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Traditional Workshop - Ticketed

Culture / Ethnicity / Race

CANCELLED: Fostering Connectedness: Bridging Cultural and Clinical Knowledge to Welcome Newcomer Youth

Workshop 6 - CANCELLED: Fostering Connectedness: Bridging Cultural and Clinical Knowledge to Welcome Newcomer Youth

Friday, November 15, 2024

12:00 PM – 3:00 PM EST

Location: 414/415, Level 4, Downtown Marriott

Earn 3 Credit

Keywords: Community-Based, Prevention, Underserved Populations
Level of Familiarity: All
Recommended Readings: Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth. American Psychologist, 73(6), 781–796. https://doi.org/10.1037/amp0000265, Martinez, W., Chhabra, D., Cooch, P., Oo, H., Vo, H., Romano, A., Farahmand, F., Rocha, M., San Miguel, R., Romero, M., Quintanilla, A., & Matlow, R. (2020). Patient and community engagement for mental health disparities in Latinx youth immigrant populations: The Fuerte program. In A. M. Breland-Noble (Ed.), Community mental health engagement with racially diverse populations (pp. 189–221). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-818012-9.00008-3, Patel, S.G., Bouche, V., Thomas, I., & Martinez, W. (2022). Mental health and adaptation among newcomer immigrant youth in United States educational settings. Current Opinion in Psychology, 49, 101459. https://doi.org/10.1016/j.copsyc.2022.101459, Stiles, A.A., Galvan, T., Zundel, C., Flournoy, J., & Gudiño, O.G. (2019). Stakeholder perspectives on eliminating disparities in mental health service use for Latinx youth: A qualitative study. Evidence-based Practice in Child and Adolescent Mental Health, 4(4), 328-343. https://doi.org/10.1080/23794925.2019.1674225, Martinez, W., Patel, S. G., Contreras, S., Baquero-Devis, T., Bouche, V., & Birman, D. (2023). "We could see our real selves:" The COVID-19 syndemic and the transition to telehealth for a school-based prevention program for newcomer Latinx immigrant youth. Journal of Community Psychology, 51(6), 2372–2389. https://doi.org/10.1002/jcop.22825

Presenter(s)

William Martinez, ABPP, Ph.D.

Associate Professor of Psychiatry and Behavioral Sciences
University of California San Francisco
San Francisco, California, United States
Maria C. Jimenez-Salazar, Ph.D.

Psychology Postdoctoral Fellow
University of California San Francisco
San Francisco, California, United States

School-based, preventative programming has been proposed to be the frontline for reducing behavioral health access disparities among youth (Hoffmann et al., 2022). Immigrant-origin youth are the fastest growing population within public schools in the United States (Sattin-Bajaj et al., 2020). This underscores the importance of furthering interventions for newcomer immigrant youth through rigorous evaluation and expanding their reach through health and school partnerships (Patel et al., 2023).

Fuerte is a new prevention program that is being introduced into the mental health system of California to reduce behavioral health disparities among newcomer immigrant youth (Martinez et al., 2020). Among the most innovative elements of Fuerte are its delivery system and overall ecosystem. This workshop introduces the Fuerte model of bridging evidence-based practices, cultural knowledge, and system collaborations to promote newcomer immigrant youths’ mental health literacy, social connectedness, and service linkage.

Presenters will review cultural considerations specific to working with immigrant pediatric populations. Presenters will offer strategies that can bolster cultural responsivity towards delivering psychoeducation, strengthening skills to navigate acculturation and reunification, and promoting mental health literacy to facilitate newcomer immigrant youths’ self- and parent-supported advocacy in their context of reception.

Learners will engage in guided self-reflection centered on the challenges and successes of leveraging lived experience of migration (e.g., process of departure, keeping/acquiring traditions, establishing new social connections, maintaining relationships, setting value-driven goals in the context of reception) to strengthen the group process. Learners will set a S.M.A.R.T. goal in line with co-creating systems of care with diverse stakeholders.

Outline:
• Opening exercise
• Background
o Understanding newcomer immigrant youths’ adaptation through an integrative framework
o Considering diversity in migration and resettlement
o Introduction to Multi-Tiered System of Supports
• School-based mental health prevention program for newcomer youth
o Fuerte’s history and background
o Program structure and primary targets of mental health literacy, social connectedness, and screening and linkage
o Describe the seven modules of the Fuerte curriculum
o Demonstration and practice of strategies and group-based activities
• Discussion of research
o Evaluation of program implementation in middle schools and high schools
o Adaptations
• Questions & Discussion
• Personal commitment to promoting mental health equity

Learning Objectives:

At the end of this session, the learner will be able to:

Describe 3 key cultural considerations specific to employing evidence-based practices with newcomer immigrant youth.
List 4 benefits of providing group interventions to youth in schools.
Offer at least two examples of culturally responsive exercises that can help strengthen newcomers’ adaptive skills.
Approach their lived experience of moving across contexts with increased curiosity in the interest of promoting mental health equity.
Point to an actionable next step they could take in the interest of promoting immigrant-origin youths’ behavioral health.
Long-term Goal: The Fuerte workshop intends to strengthen learners’ competence and confidence in practicing cultural responsivity while delivering interventions to newcomer immigrant youth.
Long-term Goal: The Fuerte workshop seeks to deepen learners’ curiosity for leveraging health-school partnerships to promote youths’ access to empirically supported treatments.