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<p>Forcibly displaced youth of Central American backgrounds (e.g., Honduras, El Salvador, and Guatemala) continue to be underserved by U.S. mental health and educational systems. These youth commonly encounter stressors and associated barriers to healthy development that may be partially mitigated through culturally-responsive, trauma-informed, and school-embedded mental health service delivery. The current pilot project adapted, implemented, and evaluated a skills-based group psychotherapy intervention drawn from a larger empirically-supported behavioral health and organizational model, Trauma Systems Therapy for Refugees (TST-R). Groups were designed to foster increases in self-efficacy, sense of belongingness, and to prevent further increases in depression, anxiety, and traumatic stress symptoms within a highly vulnerable group. Out of 54 initial participants, a total of 40 adolescent completers participated through in-person school-embedded programming (three groups) or virtual groups due to the COVID-19 pandemic (2 groups). All groups (8–10 sessions) were facilitated in Spanish and facilitators received regular consultation and fidelity monitoring. Data analysis using one-way ANOVAs and mixed-design ANCOVAs revealed that youth experienced statistically significant increases in self-efficacy following group participation. Additionally, youth who participated in virtual groups demonstrated statistically significant decreases in traumatic stress symptoms. Youth perceived acceptability of the program was reported at high levels. Narrative feedback from youth indicated high perceived benefit focused on psychosocial skill building and greater sense of social connection. This preliminary pilot demonstrates promising support for TST-R skills-based groups to promote adaptive psychosocial outcomes for immigrant adolescents in school settings.</p>

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Self-efficacy and Trauma Symptom Benefits Following a Psychosocial Skills-Based Group Intervention for Forcibly Displaced Central American Youth: A Trauma Systems Therapy for Refugees (TST-R) Approach

  • 期刊论文

  • 发表日期：

    2025年8月14日

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  • Jeffrey P. Winer,
  • Seetha Davis,
  • Marie Forgeard,
  • Vanja Pejic,
  • Hong Sun Park,
  • Dorys Lemus,
  • Sewit Yohannes,
  • Vanisa Senesathith

摘要

Forcibly displaced youth of Central American backgrounds (e.g., Honduras, El Salvador, and Guatemala) continue to be underserved by U.S. mental health and educational systems. These youth commonly encounter stressors and associated barriers to healthy development that may be partially mitigated through culturally-responsive, trauma-informed, and school-embedded mental health service delivery. The current pilot project adapted, implemented, and evaluated a skills-based group psychotherapy intervention drawn from a larger empirically-supported behavioral health and organizational model, Trauma Systems Therapy for Refugees (TST-R). Groups were designed to foster increases in self-efficacy, sense of belongingness, and to prevent further increases in depression, anxiety, and traumatic stress symptoms within a highly vulnerable group. Out of 54 initial participants, a total of 40 adolescent completers participated through in-person school-embedded programming (three groups) or virtual groups due to the COVID-19 pandemic (2 groups). All groups (8–10 sessions) were facilitated in Spanish and facilitators received regular consultation and fidelity monitoring. Data analysis using one-way ANOVAs and mixed-design ANCOVAs revealed that youth experienced statistically significant increases in self-efficacy following group participation. Additionally, youth who participated in virtual groups demonstrated statistically significant decreases in traumatic stress symptoms. Youth perceived acceptability of the program was reported at high levels. Narrative feedback from youth indicated high perceived benefit focused on psychosocial skill building and greater sense of social connection. This preliminary pilot demonstrates promising support for TST-R skills-based groups to promote adaptive psychosocial outcomes for immigrant adolescents in school settings.