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往往承受着巨大的压力。 在移徙之前、期间和之后，心理健康和创伤的差异很大。难民和 移民青年在重新安置期间面临更多的压力，包括贫困、歧视和 适应不熟悉的环境。这些重新安置的压力因素进一步增加了心理健康的风险 困难包括焦虑、抑郁和行为问题。年轻人不仅要面对这些 在获得心理健康支持方面，难民和移民家庭也经历不平等。 缺乏健康保险、文化上适当的服务、费用、恐惧和耻辱等障碍 提供难民和移民服务。鉴于这些不平等，提供心理健康至关重要， 为满足难民和移民青年在无障碍环境中的需求而采取的干预措施 减少壁垒。将服务纳入学校减少了后勤障碍， 耻辱的环境。此外，旨在培养复原力，加强适应性应对， 促进学校的联系，有可能减少难民之间的心理健康差距， 移民青年。支持新来者群体的过渡弹性（STRONG）计划是 制定支持新难民和移民学生的心理健康，通过（1）促进 在重新安置期间通过了解创伤、基于力量的方法进行积极调整， 满足难民和移民青年的需要;（2）通过学校教育， 编程.本研究的目的包括：（1）评估强学习策略对学生心理健康的影响 健康通过随机候补名单控制设计;（2）检查强的弹性，应对， 学校连通性以及这些变化如何与学生心理健康结果相关;以及（3） 使用定性方法（焦点小组，访谈）检查学校之间的实施情况。 STRONG将于2021-2022学年在6所公立学校实施， 在2022-2023学年。在每所学校，一组约5名学生将 切实贯彻学校将被随机分配，要么立即提供强计划， （立即治疗）或3个月后（延迟治疗）。学校心理健康工作人员（例如，地区雇用的 在学校提供服务的社会工作者或社区临床医生）将共同促进学校中的团体， 一周见一次面。研究团队由约10名本科生和4名研究生组成 学生，将在基线时收集数据，然后在基线后3个月和6个月收集数据。拟议研究 提高对针对难民和移民青年的最佳干预措施的有效性的认识， 通过支持难民和移民青年心理健康的可获得服务促进公平。