Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students’ Mental Health

Cramer, Kristine; Castro-Olivo, Sara M.

doi:10.1007/s40688-015-0057-7

Cited by 43 publications

(47 citation statements)

References 22 publications

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“…Items are summed for a total score. The survey was based on social validity surveys used to assess the appropriateness of interventions adapted for a new population with demonstrated reliability and validity [42].…”

Section: Methodsmentioning

confidence: 99%

“…Research based on the ecology validity model has demonstrated the feasibility of implementation and social validity (i.e., acceptability) of culturally adapted evidence based interventions in the school setting [41]. Further, students participating in social and emotional learning interventions adapted to be culturally appropriate for Hispanic students report positive outcomes [39,42].…”

Section: Culturally Appropriate Intervention Adaptationmentioning

confidence: 99%

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Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

2020

JEPR

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The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnicallyblended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students’ experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 63) in the adapted intervention to evaluate the intervention’s social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community

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Section: Methodsmentioning

confidence: 99%

Section: Culturally Appropriate Intervention Adaptationmentioning

confidence: 99%

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

2020

JEPR

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“…Fortunately, recent attention to this need has resulted in descriptions of special methodological considerations for the development and testing of culturally adapted interventions (Castro et al, ; Gonzales, Lau, Murry, Pina, & Barrera, ) and in rigorous work describing their effectiveness (Rathod et al, ). In school psychology, culturally adapted interventions have been tested for academic‐skill and behavioral‐skill challenges (Castro‐Olivo, Preciado, Le, Marciante, & Garcia, ), social–emotional learning programs (Cramer & Castro‐Olivo, ), and trauma‐informed character development interventions (Lesser, Vacca, & Pineda, ). Cultural‐competence considerations have also been successfully integrated into consultation models for cognitive behavior therapy (Jones, Kawena begay, Nakagawa, Cevasco & Sit, ; Zigarelli et al, ) and help‐seeking (Arnault, ).…”

Section: Discussionmentioning

confidence: 99%

“…| 267 school psychology, culturally adapted interventions have been tested for academic-skill and behavioral-skill challenges (Castro-Olivo, Preciado, Le, Marciante, & Garcia, 2018), social-emotional learning programs (Cramer & Castro-Olivo, 2016), and trauma-informed character development interventions (Lesser, Vacca, & Pineda, 2015).…”

Section: Discussionmentioning

confidence: 99%

Cultural‐competence considerations for contemporary school‐based threat assessment

O’Malley

Wolf-Prusan²,

Rodriguez

et al. 2018

Psychology in the Schools

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Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.

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“…For example, meta‐analytic research has demonstrated that culturally adapted interventions yield moderately strong effects for CLD populations when compared to nonadapted evidence‐based programs (Hall, Ibaraki, Huang, Marti, & Stice, ). As such, there is a growing body of research that is beginning to examine the effect of culturally focused interventions in schools (Castro‐Olivo, ; Cramer & Castro‐Olivo, ; Graves et al., ; McGoey, Munro, McCobin, & Miller, ; Ryan et al., ). Consequently, the purpose of this special issue, Incorporating Culture in School‐based Interventions , is to present a series of school‐based interventions and research reports that all have implications for improving service delivery for culturally diverse populations.…”

mentioning

confidence: 99%

Introduction: Incorporating culture in school‐based interventions

Graves

Castro-Olivo

2017

Psychology in the Schools

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Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students’ Mental Health

Cited by 43 publications

References 22 publications

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

Cultural‐competence considerations for contemporary school‐based threat assessment

Introduction: Incorporating culture in school‐based interventions

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