Validating cultural adaptations of a school-based social-emotional learning programme for use with Latino immigrant adolescents

Advances in School Mental Health Promotion

Volumn 5, Issue 2, 2012, Pages 78-92

  Castro Olivo, Sara M ^a   Merrell, Kenneth W ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF OREGON   (United States)

Author keywords

Cultural adaptations; Ecology validity model; Interventions for immigrant youth; School based culturally responsive services; Social emotional learning for culturally and linguistically diverse youth

Indexed keywords

EID: 84894346950     PISSN: 1754730X     EISSN: 20498535     Source Type: Journal    
DOI: 10.1080/1754730X.2012.689193     Document Type: Article

References (35)

1. Bernal, G., Bonilla, J., & Bedillo, C. (1995). Ecological validity and cultural sensitivity for outcome research: Issues for the cultural adaptation and development of psychological treatments with Hispanics. Journal of Abnormal Child Psychology, 23(1), 67-82.
2. Bernal, G., Jimenez-Chafey, M.I., & Domenech-Rodriguez, M.M.D. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40(4), 361-368.
3. Bernal, G., & Sáez-Santiago, E. (2006). Culturally centered psychological interventions. Journal of Community Psychology, 34(2), 121-132.
4. Blanco-Vega, C.O., Castro Olivo, S.M., & Merrell, K.W. (2008). Social and emotional needs of Latino immigrant adolescents: An ecological model for developing planning and implementing culturally sensitive interventions. Journal of Latinos and Education, 1, 43-61.
5. Castro, F.G., Barrera, M., & Martinez, C.R. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Society for Prevention Research, 5, 41-45.
6. Castro-Olivo, S. (2010). One size does not fit all: Adapting SEL programs for use in our multicultural world. In K.W. Merrell & B.A. Gueldner (Eds.), Social and emotional learning in the classroom: Promoting mental health and academic success (pp. 83-102). New York: Guilford.
7. Chavez, D., Moran, V.R., Reid, S., & Lopez, M. (1997). Acculturative stress in children: A modification of the SAFE scale. Hispanic Journal of Behavioral Sciences, 19(1), 34-44.
8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, N.J: Lawrence Erlbaum Associates.
9. Constantino, G., Malgady, R.G., & Rogler, L.H. (1986). Cuento therapy: A culturally sensitive modality for Puerto Rican children. Journal of Consulting and Clinical Psychology, 54(5), 639-645.
10. Department of Economic and Social Affairs (2008). World population prospects: The 2008 revision, Retrieved from http://www.un.org/esa/population/publications/wpp2008/wpp2008_highlights.pdf
11. DHHS (2001). Mental health: Culture, race, ethnicity-Supplement to mental health (Report of the Surgeon General). Retrieved from http://www.mentalhealth.org/cre/default.asp
12. Fortuny, K. (2010). Children of immigrants: 2008 sate trends update, The Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/412212-children-of-immigrants.pdf
13. Gonzales, N.A., & Kim, L.S. (1997). Stress and coping in an ethnic minority context. In S.A. Wolchik & I.N. Sandler (Eds.), Handbook of children's coping: Linking theory and intervention (pp. 481-511). New York: Plenum Press.
14. Greenberg, M.T., Weissberg, R.P., O'Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias, M. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474.
15. Griner, D., & Smith, T. (2006). Culturally adapted mental health interventions: A meta-analytic review. Psychotherapy: Theory, Research, Practice, Training, 43(4), 531-548, doi: 10.1037/0033-3204.43.4.531
16. Gueldner, B.A., & Merrell, K.W. (2010). Evaluation of a social-emotional learning intervention using performance feedback to teachers in a structured consultation model. Journal of Educational and Psychological Consultation, 21(1), 1-27, doi: 10.1080/10474412.2010. 522876
17. Harlacher, J.E., & Merrell, K.W. (2010). Social and emotional learning as a universal level of student support: Evaluating the follow-up effects of strong kids on social and emotional outcomes. Journal of Applied School Psychology, 26, 212-229.
18. Hawley, S.R., Chavez, D.V., & St Romain, T. (2007). Developing a bicultural model for academic achievement: A look at acculturative stress, coping, and self-perception. Hispanic Journal of Behavioral Sciences, 29(3), 283-299.
19. Huey, S.J., & Polo, A.J. (2008). Evidence-based psychosocial treatments for ethnic minority youth. Journal of Clinical Child & Adolescent Psychology, 37(1), 262-301.
20. Lau, A.S. (2006). Making the case for selective and directed cultural adaptations of evidence-based treatments: Examples from parent training. Clinical Psychology: Science and Practice, 13(4), 295-310.
21. Lopez, S.J., Edwards, L.M., Teramoto Pedrotti, J.T., Ito, A., & Rasmussen, H.N. (2002). Culture counts: Examinations of recent applications of the Penn resiliency program or toward a rubric for examining cultural appropriateness of prevention programming. Prevention & Treatment, 5(12), No Pagination Specified Article 12. doi: 10.1037/1522-3736.5.1.512c
22. Martinez, C.R., & Eddy, J.M. (2005). Effects of culturally adapted parent management training on Latino youth behavioral health outcomes. Journal of Community and Child Psychology, 75(4), 841-851.
23. Merrell, K.W. (2010). Linking prevention science and social and emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55-70.
24. Merrell, K.W., Carrizales, D., Feuerborn, L., Gueldener, B.A., & Tran, O.K. (2007). Strong Teens: A social & emotional learning curriculum. Baltimore, M.D: Brookes.
25. Merrell, K.W., Juskelis, M.P., Tran, O.K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Impact of strong kids and strong teens on students' social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209-224.
26. Olsen, L. (1997). Made in America. New York: New Press.
27. Ridenour, T.A., Greenberg, M.T., & Cook, E.T. (2006). Structure and validity of people in my life: A self-report measure of attachment in late childhood. Journal of Youth and Adolescence, 35(6), 1037-1053.
28. Rosenblatt, J.L., & Elias, M.J. (2008). Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition. Journal of Primary Prevention, 29(6), 535-555.
29. Santisteban, D.A., Szapocznki, J., Perez-Vida, A., Murray, E.J., Jurtines, W.M., & LaPerriere, A. (1996). Efficacy of intervention for engaging youth and families into treatment and some variables that may contribute to differential effectiveness. Journal of Family Psychology, 10(1), 35-44.
30. Schwartz, S.J., Zamboanga, B.L., & Hernandez Jarvis, L. (2007). Ethnic identity and acculturation in Hispanic early adolescents: Mediated relationships to academic grades, prosocial behaviors, and externalizing symptoms. Cultural Diversity and Ethnic Minority Psychology, 13(4), 364-373.
31. Simon, G. (2002). International migration trends. Population & Societies, 382, 1-4.
32. Smith, T.B., Domenech-Rodriguez, M., & Bernal, G. (2011). Culture. Journal of Clinical Psychology, 67(2), 166-175, doi: 10.1002/jclp.20757
33. Suarez-Orozco, C., & Suarez-Orozco, M.M. (2001). Children of immigration. Cambridge, M.A: Harvard University Press.
34. Tartakovsky, E. (2007). A longitudinal study of acculturative stress and homesickness: High-school adolescents immigrating from Russian and Ukraine to Israel without parents. Social Psychiatry and Psychiatric Epidemiology, 6, 485-494.
35. Witherspoon, D., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13(4), 199-216.