By: Dr. Sela Kleiman, C.Psych

Within a few minutes of their first conversation, a White individual inquisitively asks a racialized minority a seemingly innocuous question they have likely been asked numerous times previously, “So, where are you from?” Now, imagine the above scenario but with the actors’ roles reversed (i.e., the racialized minority asks the White individual the same question). Which event is more common? Many people who live in Canada and the U.S would intuitively respond that the first scenario is more likely. The reason for this difference requires a contextual understanding of race relations; that is, knowing which social groups are dominant and as a consequence of this, who defines those that are normal from those that deviate from the norm. In our society, both historically and presently, White folks hold a disproportionate amount of power in society to institute and promulgate these definitions. Perhaps it is not surprising then, that as a result, White people receive messages daily which serve to confirm their sense of being normal. Contrarily, racial minorities often receive messages that convey the opposite sentiment. Given these realities, the question, “So, where are you from?” becomes rife with meaning. Indeed, what comes across as innocent curiosity may be read by those receiving it as reinforcement of a sense of un-belonging, especially given the frequency with which this event may occur. Inter-racial interactions between dominant and non-dominant group members are never just an isolated event; instead, they are historically and contextually grounded within the broader social systems that one lives.

The above incident highlights one of many examples of racial microaggressions which are subtle slights, jabs, and insults which convey demeaning messages to racialized minorities by dominant group members. Perpetrators of racial microaggressions are often well-meaning White folks, mostly unaware of the effect of their actions. This manifestation of racism, of course, stands in contradistinction to the overt, consciously directed racism more typical of a bygone era. And though most can agree that a dramatic decrease in “old-fashioned racism” is a good thing, one consequence has been that contemporary racism falls below the radar of most. Indeed, its subtle and insidious nature makes modern-day racism appear virtually non-existent to those who perpetuate it. Unfortunately, a consequence of this is that racism is referenced as a problem “over there” or “back then” and as such not given the warranted attention. 

Research on racial microaggressions has exploded in recent years (read Derald Wing Sue as a starting point), and various empirical studies have documented their varied manifestations. Moreover, researchers have documented its adverse psychological and physiological effects. As a starting point, it is critical for clinicians working with clients to be aware of current racial dynamics so that discussions of race and racism are not minimized or ignored in therapy. By ignoring these critical issues, therapists unwittingly disempower their clients by locating the root of mental health issues associated with racism within the individual rather than due to prevailing social forces. Clinicians who convey this message risk perpetuating the very thing that may in part be responsible for their client’s mental health issues.

by: Dr. Sela Kleiman, C.Psych.

Throughout life, especially during early life, we internalize messages sent to us by caregivers, siblings, extended family, peers, and larger social and cultural institutions. Growing up, if caregivers are attuned to our emotional needs and respond in a warm and empathic way, we are more likely to internalize, or have an unconscious felt sense, that we are a person worthy of being loved. If, on the other hand, caregivers respond to our emotional bids for affection with rebuke, derision, anger, and so forth, we instead may internalize a felt sense that we are unlovable in some way.

The messages we receive about ourselves from others profoundly impact how we feel about ourselves and how we relate to others. 

Messages sent from the cultural and social milieu in which one lives can greatly influence how we feel about our own worth. Growing up in North America where racism is prevalent, for instance, folks of colour are subject to many recurrent and demeaning messages about their racial identities. These messages often are subtle. For example, they may be revealed in television shows and movies where people of colour represented stereotypically and cast in a narrow range of roles. Additionally, these messages are found in schools. For instance, some children who have to pass through security guards checkpoints every morning before class undoubtedly receive the message that they are dangerous and not to be trusted. Unkempt school grounds and poorly supplied classrooms are a consistent reminder to some students that their education is not as important as those who live in more affluent neighborhoods. Consistently receiving these messages takes its toll on an individual; one result may be internalized racism. 

Internalized racism is a phenomenon whereby people of colour constantly exposed to demeaning messages that imply their inherent badness or lower worth may unconsciously start to feel this way about themselves. One of the most disturbing yet illuminating examples of this was the doll experiments conducted by Clark and Clark in the late 1930s/ early 1940s in which they asked children to rank Black and White dolls (everything the same except for their skin colour) on various characteristics. They showed that both Black and White children typically preferred White dolls over Black dolls in terms of appearance, niceness, and so forth. To Clark and Clark, Black children preferring White dolls for these reasons was an example of internalized racism. 

Aside from cultural and social shifts needed to combat internalized racism, a more intimate domain to work through this issue is in therapy. For this to happen, psychologists, psychotherapists, and other helping professionals must be multiculturally-competent practitioners. Indeed, they must be well-versed in psychological and emotional manifestations of discrimination and be able to engage in meaningful dialogue with clients as these issues arise. Ignoring internalized discrimination and placing the locus of responsibility solely within the client risks reinforcing oppressive patterns responsible for internalized racism. Using therapy as a space to explore themes of badness, worthiness, and so on through a culturally sensitive lens can empower clients to gain a better understanding of their pathogenic beliefs and, through deep and meaningful processing of these themes, detoxify these negative feelings about the self.

by: Ali Goldfield, M.A.

We all have stress in our daily lives. So much so that we often think nothing of running from place to place, eating on the go, and juggling work and family life. You have probably already heard that stress can wreak havoc with our immune systems, our sleep patterns and our ability to enjoy the things we used to, but did you know that stress can actually affect the size of your brain? 

Researchers know that trauma can significantly affect brain structure but one study done by researchers at Yale University now shows that everyday stressors, like a divorce, job loss, the death of a loved one or a serious illness can also affect our brain in the same way that one traumatic event can. These cumulative stressors, it seems, can lead to shrinkage in our brains, reducing the volume of grey matter and lowering our ability to further cope with adversity and may even lead to self-destructive behaviours such as addiction, overeating and depression. 

Past studies have shown that the stress response involves a brain region known as the amygdala, which sends out signals alerting us to any kind of threat. This results in the release of hormones, including cortisol, which prepare us for the flight or fight response to fend off the threat. Prolonged exposure to cortisol can cause brain neurons to shrink and it also interferes with their ability to send and receive information efficiently. This is just another piece of the puzzle in how prolonged stress can impair our ability to think and act in creative, flexible and healthy ways.

And it’s not only about stress shrinking our brains. In another study from Yale University, researchers compared the genetic makeup of donated brain tissue from deceased humans with and without major depression. Scientists found that only the depressed patients’ brain tissues showed activation of a particular genetic transcription factor, or “switch” that basically stops the genes from communicating. This lack of communication leads to a loss of brain mass in the prefrontal cortex. The scientists hypothesized that in the depressed patients’ brain, prolonged stress exposure led to disruption of brain systems. The depressed brains appeared to have more limited and fragmented information processing abilities. This finding may explain the pattern of repetitive negative thinking that depressed people exhibit. It’s as if their brains get stuck in a negative groove of self-criticism and pessimism. They are unable to envision more positive outcomes or more compassionate interpretations of their actions.

While the evidence is not conclusive, it makes a pretty good argument that stress and mental health issues that lead to stress do kill off our brain cells through the damaging effects of cortisol and through the disruption of the genes that facilitate neuronal connections. This shrinkage affects our cognitive abilities, our focus and our ability to concentrate. Since much in our lives is beyond our control, how can we prevent this type of cumulative stress from affecting our ability to deal with what life throws at us? 

The most important thing to remember is that the brain is plastic, meaning that there are ways to reverse the negative impact of stress on the brain. With the right tools and techniques, like meditation, exercise, proper diet (think Omega-3s), yoga and by maintaining strong social and emotional relationships, we can, in fact, counterbalance the damaging effects of stress and stop our brains from shrinking.

Read more about our Anxiety, Stress & Obsessive-Compulsive Treatment Service.

by: Ali Goldfield, M.A., via Therapy Stew (www.therapystew.com), on Sept. 21st, 2013   

It’s always difficult as a parent to know how much to share with your child and how much to shield them from the tragedies that happen in the world around them. While it may seem like a good idea, at times, to try and protect them from all the bad things, depending on their age, it’s not always possible. Children pick up information from other kids at school, from the television and from social media. Talking to your child about a tragedy can help her understand what’s happened and actually help them begin to process the events and feel a bit safer.

It’s a personal decision whether or not to talk to your kids or not. It also depends on their age, their level of maturity and how closely they are affected by the tragedy. Every parent knows best for their own child. If you’re struggling with how to start, here are some ways to help:

Let Your Child Be The Guide

Find out what questions or concerns your child might have. Let your child’s answers guide your discussion. Let your child know that you will always be there to listen and to answer them. Try to make your child feel comfortable asking questions and discussing what happened but don’t force your child to talk if they aren’t ready.

Tell The Truth – In Moderation

When talking to your child about a tragedy, tell the truth. You can focus on the basics but it’s not necessary to share all the unnecessary and gory details. Try no to exaggerate or speculate about what happened and avoid dwelling on the magnitude of the tragedy. Listen closely to your child for any misinformation, misconceptions or underlying fears. Take time to provide accurate information. Share your own thoughts and remind your child that you’re there for him. Your child’s age will play a major role in how he or she processes information about a tragedy.

Talk to Them at Their Level

Talk in a way that’s appropriate to their age and level of understanding. But don’t overload the child with too much information. Elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school.  They may need assistance separating reality from fantasy. High school students will have strong and varying opinions about the causes of violence and threats to safety in schools, community and society.  They may share concrete suggestions about how to prevent tragedies in society. They will also be more committed to doing something to help the victims and affected communities.

Be Ready to Have More Than One Conversation

Some information can be very confusing and hard to accept so asking the same question over and over may be a way for your child to find reassurance. Try to be consistent and reassuring, but don’t make unrealistic promises that nothing bad could ever happen.

Acknowledge and support your child’s concerns

Explain that all feelings are okay when a tragedy occurs.  Let children talk about their feelings and help put them into perspective.  Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately. Let your child know that all his feelings, reactions and questions relating to the tragedy are important.

Limit Media Exposure

Don’t allow young children to repeatedly see or hear coverage of a tragedy. Even if your young child appears to be engrossed in play, he or she is likely aware of what you’re watching or listening to — and might become confused or upset. Older children might want to learn more about a particular tragedy by reading or watching TV. However, constant exposure to coverage of a tragedy can heighten anxiety.

Monitor your own stress level

Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members or mental health counselors can help. It is okay to let your children know that you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise. Kids learn from watching the grown-ups in their lives and want to know how you respond to events.

We have all awoken to disasters before, whether natural, manmade, accidental and terrorist-induced and it’s inevitable that we will wake to them again in the future. What you say to your kids and how you say it will change as they get older but the one thing that shouldn’t change is your validation of your child’s feelings and the fact that you will always love them and do your best to keep them safe. 

Read more about CFIR’s Child, Adolescent & Family Psychology Service & the Trauma Psychology & PTSD Treatment Service.

Originally posted by Ali Goldfield, M.A. on TherapyStew (www.therapystew.com) – August 2013

Lots of kids (and parents) have mixed feelings about the start of the school year. It can be really exciting getting ready for school: getting school supplies, new clothes and looking forward to seeing their friends. However, it can also cause a lot of anxiety for many kids, whether they’re starting a new school or not. Taking the time to talk through their anxieties and fears is the few weeks before school starts could make all the difference. Finding out what they’re nervous about – whether it’s meeting the new teacher, making new friends or finding the bathroom when needed, it’s all important to them.

Try the following tips to further ease back to school anxiety:

Make a Plan

If your child is starting a new school, a tour around the campus can be a simple way to ease the first-day jitters. Make sure they know where their classroom is, their locker and especially the bathroom. If you get a class list before school starts, arrange a get together with one of the kids in the class before school starts — first-day jitters are less jittery if there’s a familiar face in class. Teaching anxious middle-schoolers how to use their lock, talk about whether they will be buying lunches or brown bagging it, even sending your child’s teacher an email introducing yourself and your child can help.

Remind Your Child of the Fun They Had Last Year

Point out the positive aspects of starting school: It will be fun. They will see old friends and meet new ones. Try to refresh their memory about previous years, when they may have returned home after the first day with high spirits because they had a good time,

Address the Anxiety at Home

Talking about the different things that are causing them some worries and even role play out some of the potentially stressful scenarios your child may encounter at a new school — making friends, encountering older kids and encounters with strangers — may help ease their fears.

Get Back Into Routine

Anxious kids can feel soothed by a familiar routine. Prepare kids for a new routine by organizing your house in a back-to-school way. Get their school supplies ready, talk about what they want for lunch on the first day, help them decide what to wear on the first day. If possible, start the back-to-school routine a week or two before school starts. Make sure your back-to-school routine includes plenty of sleep and help your child get back on track with an earlier bedtime and wake-up time.

Read more about our Child, Adolescent & Family Psychology Service.

by: Tatijana Busic, PhD. Candidate

Welcome to our blog on mindfulness. This is the first in a series of upcoming blogs in which we’ll introduce you to the concept of mindfulness and talk about the incredible benefits of this simple, yet, powerful way of living! 

In this first blog, we’ll define mindfulness and talk about some important distinctions between mindfulness and meditation. In our second blog, we’ll explore the psychological and physical benefits of a simple mindfulness practice in everyday life. In our third blog, we’ll talk about how mindfulness can be used to enrich and deepen your relationships at home, school and work. Finally, we’ll tie things up by introducing you to some very basic tools and strategies that you can start practicing, as well as, share some helpful resources. So let’s begin!

To start, lets talk about what mindfulness actually is. Some folks may think of mindfulness as meditation, and this can be scary! Rightly so! We might imagine spiritual gurus spending years of their life practicing and honing the powerful skill of meditation. Although these two concepts are closely related, there are some important differences.

Similarities: The beginning stages of learning mindfulness and meditation are virtually identical. We are learning how to do two very important tasks – How to consciously relax and how to consciously direct our attentional processes. Essentially, we’re learning how to relax our bodies and control where and how our mind wanders.  

Differences: Basically, meditation stems from Buddhist philosophy and spiritualties that derive from ancient monastic traditions. Learning how to meditate involves learning the values, beliefs and traditions that are embedded within various traditions. Mindfulness, on the other hand, emerged from the discipline of psychology, scientific research and modern day language and culture. Learning to be mindful, doesn’t necessarily involve learning the practice or values of monastic traditions. In many ways, mindfulness is far more applicable to our complex, modern society and therefore, a lot easier and faster to learn. 

Some other differences include:

• In meditation we sit still – In mindfulness we can be engaged in any task.

• Meditation takes time. Mindfulness can be switched on at any time.

• In meditation we focus inward on the body. Mindfulness involves thoughts, feelings, actions and any state of mind!

So, what is mindfulness, exactly?

Mindfulness has become a key focus in psychological and educational research and practice since the 1980’s. Our busy, modern-day lifestyles have steered our minds and bodies toward a constant state of frenzy. We’re always doing – multi-tasking, multi-thinking and multi-moving!

It’s like the autopilot switch in our brain has been turned on permanently. At times this kind of intensity is great! We need it to get a job done while under high pressure. However, when chronically activated, over time, our brains and our bodies become hungry for, addicted to constant stimulation. We may find it hard to switch off or we may become uncomfortable when things are quiet. At other times, we may miss the beauty that surrounds us. Have you ever been on vacation or even just walking through an autumn kissed park and found yourself worrying about other things? Things you have no control over in that moment? Have you found yourself unable to take-in the serenity?  Notice it, feel it and reap the rewards from it? 

Put simply, mindfulness is about slowing down our stimulus-bound attentional processes and taking the time to consciously, with self awareness, choose what we pay attention to vs. automatically responding to whatever is going on around us. 

Like any skill, learning how to live a more mindful life, takes time and practice – about 100-200 repetitions or three months to consolidate this new and wonderful practice in your brain, your mind and your body. 

In the next blog, we’ll talk about the physical and psychological benefits of mindfulness. And explain how and why this practice can help alleviate psychological issues such as anxiety and depression.  How it helps us sleep better, feel better and see our selves and the world around us in a different and healthier way.

Stay tuned!

Read more about our Anxiety, Stress & Obsessive-Compulsive Treatment Service.

by: Dr. Julie Beaulac, C. Psych.

According to the National Center for Chronic Disease Prevention and Health Promotion, ‘physical activity’ is “any bodily movement produced by skeletal muscles that results in energy expenditure” (National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, 1997).

Regular physical activity is linked to a wide range of important health benefits – from weight management, reduced risk of stroke, cardiovascular disease and cancer, to the prevention and management of anxiety, depression, and stress.

For most people, it’s safe to start slowly and gently increase your activity. If you have a health condition and are not currently active, it’s highly recommended that you talk to a physician before starting a new exercise regimen.

How Much is Enough?

The Canadian Society for Exercise Physiology released guidelines on physical activity that suggest the following standards as a minimum for health benefit:

• Youth (5-17 years): 60 minutes of daily moderate- to vigorous-intensity activity
• Adults (18- 64 years and older adults 65+): 150 minutes of moderate- to vigorous-intensity activity per week

You can also build up activities in periods of at least 10 minutes each. Here are a few examples:

• Low-intensity effort: Light walking, stretching, or easy gardening
• Moderate intensity effort: Brisk walking, raking leaves, or biking
• Vigorous-intensity effort: Aerobics, jogging, or fast swimming or biking

How Do You Know an Effort is Moderate?

If your breathing and heart rate are a bit higher, and you feel a bit sweaty by the end, you are using moderate effort or are being moderately active.

For managing anxiety or depression, research suggests that physical activity should be in bouts of at least 25 minutes 3-5 days a week (Smits & Otto, 2009) and add up to the following amounts weekly:

• Moderate-intensity for minimum of 150 minutes (i.e., 2 hours and 30 minutes) weekly or; 
• Vigorous-intensity for minimum of 75 minutes (i.e., 1 hour and 15 minutes) weekly

In terms of types of physical activity, it is recommended that we aim to include a mix of endurance, flexibility, and strength and balance activities.

• Endurance (4-7 days per week): Continuous activities that make you breath deeper and increase your heart rate

• Flexibility (4-7 days per week): Reaching, bending and stretching

• Strength and Balance (2-4 days per week): Lifting weights or own body, resistance activities.

So, if we know it is so good for us, why is it so hard?

Lots of things keep us from being active – work and family responsibilities, feeling tired, low motivation, pain or health conditions, the weather and low confidence, to name just a few. There are some strategies that we can use to overcome barriers. Some ideas include:

• Fit activity into smaller chunks throughout the day, such as walking 10 to 15 minutes three or four times a day or taking the stairs instead of the elevator.
• Choose activities that you enjoy and are familiar with so that they can be more easily integrated into your life, such as walking to run errands instead of driving, walking the dog, active play with children.
• Invite friends or colleagues for a walk during lunch hour at work.
• Do activities like biking, swimming, or bowling, instead of going out for dinner with your family or friends.

If you want to increase your physical activity, the top five tips for success are to:

1. Plan ahead
2. Start slow & gradually increase
3. Do something you enjoy
4. Build it into your life
5. Get family and friends involved

When working to make changes to your activity level, it is important to set goals that are:

• Behaviourally-anchored (“I will walk for 15 minutes 3x/week is a behavioural goal”; “I will lose weight” is not a behavioural goal)
• Realistic – Ask yourself, “Is this goal doable?”
• Important – Set goals that are important to you right now.
• Specific – The most useful goals are specific and concrete (e.g., “I will walk for 15 minutes 3 times per week” as opposed to, “I will walk more”)
• Scheduled – Schedule your goals. Write them goals down. Post them somewhere you can see them and tell others about them.
• Reviewed – Goals change. Review your goals often.

For more information, see the following resources:

• Canadian Society for Exercise Physiology Guidelines on Physical Activity
• Exercise for Mood and Anxiety Disorders by Michael W. Otto & Jasper A.J. Smits (2009). New York: Oxford University Press

The psychologists of CFIR’s Health Psychology Treatment Service can help you create a strategy for increasing physical activity and improving your overall wellbeing.

Read more about our Health Psychology Treatment Service.

Do you have an anxious child?

Childhood fears are a part of normal growing up. Fears of the dark, monsters under the bed, starting at a new daycare or school – all of these may be part of typical child development. Anxiety is also a signal to help all of us protect ourselves from situations that are dangerous- a warning signal about a lack of safety in your child’s world. Under normal circumstances, anxiety diminishes when a child’s sense of security and safety is restored—anxious thoughts and feelings subside.

When is your child’s anxiety something you should be concerned about?

Anxiety is considered a disorder not based on what a child is worrying about, but rather how that worry is impacting a child’s functioning. The content may be ‘normal’ but reach out for help for your child under the following circumstances:

1. when your child is experiencing too much worry or suffering immensely over what may appear to be insignificant situations;
2. when worry and avoidance become your child’s automatic response to many situations;
3. when your child feels continuously keyed up, or,
4. when coaxing or reassurance is ineffective in helping your child through his or her anxious thoughts and feelings.

Under these circumstances, anxiety is not a signal that tells them to protect themselves but instead prevents them from fully participating in typical activities of daily life-school, friendships, and academic performance.

What to look for:

If your child is showing any of the following it may be time to seek help from a qualified professional:

• Anticipatory anxiety, worrying hours, days, weeks ahead
• Asking repetitive reassurance questions, “what if” concerns, inconsolable, won’t respond to logical arguments
• Headaches, stomachaches, regularly too sick to go to school
• Disruptions of sleep with difficulty falling asleep, frequent nightmares, trouble sleeping alone
• Perfectionism, self-critical, very high standards that make nothing good enough
• Overly-responsible, people pleasing, an excessive concern that others are upset with him or her, unnecessary apologizing
• Easily distressed, or agitated when in a stressful situation

A child, adolescent and family psychologist at CFIR can help you and your child to diminish unhealthy anxiety. A thorough assessment of your child will provide you and your child with valuable information about the sources of your child’s anxiety, and evidence-based psychological treatment will be employed to help your child deal with his or her anxiety symptoms.

(This post was originally written by Dr. Rebecca Moore C.Psych.)

by: Dr. Rana Karam, C. Psych.

In our previous blog, we discussed immigration and the concept of “culture shock” which is a common product of immigration. In this blog we will discuss the cultural adaptation process and offer some strategies to help you cope with difficulties stemming from immigration and culture shock.

Adaptation process

• The first stage, just before or shortly after immigrating, is often described as the “honeymoon” stage. It is filled with high hopes, great expectations, confidence, happiness, fascination and excitement towards the new culture.
• The second stage, the “culture shock” described in our previous blog on immigration, is a period of destabilization that can last between 3 to 18 months.
•  During the third stage, often referred to as the “adjustment” stage, stress and anxiety recede. The individual starts to accept their new surroundings, feels more in control of their life and gains a better understanding of their host country.

Coping strategies

Despite the lack of a quick fix to culture shock, it can be very relieving to recognize that it forms part of a “normal” adaptation process to a new culture. Often, the best remedies are time and prolonged contact with the new culture. Consequently, resisting the temptation to withdraw and avoid any painful and stressful contact with the new culture and making a conscious effort to adjust to it are key coping steps. Moreover, stress management strategies, self-care, social support from compatriots, creating new relationships with people from the host culture are also important. The following is a number of more specific suggestions on how to cope with difficulties related to immigration:

• Acknowledging that these impacts/challenges exist and are not signs of weakness.
•  Learning the rules of living in the host country (how and why people act the way they do and their behaviours and customs).
• Getting involved in some aspect of the new culture (study art or music, learn a new sport, volunteer in your community).
• Taking care of yourself (eat well, exercise and get a good night’s sleep).
• Sightseeing in your new country.
• Making friends and developing relationships.
• Maintaining contact with old friends and family back home.
• Keeping a journal of feelings, reflections and experiences or sharing them with others to help you sort through them.
• Doing something that reminds you of home (listen to your favourite music or practice a familiar hobb

Cultural adaptation: a lifetime process! 

In general, the process of adaptation is a slow and lengthy one. It often continues throughout the person’s stay in their new culture. Building a new cultural identity is the product of a personal integration of values from both cultures (new and existing culture). Such integration can aid in forming an integrated identity from the two cultures, absorbing the culture shock and supporting the individual in their exploration of the new culture.

More often than not, cultural interactions enrich our life and enable us to identify and better appreciate some aspects of our own culture.

Psychologists and psychotherapists at CFIR can help you navigate through such challenges and cope with the various intercultural difficulties and struggles that may come your way. 

Read more about our Multicultural Treatment Service.

by: Dr. Rana Karam, C. Psych.

Welcome to our blog on immigration! In this blog, we will discuss the immigration process and its impact on the immigrant. In our next blog, we will discuss the adaptation process and offer strategies for coping with the various challenges of immigration.

Starting a new job, going to a new school, moving to another city are common experiences that resemble immigrating to another country. The individual leaves a familiar milieu and dives into a new and unknown environment. This, inevitably, implies a period of adaptation. Such a period can be filled with excitement and hope for success and growth but it can also bring stress and anxiety. Most notably, for people who are changing countries, these difficulties are amplified because the difference between the familiar and the unknown environment is greater. 

What are the underlying experiences of migration? Migration means departing from (emigrating) the people, places, sounds, and scents upon which ones internal and external world was built. Migration also means arriving in a new country (immigrating) and rebuilding, in a short period of time, ones life. Immigrating entails recreating for oneself essential and basic things that were once established in their native country. For instance, rebuilding a work environment, forging new relationships, establishing a new home, and the like.

The experience of immigration is unique to each person and varies according to ones personal history, the reason for, and context of, immigration (whether it was voluntary or an obligation, temporary or permanent, etc.). However, some challenges and impacts are common to that experience.

In general, immigration leads to a period of disorganization that varies in length for each individual. For example, struggling with contradicting desires is very common. Two distinct types of desire are usually manifested, these are: 

• The desire to blend in with others in order not to feel different or ostracized; and

• The desire to distinguish oneself from others in order to remain the same person as before immigrating.

In general, this period of disorganization is sometimes referred to as “Culture shock”.

The concept of culture shock describes a common reaction to a new culture and is one of the phases of the adaptation process to that culture. It is a period of stress, anxiety, tension, nervousness as well as sadness, confusion, surprise, disgust, rejection, and helplessness vis-à-vis the host society.

During this stage, one may undergo a broad range of experiences and behaviours such as:

• Feeling angry, uncomfortable, disappointed, confused, frustrated or irritable;
• Eating and drinking compulsively or needing excessive sleep;
• Having difficulty going to work or looking for a job;
• Avoiding contact with people from the host country and spending time alone or only with people from ones own culture;
• Having negative feelings about the people and the culture of the host country;
• Focusing on the differences between oneself and people from the host country;
• Missing ones family and feeling no connection to the host country; or
• Feeling guilty about leaving family members behind.

The reaction to a new culture is a “shock” primarily because of massive and unexpected changes in ones life and overwhelming exposure to new things. Moreover, exposure to cultural differences can lead a person to question their cultural values. Culture shock is also caused by the anxiety provoked by the loss of our cultural references and familiar symbols in social interactions (e.g., whether to shake hands, hug, or kiss when meeting someone; when and how to tip a service provider; gift exchange; dress codes and customs). Other contributing factors to culture shock include language barriers, experiences of discrimination (prejudice and racism from the host culture), getting recognition for ones education, and qualifications in the host country.

Psychologists and psychotherapists at CFIR can support you and your family members to better cope with these immigration-related difficulties. 

Read more about our Multicultural Treatment Service.