Culturally Sensitive Delivery of School-Based Services to Salvadorian Immigrant Students: A Comprehensive Review and Analysis of the Literature

Autor/in	Aguilar-Tejada, Esther
Titel	Culturally Sensitive Delivery of School-Based Services to Salvadorian Immigrant Students: A Comprehensive Review and Analysis of the Literature
Quelle	(2022), (173 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-1909-1
Schlagwörter	Hochschulschrift; Dissertation; Immigrants; Intervention; Hispanic American Students; Trauma; Cultural Awareness; Family Influence; Religious Factors; Teacher Student Relationship; Immigration; Violence; Caregivers; Parent Education; Mental Health; Foreign Countries; Services; Cultural Relevance; El Salvador + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Teacher student relationships; Lehrer-Schüler-Beziehung; Gewalt; Caregiver; Carer; Betreuungsperson; Pfleger; Parents education; Elternbildung; Elternschule; Psychohygiene; Ausland; Dienstleistung
Abstract	The purpose of this study was to use a comprehensive review and analysis of the literature to help fill the research gap regarding school-based services for Salvadorian immigrant youth in the United States. Using Bronfenbrenner's ecological systems theory, journal articles were critically analyzed for the five elements of the ecological subsystems. The study reviewed thirty documents, including research studies, articles, and book chapters under three topics; Salvadorian immigrant youth and families, trauma intervention literature, and cultural competence literature. Content relational concept mapping analysis was used to determine what themes from trauma intervention literature address the unique cultural and historical experiences of Salvadorian immigrant youth. Twenty-one themes were derived from coding Salvadorian specific literature. Most emergent themes were family, Religion, respect for teachers, immigration journey/status/policy, violence, psychoeducation for caregivers, and mental health impacts. All twenty-one themes were found in trauma intervention literature and cultural competence literature with higher instances of coded themes under teachers, psychoeducation for caregivers, mental health impacts, and family themes. Results indicate there are several ways in which trauma intervention literature and cultural competence literature showcases the potential abilities of schools to provide culturally sensitive interventions to Salvadorian immigrant youth and take into consideration the ecological environment in which a Salvadorian immigrant student resides. From the findings, a checklist was created for professionals to inform themselves on Salvadorian history and culture in order to help cultivate meaningful mesosystemic relationships with children and families and tailor interventions to be culturally sensitive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01