Pilot Wellness Program with Adapted Social-Emotional Learning and COVID-19 Curriculum for Refugee Youth

Autor/inn/en	Rosenberg, Julia; McDonough Ryan, Patricia; O'Brien, Caroline; Ganjavi, Fereshteh; Sharifi, Mona
Titel	Pilot Wellness Program with Adapted Social-Emotional Learning and COVID-19 Curriculum for Refugee Youth
Quelle	In: Health Education & Behavior, 49 (2022) 1, S.17-25 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosenberg, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/10901981211048830
Schlagwörter	Refugees; COVID-19; Pandemics; Social Emotional Learning; Wellness; Culturally Relevant Education; Physical Education; Trauma; Program Development; Program Effectiveness; Barriers; Foreign Countries; Blended Learning; Distance Education; Conventional Instruction; Connecticut (New Haven); Afghanistan + Suchen Sie Ihr Suchwort? Flüchtling; Well being; Well-being; Wohlbefinden; Körpererziehung; Sportunterricht; Programmplanung; Ausland; Distance study; Distance learning; Fernunterricht
Abstract	Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social-Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social-Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social-Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social-Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social-Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01