دورية أكاديمية
School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study
| العنوان: | School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study |
|---|---|
| المؤلفون: | Caroline Spaas, Sameh Said-Metwaly, Morten Skovdal, Nina Langer Primdahl, Signe Smith Jervelund, Per Kristian Hilden, Arnfinn J. Andersen, Marianne Opaas, Emma Soye, Charles Watters, An Verelst, Ilse Derluyn, Hilde Colpin, Lucia De Haene |
| المصدر: | Psychosocial Intervention, Vol 32, Iss 3, Pp 177-189 (2023) |
| بيانات النشر: | Colegio Oficial de Psicólogos de Madrid, 2023. |
| سنة النشر: | 2023 |
| المجموعة: | LCC:Psychology |
| مصطلحات موضوعية: | school-based psychosocial intervention, refugee youth and adolescents, migrant youth and adolescents, mental health, social relations, Psychology, BF1-990 |
| الوصف: | School-based psychosocial interventions are increasingly put forward as a way to support young refugees’ and migrants’ well-being and mental health in resettlement. However, the evidence on these interventions’ effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strengthen the evidence base on school-based psychosocial interventions for refugee and migrant youth by assessing the effect of two interventions, Classroom Drama and Welcome to School, on youth’s mental health, resilience, and social relations in Belgium, Denmark, Norway, and the United Kingdom. Multilevel analyses were conducted separately for the two interventions (Classroom Drama, n = 307, ages 11-19; Welcome to School, n = 251, ages 11-23), using separate no-treatment control groups. Our analyses indicated a significant main, positive effect of Classroom Drama on perceived family support, and an effect on perceived support from friends that was moderated by country: in the United Kingdom, the intervention group reported an increase in perceived friend support, whereas the control group reported a decrease. Furthermore, baseline resilience moderated the effect of the Classroom Drama intervention on behavioral difficulties and well-being. No effects of Welcome to School on any of the outcome variables were found. Overall, this study provides novel, nuanced evidence on school-based psychosocial interventions for refugee and migrant adolescents. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English Spanish; Castilian |
| تدمد: | 1132-0559 2173-4712 |
| Relation: | https://journals.copmadrid.org/pi/art/pi2023a12; https://doaj.org/toc/1132-0559; https://doaj.org/toc/2173-4712 |
| DOI: | 10.5093/pi2023a12 |
| URL الوصول: | https://doaj.org/article/791f40cf3e8c4147a33868900ed9ff46 |
| رقم الأكسشن: | edsdoj.791f40cf3e8c4147a33868900ed9ff46 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 11320559 21734712 |
|---|---|
| DOI: | 10.5093/pi2023a12 |