Feasibility of an emotional health curriculum for elementary school students in an underserved Hispanic community. Issue 3 (5th March 2018)

• Record Type: Journal Article
• Authors: Guo, Yuqing; Rousseau, Julie; Renno, Patricia; Kehoe, Priscilla; Daviss, Monique; Flores, Sara; Saunders, Kathleen; Phillips, Susanne; Chin, Mindy; Evangelista, Lorraine S.
• Is Part Of: Journal of child and adolescent psychiatric nursing. Volume 30:Issue 3(2017)
• Page Start: 133
• Page End: 141
• Publication Date: 2018-03-05
• Subjects: Child psychiatric nursing -- Periodicals; Adolescent psychiatric nursing -- Periodicals; Child mental health -- Periodicals; Teenagers -- Mental health -- Periodicals; Child mental health -- United States -- Periodicals; Teenagers -- Mental health -- United States -- Periodicals; 618.92890231
• DOI: 10.1111/jcap.12185
• Languages: English
• ISSNs: 1073-6077

Abstract

Abstract: Problem: Hispanic children have greater mental health challenges but fewer received mental health services than other ethnic groups. A classroom‐based Emotional Health Curriculum (EHC) was developed to address mental health disparities in an underserved Hispanic community. Methods: A quasi‐experimental design with one group pre‐ and post‐intervention was used to test the feasibility of an 8‐week EHC for one hundred 3rd and 4th grade children in a dual‐immersion Spanish–English elementary school. Limited efficacy was measured by changes in depression and anxiety scores reported by children and teachers. Acceptance was evaluated by a child‐reported satisfaction survey and a focus group in which the four teachers shared their experiences. Implementation was measured by participation, retention, and fidelity rates. Findings: The child‐reported depression and anxiety and teacher‐reported depression were significantly decreased in at‐risk children with the effect size ranging from 0.60 to 1.16 ( p s < 0.05). The majority of children (89.7%) enjoyed the EHC and teachers observed that children had acquired skills to manage their emotional distress. The participation, retention, and fidelity rates were 98%, 94%, and 99.13%, respectively. Conclusions: The results provide promising evidence that the EHC has the potential to improve depression and anxiety symptoms in at‐risk children.