Psychosocial interventions in schools with newcomers: A structured conceptualization of system, design, and individual needs

Crooks, Claire V.; Smith, Alexandra C.; Robinson-Link, Natasha; Orenstein, Shawn; Hoover, Sharon

doi:10.1016/j.childyouth.2020.104894

Cited by 19 publications

(10 citation statements)

References 41 publications

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“…Students are not equivalent to a single classroom from different perspectives. Surprisingly, students with new technology or novice students suffer from multiple stressors ( Crooks, Smith, Robinson-Link, Orenstein, & Hoover, 2020 ). Many students acquire knowledge prominently; some do not.…”

Section: Methodsmentioning

confidence: 99%

Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Hasan

Bao

2020

Children and Youth Services Review

474

377

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Highlights “e-Learning crack-up” perception has a significant impact on student’s psychological distress. Fear of academic year loss is the key responsible factor for psychological distress during COVID-19. Prediction relevance of psychological distress pointed out a good fit with R 2 = 0.996 and Q 2 = 0.656.

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Section: Methodsmentioning

confidence: 99%

Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Hasan

Bao

2020

Children and Youth Services Review

474

377

View full text Add to dashboard Cite

show abstract

“…Thus, not only are clinicians and other school stakeholders exploring how to fit STRONG into their contexts, they are also still learning how to structure and implement these interventions in general. Stakeholders have previously identified the importance of attending to design and system considerations when implementing programming for newcomer students (Crooks, Smith, Robinson‐Link, Orenstein, & Hoover, 2020).…”

Section: Discussionmentioning

confidence: 99%

Feasibility trial of the school‐based STRONG intervention to promote resilience among newcomer youth

Crooks

Hoover

Smith

2020

Psychology in the Schools

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There are thousands of refugee students in Canadian schools and many struggle with distress and trauma symptoms. Even those not demonstrating overt distress may face adjustment challenges. This paper describes the pilot of the Supporting Transition Resilience of Newcomer Groups (STRONG) program in ten schools. STRONG is a 10-session, manualized program focused on building skills and helping students process their migration journey. This pilot used a pragmatic mixed-methods approach to evaluate the feasibility of STRONG, with a focus on acceptability, implementation, and perceived utility of the intervention. Clinicians (n = 16) provided data at the training, throughout the intervention and at the end through clinician surveys and focus groups. Clinicians reported high levels of acceptability for the training and program. Implementation challenges included time constraints, external influences, and some challenges with language. Overall STRONG was seen to provide significant positive benefits for students in increasing connectedness, stress management, and coping strategies. Clinicians felt that students developed more positive self-image and had improved optimism.

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“…The authors argue that special attention needs to be paid to the adaptation of novice children in school settings [13].…”

Section: Discussionmentioning

confidence: 99%

Formation of Communicative Abilities of Children in The Conditions of Pedagogical Design

Кучкарева

2020

SHS Web Conf.

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The purpose of this study is to identify communication problems and determine optimal conditions for further reproduction of experience in pedagogical practice for effective communication formation in children. Analysis of the literature has revealed several causes of communication problems. The genetic predisposition affects the interaction with others, but by creating a favorable environment for children, it is possible to adjust the regulation of behavior by pedagogical influences and form the child’s communicative skills that will help them to stay and interact with people around them without harm to themself and society. The emotional internal state can also negatively affect the relationship with others and, if one teaches the child to relieve internal stress, negative situations can be avoided. Also, if one teaches a child to recognize the emotional state from others, then it will also help to avoid many problems in communication and interaction with others. The article describes the principles and conditions of effective formation of communicative skills in children, defines criteria, as well as the definition, of pedagogical design of communication of children. Pedagogical design is a condition for the successful formation of the communicative skills of the child. In this regard, the teacher needs to provide a favorable communicative space of the child. The article is oriented to use in practical activities and can be useful to methodologists and employees of educational institutions.

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Psychosocial interventions in schools with newcomers: A structured conceptualization of system, design, and individual needs

Cited by 19 publications

References 41 publications

Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Feasibility trial of the school‐based STRONG intervention to promote resilience among newcomer youth

Formation of Communicative Abilities of Children in The Conditions of Pedagogical Design

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