Adaptation and Feasibility of a Communication Intervention for Mexican Immigrant Mothers and Children in a School Setting

Autor/inn/en	McNaughton, Diane B.; Cowell, Julia Muennich; Fogg, Louis
Titel	Adaptation and Feasibility of a Communication Intervention for Mexican Immigrant Mothers and Children in a School Setting
Quelle	In: Journal of School Nursing, 30 (2014) 2, S.103-113 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840513487217
Schlagwörter	Intervention; Mexican Americans; Immigrants; Mothers; Elementary School Students; Interpersonal Communication; Parent Child Relationship; Depression (Psychology); Evidence; Cultural Relevance; Program Development; Feasibility Studies; Focus Groups; Grade 4; Grade 5; Grade 6; School Nurses; School Health Services + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Mother; Mutter; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Evidenz; Programmplanung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schuleingangsuntersuchung
Abstract	Children of Mexican immigrants are exposed to multiple ecological risks that heighten their likelihood of experiencing depressive symptoms. In previous studies, affirming parent-child communication has been found to be protective against depressive symptoms in Hispanic youth. Interventions focused on enhancing communication between parents and youth have the possibility of strengthening protective factors for children. The aims of this study were to (1) adapt an evidence-based parent-child communication intervention (Mission Possible) for cultural relevance for low-income, low-literacy Mexican immigrant mothers and their children and (2) assess feasibility of delivering the adapted intervention in a school setting. Adaptation took place in a series of focus groups of mother-child dyads. The revised intervention was delivered to 27 mother-child dyads in two elementary schools. Feasibility was supported by high participant satisfaction, 80% attendance rate, and 75% retention rate. This preliminary work suggests strategies for school nurses to partner with immigrant families and outlines a potential intervention that expands the school nursing role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10