The FRIENDS emotional health program for minority groups at risk

Iizuka, Cristina A., Barrett, Paula M, Gillies, Robyn, Cook, Clayton R and Miller, Debbie (2014) The FRIENDS emotional health program for minority groups at risk. Journal of School Health, 84 2: 124-132. doi:10.1111/josh.12127


Author Iizuka, Cristina A.
Barrett, Paula M
Gillies, Robyn
Cook, Clayton R
Miller, Debbie
Title The FRIENDS emotional health program for minority groups at risk
Journal name Journal of School Health   Check publisher's open access policy
ISSN 0022-4391
1746-1561
Publication date 2014-02-01
Year available 2014
Sub-type Article (original research)
DOI 10.1111/josh.12127
Open Access Status Not yet assessed
Volume 84
Issue 2
Start page 124
End page 132
Total pages 9
Place of publication Hoboken, NJ, United States
Publisher Wiley-Blackwell Publishing
Language eng
Abstract BACKGROUNDDespite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area.
Formatted abstract
BACKGROUND Despite the existence of evidence-based interventions for promoting mental health in children, the number of children at risk remains high. One of the reasons is that such interventions are not reaching specific groups at risk such as low socioeconomic status and ethnic minority groups. This study evaluated an adaptation of a school-based psychosocial program for nonreferred students aged 11 to 12 years attending a multicultural school from a low socioeconomic status area.

METHODS The FRIENDS Program was adapted for a multicultural population. A quasi-experimental design was used, involving a pre/post-test, to evaluate the impact of the intervention on participants' outcomes on the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into 2 categories (“at risk”/“not at risk”) based on their scores in the SDQ at pre-test. Post-test data were collected to evaluate the overall effectiveness and acceptability of the program.

RESULTS Analyses showed significant improvement for the group initially identified as “at risk,” with 30% of the students being no longer at risk after the intervention. Most students rated the intervention as being highly acceptable and useful.

CONCLUSIONS Adaptations to existing evidence-based programs for implementation with specific minority groups at risk represents a promising approach to promote emotional health in children.
Keyword Mental health
School-based intervention
Universal intervention
Non-english-speaking background
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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Created: Mon, 20 Jan 2014, 23:30:56 EST by Ms Kathleen Mcleod on behalf of School of Education