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Implementing Drama Workshops for Improved Mental Health Outcomes in Immigrant and Refugee Youth

Implementing Drama Workshops for Improved Mental Health Outcomes in Immigrant and Refugee Youth

Introduction

In today's multicultural classrooms, educators face unique challenges in addressing the mental health needs of immigrant and refugee youth. A recent study titled "A Cluster Randomized-Controlled Trial of a Classroom-Based Drama Workshop Program to Improve Mental Health Outcomes among Immigrant and Refugee Youth in Special Classes" offers valuable insights into the potential of drama workshops as an intervention strategy. This blog explores how practitioners can leverage these findings to enhance their skills and outcomes for students.

The Study and Its Findings

The study conducted a cluster randomized-controlled trial involving 477 participants from multiethnic high schools, divided into theater intervention, tutoring, and control groups. The primary aim was to evaluate the effectiveness of a school-based theater intervention in improving mental health and academic outcomes for immigrant and refugee youth in special classes.

Interestingly, the study found that the theater intervention was not associated with a significant reduction in self-reported impairment and symptoms compared to the tutoring or control groups. However, the intervention did show a significant decrease in impairment scores for first-generation adolescents, while scores increased for second-generation adolescents.

Implications for Practitioners

Despite the mixed results, the study highlights several key takeaways for practitioners:

Encouraging Further Research

While the study provides valuable insights, it also opens the door for further research. Practitioners are encouraged to explore:

Conclusion

The study of drama workshops for immigrant and refugee youth offers a promising avenue for improving mental health outcomes. By tailoring interventions to the unique needs of students and fostering an inclusive and supportive classroom environment, practitioners can make a significant impact on the lives of these young individuals. For those interested in delving deeper into the research, the original study can be accessed through this link: A Cluster Randomized-Controlled Trial of a Classroom-Based Drama Workshop Program to Improve Mental Health Outcomes among Immigrant and Refugee Youth in Special Classes.


Citation: Rousseau, C., Beauregard, C., Daignault, K., Petrakos, H., Thombs, B. D., Steele, R., Vasiliadis, H.-M., & Hechtman, L. (2014). A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes. PLoS ONE, 9(8), e104704. https://doi.org/10.1371/journal.pone.0104704
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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