Feasibility, Acceptability, and Preliminary Findings of a School-Based Intervention for Recently Arrived Immigrant Middle-School Students

Autor/inn/en	Ma, Pei-Wen W.; Torres, Aileen; Akoto, Marsha A.
Titel	Feasibility, Acceptability, and Preliminary Findings of a School-Based Intervention for Recently Arrived Immigrant Middle-School Students
Quelle	In: Psychology in the Schools, 60 (2023) 6, S.2072-2089 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Pei-Wen W.) ORCID (Torres, Aileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22861
Schlagwörter	Middle School Students; Immigrants; Intervention; School Activities; Feasibility Studies; Urban Schools; Student Attitudes; Student Experience; Symptoms (Individual Disorders); Social Discrimination; Acculturation; Stress Variables; Program Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Studienerfahrung; Psychiatrische Symptomatik; Soziale Benachteiligung; Soziale Schließung; Akkulturation
Abstract	The "Cultural Adjustment Group" is a pilot school-based group intervention for recently arrived immigrant middle school students. This study examined the feasibility, acceptability, and provided preliminary assessment data to guide future intervention research. Seventy (Male, n = 43; Female, n = 27) immigrant students who were Spanish-speaking, Arabic-speaking, and Bangla-speaking (ages 10-16, M = 13.17) from an urban school district in the Northeastern United States participated in this intervention. Pre and postgroup surveys and exit-group interviews were conducted to evaluate the program. The findings demonstrated this intervention has good feasibility and high acceptability by the participants. The Bangla-speaking group reported higher levels of clinical symptoms and perceived discrimination at pretest and reported a clinically significant reduction in clinical symptoms and acculturative stress at posttest. There were no clinically significant changes in the other two groups. The results offer guidance for future implementation of school-based intervention for newcomer students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01