Avenue, Detroit, MI 48202, United States, Humanities and Social Science Campus, Department of Social Welfare, Sungkyunkwan University, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea
Abstract
Recently arrived immigrant adolescents experience difficulties in adjusting to school in South Korea. However, the existing social services do not meet their psychosocial needs. This study investigates the perspectives of social service providers about challenges in providing services for immigrant adolescents early in their adjustments. We conducted qualitative, in-depth interviews with 27 South Korean social service providers. We identified barriers to social services, categorized into three themes: (1) Initial Contact Phase; (2) Service Delivery Phase; and (3) Structural Challenges. We suggest interventions concerning work-related stress for the social service providers, family-level involvement, diversity training, and integrated and collaborative immigration services. An examination of social service providers’ challenges in working with immigrant adolescents is a necessary first step toward the development of programs and policies. © 2016, Springer Science+Business Media New York.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961674930&doi=10.1007%2fs10903-016-0406-2&partnerID=40&md5=a82a339378d9d0044082f664466d70b0
DOI: 10.1007/s10903-016-0406-2
ISSN: 15571912
Original Language: English