Advisor Information
Kay Keiser
Location
University of Nebraska Omaha
Presentation Type
Poster
Start Date
1-3-2019 12:30 PM
End Date
1-3-2019 1:45 PM
Abstract
ABSTRACT
EXPLORATORY STUDY OF A SCHOOL-BASED REFUGEE
MENTAL HEALTH PROJECT
Anne Marie Boose, Ed.D.
University of Nebraska, 2018
Advisor: Kay A. Keiser, Ed.D.
Immigrant and refugee youth are in our schools in greater numbers than ever. Educators are required to educate all students to the same standards, even though they have often been exposed to violence and other difficulties throughout their journey to a new home. Many continue to face many on-going barriers as they arrive in our schools. Although this population is resilient and has many strengths, for some the burden of trauma is overwhelming, threatening their mental health and school performance. A small percentage of these students are unable to cope and make devastating, life-ending decisions. Schools with large numbers of refugee students in Nebraska are addressing the mental health needs of these youth with a variety of programming. Thirty-nine immigrant and refugee students in the research district were identified based upon past trauma, recommendations of school staff and parental reports for involvement in a short-term school-based intervention of cognitive behavioral therapy. A formalized measure of stress symptoms confirmed a mental health need and trained bilingual liaisons was utilized for weekly cognitive based therapy sessions with a licensed mental health practitioner. Analysis of archival data was conducted to treatment impact upon three indicators of academic engagement; behavioral engagement (attendance data), cognitive engagement (number of failing grades), and relational engagement (office referrals). No significant impact was found upon any of the indicators of academic engagement, however, positive outcomes were reported by some of the treatment therapists, parents and teachers of the involved refugee students. The key aspects of providing school-based mental health services to refugee youth are discussed, including how to measure the impact of an intervention, the use of bilingual liaisons and cultural brokers to ensure culturally responsive mental health services, and the effective use of resources through partnerships.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Elementary Education Commons, Other Education Commons
Exploration of School-Based Refugee Mental Health Intervention
University of Nebraska Omaha
ABSTRACT
EXPLORATORY STUDY OF A SCHOOL-BASED REFUGEE
MENTAL HEALTH PROJECT
Anne Marie Boose, Ed.D.
University of Nebraska, 2018
Advisor: Kay A. Keiser, Ed.D.
Immigrant and refugee youth are in our schools in greater numbers than ever. Educators are required to educate all students to the same standards, even though they have often been exposed to violence and other difficulties throughout their journey to a new home. Many continue to face many on-going barriers as they arrive in our schools. Although this population is resilient and has many strengths, for some the burden of trauma is overwhelming, threatening their mental health and school performance. A small percentage of these students are unable to cope and make devastating, life-ending decisions. Schools with large numbers of refugee students in Nebraska are addressing the mental health needs of these youth with a variety of programming. Thirty-nine immigrant and refugee students in the research district were identified based upon past trauma, recommendations of school staff and parental reports for involvement in a short-term school-based intervention of cognitive behavioral therapy. A formalized measure of stress symptoms confirmed a mental health need and trained bilingual liaisons was utilized for weekly cognitive based therapy sessions with a licensed mental health practitioner. Analysis of archival data was conducted to treatment impact upon three indicators of academic engagement; behavioral engagement (attendance data), cognitive engagement (number of failing grades), and relational engagement (office referrals). No significant impact was found upon any of the indicators of academic engagement, however, positive outcomes were reported by some of the treatment therapists, parents and teachers of the involved refugee students. The key aspects of providing school-based mental health services to refugee youth are discussed, including how to measure the impact of an intervention, the use of bilingual liaisons and cultural brokers to ensure culturally responsive mental health services, and the effective use of resources through partnerships.