Supporting Refugee and Immigrant Youth's Mental Health: Examining Effectiveness and Implementation of a School-Based Intervention

支持难民和移民青少年的心理健康：检查学校干预措施的有效性和实施情况

• 批准号: 10359373
• 负责人: Sungha Kang
• 金额: $ 41.32万
• 依托单位: LOYOLA UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-08 至 2024-12-07
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10359373
• 关键词: Administrator; Advisory Committees; Anxiety; Child; Communities; Control Groups; Country; Data; Discrimination; Effectiveness; Effectiveness of Interventions; Environment; Focus Groups; Fostering; Fright; Group Interviews; Health Insurance; Health Services Accessibility; Human Resources; Hyperactivity; Immigrant; Immigrant family; Immigration; Improve Access; Intervention; Interview; Logistics; Maintenance; Mental Depression; Mental Health; Outcome; Parents; Patient Self-Report; Post-Traumatic Stress Disorders; Poverty; Problem behavior; Qualitative Methods; Randomized; Refugees; Reporting; Research; Risk; Sampling; Schools; Services; Social Workers; Stigmatization; Stress; Students; Time; Trauma; United States; Violence; Waiting Lists; War; Youth; base; conduct problem; coping; cost; design; emotional symptom; evidence base; experience; graduate student; health disparity; implementation intervention; inattention; inclusion criteria; meetings; migration; peer; post-traumatic symptoms; primary outcome; programs; resilience; satisfaction; social stigma; stressor; student participation; success; teacher; therapy design; trauma exposure; undergraduate student

PROJECT SUMMARY Refugee and immigrant children fleeing violence, war, and/or poverty often experience high levels of stress and trauma before, during, and after migration, resulting in significant mental health disparities. Refugee and immigrant youth are faced with additional stressors during resettlement, including poverty, discrimination, and adjustment to an unfamiliar environment. These resettlement stressors further elevate risk for mental health difficulties including anxiety, depression, and behavioral problems. Not only are youth faced with these stressors, but refugee and immigrant families also experience inequity in access to mental health support. Barriers such as lack of health insurance, culturally appropriate services, costs, fear, and stigma impact refugee and immigrant service access. Given these inequities, it is critical to provide mental health interventions that are contextualized to meet the needs of refugee and immigrant youth in accessible settings that reduce barriers. Integrating services into schools reduces logistical barriers and provides services in a less stigmatizing environment. Further, interventions designed to foster resilience, strengthen adaptive coping, and promote school connectedness, have the potential to reduce mental health disparities among refugee and immigrant youth. The Supporting Transition Resilience Of Newcomer Groups (STRONG) program was developed to support mental health among newcomer refugee and immigrant students by (1) promoting positive adjustment during resettlement through a trauma-informed, strengths-based approach, contextualized to meet the needs of refugee and immigrant youth; and (2) improving access to services through school-based programming. The aims of the proposed study include: (1) evaluate impact of STRONG on student mental health via randomized waitlist control design; (2) examine the impact of STRONG on resilience, coping, and school connectedness and how these changes are related to student mental health outcomes; and (3) examine implementation of STRONG across schools using qualitative methods (focus groups, interviews). STRONG will be implemented in six public schools during 2021-2022 academic year and six public schools during the 2022-2023 academic year. In each school, one group of approximately 5 students will be implemented. Schools will be randomly assigned to either provide the STRONG program immediately (immediate treatment) or after 3 months (delayed treatment). School mental health staff (e.g., district-employed social workers or community clinicians who provide services in schools) will co-facilitate groups in schools, meeting once a week. The research team, comprised of approximately 10 undergraduate and four graduate students, will collect data at baseline and then at 3- and 6- months post baseline. The proposed research enhances understanding of effectiveness of an intervention optimized for refugee and immigrant youth and promotes equity through accessible services that support mental health of refugee and immigrant youth.

项目摘要 逃离暴力，战争和/或贫困的难民和移民儿童经常承受着很高的压力 在移民之前，期间和之后的创伤，导致了严重的心理健康差异。难民和 移民青年在安置期间面临其他压力，包括贫困，歧视和 调整不熟悉的环境。这些重新安置压力进一步提高了心理健康的风险 焦虑，抑郁和行为问题在内的困难。年轻人不仅面对这些 压力源，但是难民和移民家庭也经历了不平等的心理健康支持。 诸如缺乏健康保险，适当的服务，成本，恐惧和污名影响等障碍 难民和移民服务访问。鉴于这些不平等，提供心理健康至关重要 在可访问的环境中满足难民和移民青年的需求，以下情况下进行了背景措施 这减少了障碍。将服务整合到学校中可以减少后勤障碍，并提供较少的服务 污名化环境。此外，旨在增强弹性，增强自适应应对和的干预措施以及 促进学校的联系，有可能减少难民之间的心理健康差异 移民青年。新移民群体（强）计划的支持过渡弹性是 （1）促进新来的难民和移民学生的心理健康旨在支持心理健康 通过以下创伤，基于优势的方法在重新安置期间进行积极调整，上下文 满足难民和移民青年的需求； （2）通过基于学校的 编程。拟议研究的目的包括：（1）评估强者对学生心理的影响 通过随机候补控制设计设计的健康； （2）检查强对弹性，应对和 学校的联系以及这些变化与学生心理健康成果如何相关； （3） 使用定性方法（焦点小组，访谈）检查在整个学校的强大实施。 在2021-2022学年和六所公立学校的六所公立学校将实施Strong 在2022-2023学年。在每所学校中，大约有5名学生将 实施的。学校将随机分配给立即提供强大的课程 （立即治疗）或3个月后（延迟治疗）。学校心理健康人员（例如，地区就业 在学校提供服务的社会工作者或社区临床医生将在学校共同利用群体， 每周开会一次。研究团队由大约10个本科生和四个毕业生组成 学生，将在基线收集数据，然后在基线后3个月和6个月收集数据。拟议的研究 增强对针对难民和移民青年优化的干预措施的有效性的理解，以及 通过支持难民和移民青年心理健康的可访问服务来促进股权。