Cultural Adaptation of a Multicomponent Positive Psychology Intervention for Culturally and Linguistically Diverse Middle School Students — ASN Events
  1. Schedule
  2. Podium - Positive Psychology: Cultural Adaptation to Cultural Responsiveness
  3. Cultural Adaptation of a Multicomponent Positive Psychology Intervention for Culturally and Linguistically Diverse Middle School Students

Cultural Adaptation of a Multicomponent Positive Psychology Intervention for Culturally and Linguistically Diverse Middle School Students (#145)

Kai Zhuang Shum 1 , Jacqueline Blass 2 , Emily Barry 2 , Nicolette Bauermeister 1
  1. University of South Florida, TAMPA, FL, United States
  2. University of Massachusetts Amherst, Amherst

Background

In the positive psychology realm, cultural considerations have been a focus in recent conversations. One of the common themes is that positive psychology theories are based on Western principles, which may not align with other cultures (Qureshi & Evangelidou, 2017). Moreover, culturally adapted interventions must be prioritized as there are systemic constructs in place which reduce equitable services to culturally and linguistically diverse students (Shriberg & Clinton, 2016). Ethnic minorities who participate in culturally adapted interventions reported higher levels of intervention acceptability while experiencing lower rates of attrition (Smith & Griner, 2006). Additionally, cultural adaptations of evidence-based interventions have been found to be more effective than non-adapted interventions (Hall et al., 2016).

Aims

Drawing from their first-hand experiences adapting and delivering a small group multicomponent positive psychology intervention (PPI) called the Well-Being Promotion Program (WBPP; Suldo, 2016) to minoritized middle schoolers and families in public schools, presenters will discuss best practices in how to adapt PPIs for culturally, ethnically, and linguistically diverse students. 

Method

Cultural adaptations to interventions usually include assessing the target population for features that can be incorporated into the intervention to improve implementation, effectiveness, and sustainability (Castro et al., 2004). As part of the efforts of a federally funded efficacy study of the WBPP, the presenters consulted with experts in cultural adaptations of interventions to strengthen the WBPP’s cultural relevance and sustainability. We then collaborated with school mental health providers, enhanced interventionists’ cultural humility, and incorporated student and family voices.

Results

Presenters will report students, caregivers, and interventionists’ perceptions of the cultural relevance of the WBPP collected through interviews and written feedback. They will also discuss changes made to the delivery of the WBPP based on expert and community feedback and student retention and engagement in the 10-week program.

Conclusion

Attendees will learn about best practices in cultural considerations and adaptations of PPIs. Presenters will share lessons learned from adapting the WBPP for traditionally marginalized groups.

  1. Castro, F. G., Barrera, M., & Martinez, C. R. (2004). The cultural adaptation of prevention interventions: Resolving tensions between fidelity and fit. Prevention Science, 5(1), 41- 45.
  2. Hall, G. C. N., Ibaraki, A. Y., Huang, E. R., Marti, C. N., & Stice, E. (2016). A meta-analysis of cultural adaptations of psychological interventions. Behavior therapy, 47(6), 993-1014.
  3. Qureshi, A., & Evangelidou, S. (2017). Toward a culturally competent positive psychology. In The Routledge International Handbook of Critical Positive Psychology (pp. 263-280). Routledge.
  4. Shriberg, D., & Clinton, A. (2016). The application of social justice principles to global school psychology practice. School Psychology International, 37(4), 323-339.
  5. Smith, T. B., & Griner, D. (2006). Culturally adapted mental health interventions: a meta-analytic review.
  6. Suldo, S. M. (2016). Promoting student happiness: Positive psychology interventions in schools. Guilford Publications.
  • Please select up to 3 keywords from the following list to best describe your submission content: Diversity and Inclusion, Education, Psychotherapy
  • If you indicated that you would like to be considered for an Apply Presentation, please select your presentation sub-category below: How-to-trainings
#IPPAWorldCongress