A pilot project of school‐based intervention integrating drama and language awareness

Abstract

Background: To help immigrant and refugee adolescents experiencing a severe academic delay cope with adversity, a school-based intervention combining drama workshops and language awareness activities was piloted in two classrooms. Method: A qualitative analysis of participant observations was performed and the Strength and Difficulty Questionnaire and its Impairment Supplement was administered before and after the intervention. The observations were carried out in two Montreal high schools serving an underprivileged neighbourhood of immigrants, involving two classrooms of underschooled adolescents (n = 27) and two classes of similarly underschooled adolescents chosen among other teachers interested in the intervention, who accepted to participate as a comparison group (n = 28). Results: The adolescents shared their experiences of adversity and felt empowered by the workshops. Self-reported impairment decreased in the intervention groups. Conclusion: The protective effect of creative language activities for immigrant and refugee youth should be further investigated. Key Practitioner Message:• Immigrant and refugee adolescents with learning difficulties may be at risk of feeling doubly rejected • School-based programmes are usually well-accepted by immigrant families • Language awareness activities paired with drama expression workshops may empower these youth • The acknowledgement of diverse languages and identities can help restore feelings of belonging

Review of the strengths and difficulties questionnaire translated into languages spoken by children and adolescents of refugee background

“…The three studies found no significant decreases in S‐ and T‐SDQ TDSs (viewed as secondary global measures by Rousseau et al, ). However, S‐SDQ impact or impairment ratings (viewed as primary outcomes) decreased significantly for Rousseau et al () and Rousseau et al (), and for first‐generation but not second‐generation youth (Rousseau et al, ). Control groups' S‐SDQ impact and T‐SDQ TDSs increased significantly (Rousseau et al, ; Rousseau et al, ), again possibly due to non‐intervention.…”

“…Three studies evaluated classroom‐based drama therapy workshops for refugee and immigrant youth in Canada (Rousseau, Armand, Laurin‐Lamothe, Gauthier, & Saboundjian, ; Rousseau et al, ; Rousseau et al, ). Students completed S‐SDQs in French, English, or students' (unspecified) native languages, supported by multilingual project staff (Rousseau et al, ); with interviewers (Rousseau et al, ); or requested translated versions (Rousseau et al, ). The three studies found no significant decreases in S‐ and T‐SDQ TDSs (viewed as secondary global measures by Rousseau et al, ).…”

“…Three studies used the T-SDQ to evaluate a London school-based refugee mental health service for children referred by teachers In Canada creative expression sand-play workshops aimed to reduce emotional and behavioural problems of immigrant and refugee pre-schoolers (Rousseau, Benoit, Lacroix, & Gauthier, 2009 (Rousseau et al, 2007); with interviewers (Rousseau et al, 2012); or requested translated versions (Rousseau et al, 2014).…”

A scoping review of mental health issues and concerns among immigrant and refugee youth in Canada: Looking back, moving forward

“…The first evaluated a 9-week school drama therapy program 26 and the second evaluated an intervention involving a 12-week series of workshops integrating drama and language awareness. 29 Both of these studies reported post-program/intervention reductions in impairment related to emotional and behavioural symptoms among participants compared with comparison groups. For the 9-week drama therapy program, performance in mathematics increased significantly compared with the comparison group, although there was no reported improvement in self-esteem or emotional and behavioural symptoms.…”

A Cluster Randomized-Controlled Trial of a Classroom-Based Drama Workshop Program to Improve Mental Health Outcomes among Immigrant and Refugee Youth in Special Classes

“…The theatre workshops had previously been studied with classes of very recently arrived immigrants and refugees, which included youth with some learning, behaviour and emotional difficulties [22]. A pilot study also showed promising effects for classes of newcomers who presented a significant academic delay [23]. In both of these studies the youth were experiencing a rapid transition in culture and environment and the theatre workshops appeared to help them regain a sense of mastery and work through their past traumas and losses.…”