Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.

Abstract

In recent years, greater focus has been paid to the mental health needs of children from minoritized racial backgrounds. The culturally specific needs of these children, however, are often not considered within standard mental health treatments for youth. Oriented in the ecological validity framework (Bernal et al., 1995) and the radical healing framework (French et al., 2020), this study examines the efficacy, feasibility, and social validity of a modified mental health intervention for Black youth by (a) implementing and evaluating the Resilience Education Program (REP) with a sample of Black youth and caregivers and (b) obtaining feedback on the existing intervention to evaluate its cultural relevance for Black youth and families. REP is a Tier 2 intervention for internalizing behaviors in students in Grades 4-8. A pilot study was implemented to evaluate the REP intervention with one group (n = 5) of Black students, obtaining feedback from caregivers, teachers, and mentors. The program's efficacy, feasibility, and social validity was evaluated following the intervention using paired t-test analysis. Then, a series of focus groups were conducted with check-in/check-out mentors, caregivers, and youth participants to obtain feedback on REP. Focus group data were analyzed using thematic analysis and nominal group technique procedures. Themes for improvement and suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).