Using Friends to Combat Anxiety and Adjustment Problems among Young Migrants to Australia: A National Trial

Abstract

The primary objectives of this study were: (i) to evaluate the capacity of a wellvalidated anxiety prevention and emotional resiliency program (FRIENDS) to reduce psychological distress in young culturally diverse migrants of non-English speaking background (NESB), and (ii) to determine whether any change in psychological symptoms and emotional resilience would be maintained over time. Three hundred and twenty-four students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and educational level (elementary and high school), were recruited from different Australian states and allocated to either an intervention or wait-list condition. All students completed standardized measures of self-esteem, internalizing symptoms, and future outlook both before and after a 10-week FRIENDS intervention or wait period. One hundred and thirty-nine participants from Queensland were also assessed six months following completion of the FRIENDS program to determine its long-term effects. Consistent with previous trials involving culturally diverse populations, NESB participants who underwent FRIENDS training exhibited significantly greater selfesteem, fewer internalizing symptoms, and a less pessimistic future outlook than wait-list participants at both post-and six months follow-up assessment intervals. This study provides empirical evidence for the utility of the FRIENDS program as a resource for therapists and schools working with young culturally diverse migrant populations.

Selective Prevention for Anxiety and Resilience Promotion: Outcomes of an Anxiety Prevention and Resilience Program with Girls at Risk

“…Contrary to our original hypothesis, and to the findings of Barrett, Sonderegger and Xenos (2003), the current study did not find differences in the levels of optimism. A possible explanation could be that measure was not sensitive enough to evaluate optimism in children being reared in Mexican culture, as it had not been previously validated in this population.…”

“…Other studies have reported changes in similar areas. For example, when implementing the friends program with children who had recently immigrated to Australia, a couple studies reported improvement in participants' levels of self-esteem and reduced peer victimization (Barrett et al, 2001;Barrett et al, 2003). In the same way, current results as similar to those were found by Gallegos et al (2012), who reported that after receiving the program, their participants' reported improvements in the Home and Social Self-esteem subscales of the Coppersmith Self-Esteem Inventory.…”

“…The program has been implemented in different countries and at all levels of prevention. For the selective level of prevention the following 'at risk' groups have been studied: non-English speaking immigrants; African American children who have been exposed to community violence; children and youth from socioeconomically disadvantaged communities; children who reported high levels of anxiety sensitivity; students exhibiting anxious symptomatology, low mood, and low self-esteem; and children living in an orphanage (Barrett, Moore, & Sonderegger, 2000;Barrett, Sonderegger, & Sonderegger, 2001;Barrett, Sonderegger, & Xenos, 2003;Cooley-Quille, Boyd, & Grados, 2004;Cooley-Strickland, Griffin, Darney, Otte, & Ko, 2013;Gallegos, Rodríguez, Gómez, Rabelo, & Gutiérrez, 2012;Liddle & Macmillan, 2010;Siu, 2007;Stopa, Barrett, & Golingi, 2010;TortellaFelliu, Servera, Balle, & Fullana, 2004). In general, positive results have been reported after receiving the program such as: an increase in proactive coping skills, self-esteem, resilience, social skills, and positive future outlook.…”

Les programmes préventifs en milieu scolaire auprès des enfants et des adolescents présentant de l’anxiété

“…Le programme FRIENDS a été utilisé comme programme de prévention sélec-tive par l'équipe de Barrett avec plus de 500 enfants et adolescents immigrants ne parlant pas anglais (Barrett, Sonderegger et Sonderegger, 2001;Barrett, Sonderegger et Xenos, 2003). Les effets sont positifs, avec une diminution des symptômes d'anxiété après l'intervention.…”

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

“…For example, there is evidence to suggest that children from marginalized racial or ethnic backgrounds may find themselves in educational contexts where they experience racism (Woods, 2009;Riggs & Due, 2011). Indeed, research from disciplines such as anthropology and psychology has suggested that where the focus is solely on language development, the attribution of 'blame' for difficulties in developing friendships typically falls on newly arrived children taking on EAL themselves -for example, through such friendships, research also suggests that making social connections with those from the dominant group is important for the transitions of young newly arrived children in terms of their sense of belonging within the community more broadly (Barrett, Sonderegger, & Xenos, 2003;Jackson & Cartmel, 2010). Thus while friendships with those from similar cultural backgrounds help individuals feel more comfortable while they transition, friendships within the majority group are more likely to give individuals the sense that they are 'fitting in' (Hek, 2005).…”