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Purpose: Stresses in pregnancy and early motherhood can affect women's health and wellbeing, and babies' development. Migrant women face compounding stressors from the intersection of gender, race, social class, migration, and language. We explored one Somali woman's experience of pregnancy and the transition to motherhood, following migration to an urban environment in the Global North, aiming to understand resilience in this specific socio-cultural context.

Methods: This case study used interpretative phenomenological analysis of a single two-hour semi-structured interview with a Somali woman in the UK to explore how this experience may have relevance for communities and practitioners in the Global North.

Results: We identified two overarching themes in this woman's experience: "vicious" and "virtuous" circles, attempting to make sense of her experience of isolation and lack of wellbeing, and subsequent confidence, engagement, and community-building.

Conclusions: An experience of "alignment" in social relationships appeared to make possible the shift from "vicious" to "virtuous" circle, which enabled escape from social isolation. This account of transformation-from social isolation to community contribution-underlines the role of community organizations facilitating positive social networks and peer support during pregnancy and early motherhood.

BACKGROUND: Despite equality and quality being the core of good healthcare, racial and ethnic inequalities continue to persist. Racialized groups, including racialized migrant women, experience various forms of discrimination-particularly during maternal care encounters, where intersectional forms of discrimination may occur. Experiences of discrimination in maternal care have been associated with poor health-seeking behavior and adverse maternal health outcomes. However, research on racialized migrant women's discrimination in maternal care is limited. This scoping review aims to give an overview of the state of current research on the discriminatory experiences of racialized migrant women when utilizing maternal healthcare and its gaps to ensure equity in global maternal healthcare.

METHODOLOGY: This scoping review mapped out all available English-language scientific empirical literature published between 2012 and 2023. All authors agreed on the inclusion criteria. Collecting, charting, and reviewing the included material were done using the 2018 Preferred Reporting Items for reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The search strategy included electronic databases, such as Pubmed, CINAHL, MEDLINE, Web of Science, and PsycInfo.

RESULTS: A total of 57 articles were included and analyzed. The majority were qualitative and conducted in European and North American countries. None of the included article's aims originally intended to focus on discrimination. However, their findings exposed the many ways racialized migrant women experienced discrimination when using maternal healthcare services-from accessibility problems, non-utilization of interpreters, and untimely and delayed care to disrespect, abuse, and differential care. Racialized migrant women's discrimination resulted in a lack of agency and being excluded from decision-making.

CONCLUSIONS: While the included articles allude to some issues related to discrimination in maternal healthcare experienced by racialized migrant women, this review delineated knowledge gaps warranting discussion. Few articles focus on and conceptualize discrimination from a racialized lens in maternal healthcare. A limited geographical scope in research and knowledge generation on discrimination and racialization exist in this field as does a lack of sufficient articles on discrimination and racism from healthcare personnel. Lastly, many of the existing studies lack an intersectional lens in exploring discrimination in maternal care against racialized migrant women.

The study aimed to assess household and child dietary diversity in Southern Somalia by identifying determinants of adequate dietary diversity in three internally displaced person (IDP) camps in Baidoa, Dayniile and Dharkanley. A total of 1655 female main caregivers with 2370 children (6-59 months old) were included. Data on household dietary diversity score and child dietary diversity score indicators were collected from all households. The questionnaire was read face-to-face to the female main caregivers. Multivariate logistic regression analysis was performed to identify factors associated with adequate dietary diversity, which was defined as the consumption of at least four food groups within 24 h before the survey. The proportion of households achieving adequate HDDS was high in all locations 95.8%, 96.9% and 89.0% in Baidoa, Dharkanley and Dayniile, respectively, and the total adequate household dietary diversity score (AHDDS) was 95.6%. The proportion of adequate child dietary diversity score (ACDDS) was achieved in 63.5%, 8.5% and 38.3%. The main factors associated with AHDDS were larger household size, greater wealth, attendance of antenatal care (ANC) and joint decision-making between husband and wife, while factors associated with ACDDS included ANC attendance, age, the consumption of ready-to-use therapeutic food and deworming tablets. These findings can guide future programmes and policies aimed at improving maternal and child nutrition in IDP camps in Somalia. By tackling these diverse factors, a promising pathway emerges to enhance the nutritional welfare of both households and children in IDP camps.

BACKGROUND: During recent years, Europe has faced the arrival of migrants whereof a considerable group of youth present mental health problems, such as symptoms of post-traumatic stress disorder (PTSD). Schools offer a safe environment for mental health interventions to these groups, yet there is limited research on the impact of school-based interventions addressing mental health problems in newcomer youths, especially in the Swedish context. This cluster randomized controlled trial (RCT) aimed to explore the effectiveness of the Teaching Recovery Techniques (TRT) intervention among newcomer students with PTSD symptoms in Swedish secondary schools.

METHODS: Nine schools were randomly assigned to TRT or a wait list control group prior to the baseline assessment. Follow-up data were collected immediately following the intervention and three months post-intervention. In total, 531 students were approached, of which 61 gave consent and were eligible to be included in the study: 55 in TRT and 6 in the control condition. Given the low number of participants in the control condition, we merely analyzed students who had received TRT.

RESULTS: We report on feasibility of recruitment, data collection, intervention delivery and intervention effectiveness. In terms of intervention effectiveness, within subjects ANOVAs revealed significant reductions in PTSD symptoms and general mental health problems from baseline to the three months-follow-up (p < 0.001).

CONCLUSIONS: Our results indicate that TRT is a promising school-based intervention for newcomer students with PTSD symptoms. For a successful implementation of TRT in the school context, schools need to be engaged and the implementation should be managed by a local coordinator.

TRIAL REGISTRATION: ISRCTN, ISRCTN48178969, Retrospectively registered 20/12/2019.

The value of taking advantage of the participants' interactions when analyzing focus group data is often stressed. However, there is a lack of detailed descriptions of how focus group data can be merged with interview data, and considered throughout a thematic analysis process. This article describes a systematic way to include focus group interactions in data analysis, using a coding scheme. The aim was threefold: to develop a coding scheme for focus group interactions; to test and describe a process for interaction analysis, merged into the thematic data analysis process, and to test the coding scheme on another dataset. Based on focus group literature a comprehensive coding scheme for analyzing focus group interactions, was developed, including symbols for these interactions. Data from five focus group interviews involving adolescents were subsequently coded using this scheme. Further analysis of the identified interactions was conducted simultaneously with thematic data analysis, using Systematic Text Condensation (STC) as an illustrative method. The coding scheme was then tested on data from a different focus group involving adolescents in another setting. A comparison between the two coders was made, leading to a slight modification of the coding scheme. The resulting coding scheme is a practical tool adding to the previous knowledge on focus group interaction analysis. More specifically, the scheme facilitates focus group interactions to be visible and accounted for thought the thematic analysis process.

Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers' views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers' views, 2) what norms of belonging characterized teachers' perceptions on collaborations; and, 3) to what extent teachers' perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers' perceived 'ideals' on the educational, cultural-linguistic, familial and psychosocial characteristics of a 'family' and a 'parent'. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.

Nyanlända föräldrar kommer med kompetenser, resurser och med förmåga att ta hand om sig själva och sin familj. Det finns dock utmaningar för en del nyanlända föräldrar med att navigera i det nya landet t ex. när det gäller föräldraskap. Den nationella strategin för ett stärkt föräldraskapsstöd framhåller vikten av att erbjuda ett evidensbaserat föräldraskapsstöd för flera arenor i syfte att nå ut till alla föräldrar, särskilt nyanlända föräldrar. En arena som inte tidigare har provats för föräldraskapsstöd är svenska för invandrare (SFI-) verksamheten. I detta projekt har vi undersökt genomförbarheten och utfallet av ett integrerat föräldraskapsstöd i SFI-undervisning enligt programmet International Child Development Program (ICDP). 

ICD-programmet är utformat utifrån tre dialoger och åtta samspelsteman som återspeglar artiklarna i FN:s konvention om barnets rättigheter. Vid projektets start var det Komvux och ASTAR som bedrev SFI-undervisningen och det är dessa två arenor som vi har följt när de implementerade ICDP på SFI-verksamheten. Följdforskningen innebär att man tillsammans med projektledare och rektorer gör de anpassningar som behövs under genomförandet. I projektet utbildades tio SFI lärare och studiehandledare till ICDP-vägledare. Inom Komvux användes tre till fem tolkar för att möjliggöra ett genomförande på deltagarnas modersmål. I gruppen vid ASTAR genomfördes träffarna på svenska. Resultatet av rapporten bygger på intervjuer med SFI-elever, lärare och studiehandledare, observationer vid genomförandet av ICDP i klasserna, checklista som SFI-lärare fyllde i om implementeringen samt enkätfrågor som fylldes i av SFI-elever både före och efter ICDP- kursen. 

Resultatet visar att SFI-verksamheten är en arena där föräldraskapsstöd enligt ICDP-programmet kan implementeras för att tidigt stödja nyanlända grupper i deras föräldraskap och integration. Det är dock viktigt att politiker, chefer och medarbetare ser värdet av att genomföra det. Resultaten understryker vikten av att det finns en koordinator som fungerar som en spindel i nätet och som underlättar för lärarna vid planering och genomförande av ICDP-kursen. 

Enkätstudien till deltagarna på ICDP-kursen visade den sociala inkluderingen förbättrades efter ICDP-kursen. Tilliten till föräldraskapet ökade och deltagarna upplevde att de blev tryggare i sitt föräldraskap. Även samspelet mellan föräldrar och barn förbättrades. För SFI-lärare och studiehandledare innebar genomförande av föräldrakursen (ICDP) utveckling av personlig och professionell kompetens, ökad förståelse för elevers situation samt ett förbättrat samspel mellan dem och deras elever.

The aim of the study was to explore forcibly displaced parents' experiences of how an online attachment-based parenting program (eConnect) impacted their relationships with their teens. Data was collected from four focus group discussions with 28 parents who participated in the eConnect program. Data was analyzed using network thematic analysis. A global theme emerged from the analysis: Strengthened Parent-Teen Relationships. Four underpinning organizing themes described the process through which the parent-teen relationship was strengthened: Knowledge Served as the Foundation for Change, Increased Parental Self-Efficacy, Improved Emotional Attunement Facilitates Dyadic Affect Regulation, and Shifted Power Dynamics and Emerging Mutual Parent-Teen Partnership. Findings suggest that eConnect is promising intervention for strengthening parent-teen relationships and supporting forcibly displaced families.

Scholars draw increasing attention to the importance of belonging for young refugees' and migrants' well-being, indicating the need to develop an in-depth understanding of their experiences seeking to belong in resettlement. For refugee and migrant newcomers, schools might constitute particularly significant spaces in their negotiation of belonging, due to being a central developmental and acculturative context in resettlement, and a context where newcomers are situated within interpersonal and cultural positions of their families, home, and host society. Rooted in a conceptualization of belonging as a dynamic, plural, and relationally negotiated experience, this study explores how young newcomers' negotiation of belonging takes shape within the school context and how their experiences seeking to belong relate to their well-being. To that, the study engages with the qualitative inquiry of 163 newcomers' (age 11-24) experiences through focus groups conducted in Belgium, Denmark, Norway, and Sweden. Cross-national, joint thematic analysis resulted in two themes: 1. Ambivalences shaping belonging; and 2. Challenging barriers to belonging. Our findings suggest that, in school, newcomers meet opportunities and barriers in their negotiation of belonging that takes shape at the intersection of family, transnational, and host society relations. Schools furthermore seem central spaces for newcomers to exercise agency and creativity in their search for belonging in resettlement. Our findings spark thought on belonging as a reconstructive process in coping with migration and have implications for how schools can support belonging and well-being, through engaging with life stories of migration and the plurality of meanings encroaching upon newcomers' school trajectories. Our study highlights underexposed voices of a large, multi-national sample of newcomer youth, revealing rich thematic insights.It highlights the significance of family, transnational, and host society relations in newcomers' negotiation of belonging.Our findings point to the multilayered meaning of belonging in coping with migration.The study uncovers important dynamics of agency and creativity in newcomers' search for belonging in the school context.Our findings evoke reflection on belonging as a reconstructive process supporting coping and well-being after migration.

OBJECTIVE: To investigate patterns of parenting stress and access to sufficient informal and formal support among parents of children with disabilities. To explore whether child cognitive level, conduct problems and the need of language interpretation in contacts between parents and professionals are associated with patterns of parenting stress and support.

METHOD: Parents (N = 140) of children with disabilities in Sweden completed a questionnaire about parenting stress and support. Patterns of three variables-parenting stress and access to sufficient informal and formal support-were investigated using cluster analysis. The relationship of child cognitive level, level of conduct problems and of language interpretation needs between parents and professionals to cluster membership was explored using multinomial logistic regression.

RESULTS: Five different clusters of parenting stress and support emerged. Parents in cluster 1 had lower than sample mean ratings on all three variables. Cluster 2 had elevated parenting stress, cluster 3 had elevated insufficient informal support and cluster 4 had elevated insufficient formal support. Cluster 5 had elevated ratings on all three variables. Greater child cognitive difficulties increased the likelihood of parent membership in cluster 2 (elevated stress), cluster 3 (elevated insufficient informal support), or cluster 5 (elevated ratings on all variables). Child conduct problems increased the likelihood of membership in cluster 2 (elevated stress) or cluster 5 (elevated ratings on all variables). No relationship between language interpretation needs and cluster membership was found.

CONCLUSIONS: Patterns of parenting stress and sufficiency of support, and their associations with child characteristics, vary substantially. However, families of children with conduct problems experiencing elevated parenting stress in combination with insufficient informal and formal support, may be particularly vulnerable. The results of the current study highlight the clinical importance of exploring and identifying individual parenting stressors and perceived levels of support, to be able to adapt services to better suit a variety of needs, and thus promote equitable care.