以学校为基础的社会心理干预在加强难民和移民青少年的心理健康、复原力和社会关系方面的有效性:四国分组随机研究》。

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Psychosocial Intervention Pub Date : 2023-08-07 eCollection Date: 2023-08-01 DOI:10.5093/pi2023a12
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
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引用次数: 0

摘要

越来越多的人提出以学校为基础的社会心理干预措施,以此支持年轻难民和移民在重新安置过程中的福祉和心理健康。然而,有关这些干预措施有效性的证据仍然很少,学者们谴责了迄今为止证据中存在的特殊差距,指出缺乏大规模的对照研究和包括社会结果测量在内的研究。这项分组随机研究旨在通过评估课堂戏剧和 "欢迎入学 "这两项干预措施对比利时、丹麦、挪威和英国青少年的心理健康、复原力和社会关系的影响,加强以学校为基础的难民和移民青少年社会心理干预措施的证据基础。我们使用单独的无治疗对照组,对两种干预措施("课堂戏剧",n = 307,11-19 岁;"欢迎上学",n = 251,11-23 岁)分别进行了多层次分析。我们的分析表明,"课堂戏剧 "对感知到的家庭支持有显著的主要积极影响,对感知到的朋友支持也有影响,这种影响因国家而异:在英国,干预组报告说感知到的朋友支持增加了,而对照组报告说减少了。此外,基线复原力调节了课堂戏剧干预对行为困难和幸福感的影响。没有发现 "欢迎来到学校 "对任何结果变量产生影响。总之,这项研究为针对难民和移民青少年的校本心理干预提供了新颖、细致的证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

School-based Psychosocial Interventions' Effectiveness in Strengthening Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study.

School-based Psychosocial Interventions' Effectiveness in Strengthening Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study.

School-based Psychosocial Interventions' Effectiveness in Strengthening Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study.

School-based Psychosocial Interventions' Effectiveness in Strengthening Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study.

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.

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来源期刊
Psychosocial Intervention
Psychosocial Intervention PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
8.00
自引率
8.30%
发文量
10
审稿时长
14 weeks
期刊介绍: Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.
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