Fostering social support, leadership competence, community engagement, and resilience among Samoan American youth.

Abstract

Samoan American youth face several social and educational challenges, yet there is limited psychological research on this growing cultural group. A culturally responsive intervention program, Wear Your Pride, was developed, implemented, and evaluated with 58 low-income Samoan American middle and high school students living in the San Francisco Bay Area. The goal of the intervention was to promote social support, leadership skills, community involvement, and resilience. Surveys administered before and after the program indicate participants’ levels of social support, leadership, community engagement, and resilience all significantly increased after the 8-session program. Implications for research and practice in intervention programs are discussed.

Annual review of Asian American Psychology, 2013.

“…H. Yang, Lai, et al, 2014;. Two studies developed culturally competent interventions specifically designed for a certain Asian American ethnic population Yeh, Borrero, et al, 2014). Other studies used qualitative data obtained from interviews and focus groups involving individuals from the target population, family members, community members, and service providers to identify mental health needs and intervention strategies specific to Asian Americans (Javier et al, 2014;Ling et al, 2014).…”

“…Other studies used qualitative data obtained from interviews and focus groups involving individuals from the target population, family members, community members, and service providers to identify mental health needs and intervention strategies specific to Asian Americans (Javier et al, 2014;Ling et al, 2014). The intervention programs highlighted the mental health needs of Asian American populations at different developmental periods, as well as those of their family members, from early childhood , to children/adolescents or mothers with children/adolescents (Javier et al, 2014;Ling et al, 2014;Yeh, Borrero, et al, 2014;, to caregivers (mother or spouse) of adult patients with mental health disorders (L. H. Yang, Lai, et al, 2014), and to older adults .…”

Relational Social Justice Identity Development among Chinese International High School Students

“…Cipolle surmises that service-learning experiences shaped these individuals' social justice identities by instilling an ethic of service, self-awareness, awareness of others, and an awareness of social issues. Moreover, the importance of family and educational role models in shaping social justice orientations is echoed by earlier research studies (Daloz, Keen, Keen, & Parks, 1996;Stanton, Giles, & Cruz, 1999) and in more recent research (Yeh et al, 2014a).…”

“…More specific empirical evidence is needed to more fully understand how community engagement and learning contribute to social justice orientation (Yeh & Borrero, 2012). Authors contend that the benefits of community engagement are key in the successful transition from adolescence to emerging adulthood in adolescents of Color (e.g., Cammarota, 2004;Ginwright & Cammarota, 2007;Watts et al, 2003;Yeh et al, 2014a). We would extend this assertion to include international students who are navigating living in another country and making sense of their role as service learners in a new community.…”

“…We were also interested in understanding the important role that school, teachers, students, and family members may have in fostering this process. practice and research (Yeh et al, 2014a). A critical aspect of the civic mission of schooling is fostering students' understanding and work toward a larger vision for equity and social justice (Wade, 2001).…”