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Supporting Migrants through Joint, Goal-directed Projects: A Contextual Action Theory Intervention

Soutenir les migrants par le biais de projets communs orientés vers des objectifs : Une intervention de la théorie de l'action contextuelle
Richard A. Young, José F. Domene, Mindy Ming-Jung Chiang, Kesha Pradhan and Rosalynn Record-Lemon
p. 505 – 523

Abstracts

This article provides a description of a supportive counselling intervention that can be helpful to migrant clients. The intervention is grounded in contextual action theory and based on identifying and supporting the joint, goal­directed projects that migrants engage in with others. The social, occupational, and educational challenges faced by migrants can be subsumed under the broader task of social integration or social inclusion. These concepts refer to the process of how and the extent to which people participate in society. The goal of social inclusion is having access to and involvement in opportunities and resources in society. Specifically, the approach presented in this article is based on an understanding of social inclusion as goal-directed action. Social inclusion is presented as goal­directed behavior that occurs between the migrant and other relevant persons, for example, partners, friends, or counsellors. We use goal­directed action to understand the processes of social inclusion in which migrants engage in their various contexts and social groups. The proposed intervention is intended to assist migrants to identify and engage in their goal-directed projects pertinent to educational, occupational, and other life tasks. We assume that most human behaviour is goal­directed and can be supported and enhanced from this perspective. Furthermore, many important actions occur between people in contiguous time, and thus can be identified as “joint actions”, for example, a couple deciding what film to see together. When a series of actions share common goals, and are linked across a time period, they can be considered a “project”, for example, planning to relocate to a new country may be a project that involves numerous related actions with others. The proposed supportive intervention focuses on, but is not limited to, the joint goal­directed actions and projects that migrants undertake with significant others, such as family members, teachers, friends, or immigrant support workers, about their education, occupation, or other relevant social integration goals. The five steps of the intervention involve (1) a joint conversation, (2) the identification of the joint project through narrative feedback, (3) suggestions of ways to facilitate the project (4) telephone monitoring of the project by the counsellor over an agreed upon time period, and (5) final integrative joint conversation between participants. The process is illustrated by examples from research on the use of the intervention with young adult immigrants to Canada.

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Introduction

1Migration is a major phenomenon in our present society given factors such as globalization, economic and social inequities, and the prevalence of individuals fleeing war and conflict-ridden countries. For example, Canada welcomed over 286,000 permanent residents in 2017, including 44,000 resettled refugees (Government of Canada, 2018). The European Union estimated that 370,000 immigrants entered France in 2017 (European Union, 2019). Migration and resettlement processes involve numerous adjustments and challenges such as learning a new language, establishing resources and a sense of community, and navigating a new educational and/or work environment (Arthur & Domene, 2017; Lamba & Krahn, 2003). At the same time, many migrants experience a decrease in psychological and physiological well-being because of migration, resettlement and acculturation stressors (Lazarevic et al., 2012; Sirin et al, 2013), as well as potential negative consequences for their career development (Arthur & Domene, 2017). Thus, is it important to recognize the diverse support needs of migrants and tailor support and intervention in a manner that addresses those needs.

2Migrants are diverse in their cultural backgrounds, national origins, socioeconomic mobility, generational status, legal status and in their reasons for migration. Migration may be voluntary or involuntary (Cohen et al., 2011). Voluntary migration involves individuals or group of individuals intentionally relocating to a new country through a formal immigration and/or sponsorship process. Involuntary migration involves individuals or groups seeking asylum and/or refugee status in a new country due to factors such as armed conflicts, persecution, political instability or other crises leading to forced displacement. Regardless of the circumstances that lead to migration, adjusting to life in a new country is a meaningful goal across migrant populations. Adjustment includes not only the logistical aspects of settling in but also emotionally adjusting to and establishing a sense of belonging within new socio-cultural contexts (Chow, 2007; Li, 2009). In the case of this article, we are addressing voluntary migration, that is, young people who chose to leave their home country and immigrate to Canada to further educational and career goals.

3One way to consider the challenge of immigrant adjustment to the new country is through the lens of social inclusion. Social inclusion refers to an advantageous social process and outcome about the extent to which and how people are included in their societies (Young et al., 2019). For example, the World Bank (2013) described social inclusion as both (a) the process of improving the terms and conditions for individuals and groups to participate in society and (b) the process of improving the ability and opportunities of those less able to participate in society to do so. In a review of the literature on social inclusion, Filia et al. (2018) found that unemployment, irregular employment, and poor social networks were the most frequently investigated factors in social inclusion/exclusion research.

4The World Bank (2013) description of social inclusion, and similar portrayals (e.g., UNESCO, 1994) reflect the level of social policy. However, social inclusion needs to be addressed in the actions of immigrants and those with whom the immigrants are in contact. Policies advocating social inclusion call for the active involvement of those who are affected by the experience of social exclusion or are marginalized in society by virtue of immigrant status and concomitant challenges. Researchers have identified a range of ways in which social inclusion can be fostered directly such as positive youth development, capability, or social connections (Di Maggio & Shogren, 2017; Young et al., 2019) and involvement in decision making, choice, and recognition (Whiteford & Pereira, 2012), among others.

5Counselling support may bevaluable in supporting the social inclusion of immigrants. It may include general care and/or targeted intervention provided to individual, families or groups of immigrants (Tyrer & Fazel, 2014). There are many ways that supportive interventions can be provided for immigrants and many aspects of immigrants’ experiences and culture that clinicians need to be aware of (e.g., Bemak & Chung, 2014). It is essential that counselling support provided address the unique individual, family, social and cultural factors that may be impacting immigrants as they resettle and adjust to life in a new country (Arthur & Domene, 2017; Marshall et al., 2016) and do so in a way that reflects a wide range of possible differences between the counselling process, the counsellor, and the migrants themselves. For example, exploring an immigrant’s connection to place, that is, the physical and emotional sense of connection to one’s home and community, can be vital to supporting the health and well-being of immigrants (Sampson & gifford, 2010). Counselling can also be valuable in attending to the trauma, loss, mental health impacts and family system changes that may arise throughout the migration and resettlement process (Hughes et al., 2019). Finally, addressing social processes such as citizenship, acculturation, family and social connection, access to supports and services, and addressing issues of marginalization and discrimination can also be important components of support in counselling (Correa-Velez et al., 2015; Lazarevic et al., 2012; Patel, et al., 2015).

6Standard individual-focused counselling approaches and theories may not adequately address the unique socio-cultural meaning-making process involved in the resettlement process, for example, assumptions about social interactions, social identity, and role taking (Ukasoanya, 2014). One way to address this complex domain is to begin with a framework that is close to human experience such as our own and others’ common understanding of most human behavior as goal-directed and intentional. A second way is to appreciate that immigrants and refugees are already launched with others on goal-directed actions and projects pertinent to their transition to a new country. Some of those with whom immigrants join in the resettlement process may be friends, family members, or acquaintances from the same country of origin, migrants from other countries, or persons from the new country. This article provides a description and illustration of a supportive counselling intervention that can be helpful to immigrant clients. The intervention is grounded in contextual action theory and based on identifying and supporting the joint, goal-directed projects that immigrants engage with others (Young and Domene, 2018).

Immigration and Contextual Action Theory

7Underlying this description and illustration is the theoretical framework of Contextual Action theory (CAT), which argues that the experience of immigrating to a new country and the process of supporting immigrants can be approached from the perspective of goal-directed action. To make this argument, CAT draws on the work of von Cranach et al. (1986), who conceptualized human action as being intentional and goal-directed, as well as influenced by the social context of the actor. To elaborate, CAT defines action as intentional and conscious, though not always rational. Even when an action does not make sense to others, or potentially even to the actor, it is assumed to be oriented towards achieving a goal. CAT also argues that, in everyday life, most actions are undertaken with others rather than alone. Thus, counsellors working with immigrants would benefit from focusing on their joint actions; that is, the ways that immigrants work together with others, for example, family, community members, employers, and social service agency staff, to achieve goals for the future.

Action systems

8Although CAT conceptualizes actions as being goal-directed, the theory also recognizes that some goals cannot be completed in the short-term. For example, immigration-related goals such as learning a new language, obtaining long-term employment, and adjusting to the culture and customs of a new country are goals that may take weeks, months, or even years to accomplish. CAT proposes the concept of project to define this system of multiple actions taken over a medium temporal period to achieve a goal (Young & Domene, 2018; Valach et al., 2002; Young et al., 2010). As people’s goals become broader in scope and extend over an even longer timeframe, actions and projects may be constructed as part of a longer career. For example, although a non-EU trained nurse’s goal of “completing additional coursework and licensing examinations to practice in my profession” would form the basis of a project, CAT would conceptualize the longer-term goal of “constructing a successful life for myself and my family in France” as a career. Importantly, the concept of career is not limited to work/occupation-related goals, but can encompass any area of life (Domene & Young, 2019). Therefore, counsellors working with immigrant and refugee clients may focus on such things as cultural preservation careers, parenting careers, or life-enhancing careers. Across life roles/domains, life-enhancing careers are ones that enhance long-term meaning, and meet an individual’s needs for predictability and novelty (Young et al., 2015).

Action perspectives

9Whereas the system of action addresses the complexity and temporal dimensions of goal oriented actions, CAT proposes that action can be understood from three simultaneously occurring perspectives: (a) manifest behaviour, (b) internal processes, and (c) social context. Action involves manifest behaviour that can be observed by others. Manifest behaviour refers to the observable behaviour that occurs in the immediate moment in which the action occurs. It includes verbal and non-verbal behaviour. However, action extends beyond only what is manifest. To continue the example, participants in an action experience many thoughts, emotions, and sensations during the action. These internal processes accompany, guide, steer, and/or regulate the manifest behaviour of an action. Finally, action is perceived through its social context, by individuals ascribing the meaning or purpose of an action. For example, in post-session supervision, a counsellor may explain to the supervisor that her nodding and reflection statements are reflective of her action of “being empathic,” or “building rapport.” The manifest, the internal, and the social all reflect the ways that actions are experienced and understood in daily life and all must be attended to, to fully understand an action.

10The action systems and action perspectives proposed by CAT provide a basis for understanding the goal-directed nature of immigrants’ behaviour in the short, medium and long-term, as well as connecting observable behaviour, cognitive and emotive processes, and meaning in context. Moreover, the theoretical propositions of CAT have led us to develop an approach to counselling that has strong potential to assist migrants experiencing career and transition-related distress. A complete description of the general principles of a CAT-informed approach to counselling is beyond the scope of the present article, but can be found in Young et al. (2015) and Domene and Young (2019). Instead, below we introduce a specific intervention designed to facilitate immigrants’, refugees’, and international students’ career and life transitions.

A Supportive Counselling Intervention to Assist Migrants

11This supportive counselling intervention is based on CAT’s conceptualization of goal-directed action, as well as Young et al. (2005) action project method of qualitative research. The intervention assumes that transition to a new country is a process that is frequently engaged in with others, rather than a solitary activity. Furthermore, these actions and projects are goal-directed. While these goals may be specific, such as making social contacts at one’s workplace, many of them can be subsumed under the broad goal of successful transition to a new country. This intervention is intended to identify the transition project of a pair of individuals, that is, a dyad, and then assist the dyad to facilitate the project across a specific period of time.

12In the first session, the client dyad meets with two counsellors. This session has three distinct parts, the warm-up, a video-recorded joint conversation between the clients, and a video review of the joint conversation, called the self-confrontation, with each client individually.

13The clients and both counsellors are present for the warm-up component of this session. The purpose of the warm-up is to identify possible topics that have shared meaning for the clients and that they have discussed together. The warm-up begins with questions such as “Can you tell us a bit about your transition to (new country) and the process of becoming an adult at the same time?” The narrative is encouraged and facilitated by the counsellor, after which the following question is directed to the other client (Client B): “Client A has told us about her/his transition to (new country). How have you been involved in it? Here the purpose is to have them identify the significant ways in which they are engaging together relative to these transitions in their lives. The above questions are then directed to Client B, with the follow-up to Client A. Dialogue between the clients is encouraged. The counsellors then name the two or three topics that have been shared by the clients as occurring between them with the invitation to the clients to continue their discussion of these topics without the counsellors present. For example, one of the counsellors may say, “It seems you have been talking together the following topics that are important to you: whether to stay in Canada or return to Viet Nam, the challenge of learning English, and not being able to make friends easily here. If we left the room, could you have a conversation on one of these topics and let come and get us when you have finished.”

14The second part of the first session involves a video-recorded conversation between the two clients, in the absence of the counsellors. While possible topics will have been identified in the warm-up as noted above, the clients are informed that the topic of their joint conversation is their decision. These conversations have tended to last between 15 and 30 minutes, and the clients are asked to inform the counsellors when they have finished.

15Following the joint conversation, each counsellor engages in a “self-confrontation procedure,” with one of the clients. The self-confrontation is a video-assisted discussion between the counsellor and each client, focused on asking the client what she or he recalls thinking and feeling during the conversation, on a minute by minute basis. Its purpose is to activate the client’s thoughts and feelings that are not evident in the clients’ manifest behaviour, yet are critical to their action. In addition, each person in the dyad has the opportunity to see herself or himself as an agent in the conversation about the transition to the new country. Engaging in this process also provides the client with more explicit evidence of the connection between the cognition and affect involved in the action of the conversation. The procedure allows the client to articulate the subjective processes in which he or she engaged in the conversation and access subjective processes relative to the transition. Watching the video-recording of the conversation also affords the client a more in-depth understanding than relying on memory alone.

16Following the first session, the counsellors prepare three brief narrative descriptions related to the clients’ project. One narrative is written for each client separately, and a joint narrative is written for the dyad together. These narratives are written in goal-directed language readily understandable by the clients, and with which they can identify. The narratives also include some suggestions about how the clients can move forward in the project.

17In the second session, usually held about one month after the first session, the narratives are presented to the dyad. First, the individual narratives are presented to each client separately, followed by the joint narrative presented to both clients together. The step in the process is to collaborate with the clients individually and then jointly to ensure that the project is accurately identified. The project not only represents the joint action they engaged in together in their conversation, but also anticipates the future as they made the transition. Suggestions about additional undertakings that the dyad can engage in are also collaboratively determined.

18The next step in this intervention is a three-month telephone monitoring period. Each client is contacted by telephone once a month by the counsellor. The client is asked how, if at all, the project agreed on in the second session has changed. Clients are also invited to report on any actions that they have taken relative to the project or revised project, including their thoughts and feeling during the action as recalled. The telephone monitoring serves as a reinforcement of each client’s engagement in the intervention and, more specifically, in the joint project with his/her dyad partner. This kind of monitoring may also provide clients with support and accountability, as they anticipate the need to discuss how much progress they have made on their project with their counsellor on a monthly basis.

19At the end of the monitoring period, the clients and counsellors meet for a third session. The format of this final session is similar to the first session. The warm-up with the counsellors serves to re-affirm the project in which the clients have been engaged or recognize any changes that may have occurred. The clients then engage in a conversation by themselves, as in the first session, focused on continuing the joint project conversation. As in the first session, a self-confrontation procedure is then conducted with each client individually. Finally, a closing de-brief with the dyad partners and the counsellors is held to address any unresolved issues and, if necessary, make a referral for additional counselling.

Illustrative Case

20To illustrate the application of this supportive intervention, we present a case in which it was used with two young adult immigrants to Canada. The case is drawn from a study, currently in progress, examining the effectiveness and client experiences of this intervention. Master’s and doctoral level trainees in a graduate counselling psychology program at a Canadian university and trained and supervised in the use of the method served as counsellors in this intervention.

Characteristics

  • 1 Pseudonyms are used and demographic information in this case has been modified to ensure confidenti (...)

21Kevin1, a 24-year-old male from East Asia, participated in the study with his sister Julie, who is one year older than he is. At the time of the first session, Kevin had been in Canada for almost 3 years. Although Julie moved to Canada shortly after Kevin immigrated, she had returned to their home country for extended periods of time since her initial move and as a result had only lived in Canada for 6 months in total. The siblings’ parents presented the opportunity for their young adult children to immigrate to Canada although the parents themselves did not choose to immigrate. At the beginning of the intervention, Kevin was studying health sciences in a college and Julie was attending an English-language program. The siblings lived together in Canada. Kevin and Julie elected to participate in this intervention in order to be supported in their career explorations in Canada. Particularly, they felt uncertain about career exploration processes in Canada as they lacked access to the network of professional connections they had through their parents in their home country.

First session

22During the first intervention session, Kevin and Julie were initially guided by the two counsellors to reflect on and discuss their experiences immigrating to Canada and how they have supported each other during the process. In this guided warm­up conversation, the sibling dyad first described how their initial perceptions about immigrating to Canada were in fact quite different. Kevin shared that he was very sure that he wanted to move to Canada while Julie, having had just completed university with a degree in business in her home country, felt conflicted about moving and starting from scratch in a new country. Since moving to Canada, both Kevin and Julie have found the cultural and language barriers to be the most challenging. As a result, they spoke about difficulties in establishing deeper relationships with native English speakers and not feeling like they ‘belonged’ in the mainstream society. They were the primary supports for each other in Canada. Kevin described this as, “We know we have ... each other’s back.” Having elicited this information about Kevin and Julie’s transition to Canada and some of their joint actions in the warm­up, the counsellors invited the dyad to continue their conversation along similar lines between themselves for 10-15 minutes, in the joint conversation.

23In this session, Kevin and Julie’s joint conversation revolved largely around two topics, the first concerned their experiences transitioning to Canada; the second related to their career explorations in Canada. In terms of their experiences transitioning to Canada, Kevin and Julie discussed Julie’s disappointment since moving to Canada. Part of Julie’s disappointment stemmed from not feeling challenged enough to grow in the Canadian city in which they lived, which, with its large East Asian immigrant population, afforded too many comforts of home according to Julie. At the same time, she felt disappointed in her perceived obstacle to pursue a ‘dream’ job in Canada due to lack of family connections and limitations in her language ability. She contrasted this with what the situation would be like if she were navigating a career in their home country:

Because my English is not good ... I usually feel I lack my confidence ... If [I’m] in [names country of origin], I can go do every job I want, and I have courage, and I have a way to do that ...

24Julie described further that she felt she had ‘lost herself’ in Canada, due in part to not feeling adequately prepared before moving, and having had little time to make the decision regarding immigration. During her self-confrontation interview, Julie expanded on the insecurity she felt over her lack of English proficiency, noting that she felt doubtful and helpless regarding her ability to speak English and how this could impact her future in Canada. Although Kevin also described challenges in Canada, he did not share the same disappointment as his sister. In Kevin’s self­confrontation interview, he shared that he was confused and surprised to learn how negatively his sister perceived her experiences in Canada. However, this also prompted him to think that he should be more understanding of her view. During the joint conversation, Kevin did just that by asking about Julie’s experience, paraphrasing, and acknowledging similar experiences.

25The other topic Julie and Kevin discussed during their conversation in the first session of the intervention was their respective career explorations in Canada. Julie and Kevin each asked about the other’s future career plans and provided their perspectives on the other’s decision-making process. For example, upon hearing that Kevin decided against a career in nursing after a disappointing job-shadowing experience, Julie encouraged him to try again at a different hospital. She also told Kevin that she worried that he might be making a rash decision. Kevin disagreed with her perspective during the conversation. However, he shared in his self­confrontation that during this he thought that they were being supportive of each other, and felt affection toward his sister. Julie also described during her self­confrontation the joy she felt that her brother was able to share his experiences with her and her strong desire to find ways to help him. Both Julie and Kevin expressed a sense of comradery and connectedness in supporting each other in the process of deciding their future careers in Canada. Kevin noted in his self­confrontation that he thought “they can be stronger by figuring out their future together.”

Second session

26Based on an analysis of the initial joint conversation between Kevin and Julie, the counsellors working with them developed two individual narratives and a joint narrative describing the actions and goals they observed in the initial conversation. They also identified and articulated a joint project they perceived the clients to be working on in relation to their transition to Canada: for Julie and Kevin to problem solve and work toward their shared goals of gaining more clarity around their career paths by identifying ideas and strategies that could support one another in transitioning into this new phase of adulthood.

27Julie and Kevin were invited to this second session where they reviewed the narratives with the counsellors and discussed the identified joint project. The clients agreed that this would be the joint project on which they would be supported and monitored over the three-month telephone monitoring period.

28As part of the joint narrative, the counsellors also outlined some ways to facilitate the identified joint project over the subsequent three months:

  • Explore ways to offer each other ideas from your own life experiences and problem-solve challenges together

  • Find career supports and resources to explore potential future career paths that may be mutually helpful such as workshops, advising, and community-based agencies

  • Practice English together and with your friends and attend MeetUps that resonate with your interests and hobbies

29These strategies were discussed and agreed upon with Julie and Kevin during the second session.

Telephone monitoring

30Over the course of the telephone monitoring, both Kevin and Julie worked towards their joint project of gaining more clarity around their career paths by reaching out to professionals in their occupational fields of interest in order to learn about these occupations. At the beginning of the telephone monitoring, Kevin expressed anxiety over not hearing back from the professionals whom he contacted. He also fretted over wanting to make sure that he was using the ‘Canadian style of communicating’ and give a good impression while communicating with these professionals. He noted that it was more challenging for him to communicate well in a second language. He gained more confidence as he started to hear back from those he had contacted and made site visits for job-shadowing. Julie also described feeling nervous about reaching out to professionals at the beginning. However, she seemed energized with each positive interaction she had in the process, which motivated her to engage openly with more people. By the end of the telephone monitoring, she reported:

31I remember thinking, wow, it has changed so much because before I didn’t know how to find out about different careers I wanted to learn about. Now I have connected with many people and even though they are not our parent’s friends, they are so helpful to us. Now we know how to contact people and make our own network and connections.

Third session

32Upon completion of the three-month telephone monitoring, Kevin and Julie were invited to a final session similar in format to the first session. In the warmup, the counsellors guided the clients to have a joint conversation reflecting on progress toward their joint project over the course of their involvement in the intervention. During this joint conversation both Kevin and Julie reported more clarity with respect to their future career paths. Kevin described in detail a job-shadowing visit with physiotherapists in which he witnessed patients making improvements. He expressed how this experience inspired him and strengthened his conviction to pursue this path. He also shared a desire to be in a career that helps others. Although Julie did not arrive at the degree of conviction about her future career as her brother, she described how her jobshadowing experience contributed to her identifying a preference for working with children in her future. Both Kevin and Julie were supportive while the other shared their experiences. During Kevin’s self­confrontation, he described feeling happy learning that his sister has gained a better understanding of what she wanted to do. Julie also shared during the self­confrontation feelings of happiness for her brother that he had gained clarity over his career-decision. She also reported feeling ‘proud’ of her brother for wanting to do something that helps others.

33Another topic of this final joint conversation centered around relationship-building in Canada. Julie spoke enthusiastically about a new friendship she established with a Canadian neighbour, and how this experience has encouraged her to reach out more and challenged her perspective that her English language ability would be a limiting factor in forming relationships with native speakers. She had the following exchange with her brother on this topic:

Julie: She (neighbor) said if you start a conversation, Canadians will talk to you and they will be happy. [We’re] both shy and even Canadians are shy to start a conversation.

Kevin: So maybe we should take step to just start a conversation.

Julie: Don’t be shy.

Kevin: Yeah, don’t feel shy.

Julie: Yeah … even with ... where English is not good, they also can understand because it’s their language. So, it’s easy for them to understand everything what we’re talking about.

34Reviewing the journey Julie and Kevin took during their involvement in the intervention, what seems most striking is the change in how Julie perceived her experiences and future prospects in Canada. During the first session, she largely focused on past decisions and perceptions as contributing to her dissatisfaction in Canada. However, the actions she took to reach out to others regarding her career path seemed to have not only clarified her career preferences, but also convinced her of a possible future in Canada with fulfilling relationships and career opportunities. Julie noted during the telephone monitoring that having goals kept her accountable to taking actions. Another salient theme that emerged from this case was how Julie and Kevin’s sibling relationship seemed to have strengthened during their transition to Canada, which was made especially evident in their engagement in the intervention as a dyad. Both reported, particularly during the self-confrontations, a strong desire to support one another in this transition and the joy they felt to learn about each other and be both supportive and supported in this process. In the final debriefing, the clients also expressed appreciation for the intervention in providing them with a chance to have the types of supportive conversations they did not normally have. Their engagement in this intervention also likely facilitated the deepening of their relationship.

Conclusion

35Immigrating and adjusting to life in a new country is a process that involves a diverse range of challenges. Immigration challenges can be viewed through the lens of social inclusion, particularly at the level of individual action between immigrants and relevant persons. This article demonstrates how a counselling intervention grounded on contextual action theory and based on identifying and supporting joint goal-directed projects can support immigrants’ integration into society.

36CAT provides a helpful perspective for counsellors when working with migrants. CAT proposes that immigrants’ short and long-term behavior can be understood through their manifest behavior, internal processes and social context. Additional examples of joint goal-directed projects related to immigration and social inclusion may include developing and maintaining social connections in their new country, learning the primary language of the country they migrate to, and engaging with social supports to find employment in their new country. As we saw in the example provided above, the intervention itself can promote social inclusion between the migrants and relevant others. These behaviors can be observed, identified, and supported by counsellors and support workers through interventions focused on goal-directed action. In addition, the case provided an illustration how closely transition to a new country was connected to the career development goals of these young adult immigrants. Transition, social inclusion, and career goal-directed behavior are strongly connected for many immigrants.

37The counselling intervention itself involves procedures that are helpful in different ways in facilitating the goal-directed actions involved in transition to new countries. These include the immigrants and relevant others engaging in a joint conversation, the self-confrontation in which clients can see themselves as agents in their joint conversation, identification of the clients’ joint project through narrative feedback, suggestions of how clients can work toward their joint goals, telephone monitoring of the project, and a final joint conversation. This CAT based counselling intervention provides a novel and helpful approach among the limited community interventions available to help immigrants with the task of social inclusion.

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Notes

1 Pseudonyms are used and demographic information in this case has been modified to ensure confidentiality.

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References

Bibliographical reference

Richard A. Young, José F. Domene, Mindy Ming-Jung Chiang, Kesha Pradhan and Rosalynn Record-Lemon, Supporting Migrants through Joint, Goal-directed Projects: A Contextual Action Theory InterventionL'orientation scolaire et professionnelle, 49/3 | 2020, 505 – 523.

Electronic reference

Richard A. Young, José F. Domene, Mindy Ming-Jung Chiang, Kesha Pradhan and Rosalynn Record-Lemon, Supporting Migrants through Joint, Goal-directed Projects: A Contextual Action Theory InterventionL'orientation scolaire et professionnelle [Online], 49/3 | 2020, Online since 15 September 2022, connection on 29 March 2024. URL: http://journals.openedition.org/osp/12612; DOI: https://doi.org/10.4000/osp.12612

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About the authors

Richard A. Young

Professor, University of British Columbia
Vocational psychology, counselling, human action, transitions.
richard.young@ubc.ca

By this author

José F. Domene

Professor, University of Calgary
Relational contexts of career development.
jfdomene@ucalgary.ca

Mindy Ming-Jung Chiang

Graduate Student, University of British Columbia
Meaning and purpose and wellbeing, older adult wellbeing, cross-cultural mental health.
mindy.chiang@ubc.ca

Kesha Pradhan

PhD Student, University of British Columbia
Developmental transitions, interpersonal relationships, cross-cultural counselling.
Kesha.Pradhan@alumni.ubc.ca

Rosalynn Record-Lemon

PhD Candidate, University of British Columbia
Trauma-informed practice, narrative.
rose.record@gmail.com

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Copyright

The text and other elements (illustrations, imported files) are “All rights reserved”, unless otherwise stated.

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