Promoting adolescents' cultural identity development: A pilot study of the identity project intervention in Italy.

IF 3.2 2区 心理学 Q1 ETHNIC STUDIES
Cultural Diversity & Ethnic Minority Psychology Pub Date : 2025-04-01 Epub Date: 2024-02-15 DOI:10.1037/cdp0000643
Chiara Ceccon, Maja K Schachner, Adriana J Umaña-Taylor, Ughetta Moscardino
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引用次数: 0

Abstract

Objectives: This study aimed to evaluate the feasibility, acceptability, and preliminary efficacy of the Italian adaptation of the Identity Project (IP), a school-based intervention promoting cultural identity formation in adolescence.

Method: Participants were 138 adolescents (Mage = 15.66 years, SD = 0.84, 63% female, 37% of immigrant descent) from nine classrooms that were assigned to the intervention or control condition based on teachers' indications to ensure sustainability. The curriculum was delivered online due to COVID-19 pandemic-related restrictions in spring 2021. Youth self-reported on their cultural identity exploration and resolution 1 week before and 1 week after the intervention. Feedback on the cultural appropriateness and salience of the program was gathered from students and teachers via online focus groups.

Results: The analysis of qualitative data supported the feasibility and acceptability of the culturally adapted IP, with students expressing appreciation for its interactive approach and the possibility to learn about their classmates' cultural origins. Analysis of quantitative data indicated that the program led to increases in cultural identity resolution, but not exploration.

Conclusion: This pilot implementation confirms the importance of intervening in cultural identity development in multiethnic classrooms in Italy, although further work is necessary to better understand if nonsignificant findings for exploration were due to measurement issues introduced by the COVID-19 pandemic or if program modifications are necessary to stimulate adolescents' engagement in exploration processes. Delivering the activities in person and without social distancing measures may be crucial to increase its efficacy. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

促进青少年的文化身份发展:意大利身份认同项目干预试点研究。
研究目的本研究旨在评估意大利语改编的 "身份认同项目"(IP)的可行性、可接受性和初步效果:参与者为来自九个班级的 138 名青少年(年龄 = 15.66 岁,标准差 = 0.84,63% 为女性,37% 为移民后裔),根据教师的指示将他们分配到干预或对照条件下,以确保可持续性。由于 2021 年春季 COVID-19 大流行的相关限制,课程采用在线授课的方式。干预前一周和干预后一周,青少年对其文化身份的探索和解决进行了自我报告。通过在线焦点小组收集了学生和教师对课程文化适宜性和突出性的反馈意见:定性数据分析支持了文化适应性 IP 的可行性和可接受性,学生们对其互动方法和了解同学文化起源的可能性表示赞赏。对定量数据的分析表明,该计划提高了学生对文化认同的解决能力,但没有提高学生对文化认同的探索能力:这一试点项目证实了在意大利的多民族课堂上对文化身份发展进行干预的重要性,但仍有必要开展进一步的工作,以更好地了解探索方面的非显著性结果是否是由于 COVID-19 大流行所带来的测量问题,或者是否有必要对项目进行修改,以激发青少年参与探索过程。亲自开展活动且不采取社会疏远措施可能是提高其有效性的关键。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.90
自引率
6.10%
发文量
101
期刊介绍: Cultural Diversity & Ethnic Minority Psychology seeks to publish theoretical, conceptual, research, and case study articles that promote the development of knowledge and understanding, application of psychological principles, and scholarly analysis of social–political forces affecting racial and ethnic minorities.
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