With talented UCLA partners, CARES faculty publish research demonstrating success in raising the resilience of underserved students in Los Angeles.

Dr. Roya Ijadi Maghsoodi, Dr. Lauren Marlotte, Dr. Patricia Lester and Dr. Sheryl Kataoka collaborated with other UCLA researchers on a new journal article published in the Contemporary School Psychology journal. The article, “Adapting and Implementing a School-Based Resilience-Building Curriculum Among Low-Income Racial and Ethnic Minority Students," discusses the implementation of a program designed to increase students’ resilience skills and improve overall social and academic functioning in a supportive setting. The researchers summarize their encouraging findings. For more information, read the abstract below or read the full article at http://rdcu.be/tNvu!

Abstract   Although youth are at risk for exposure to adversity and trauma, many youth, especially ethnic and racial minorities, do not have access to mental health care. Resilience-building curriculums can teach important internal resilience skills and provide support to students who may not receive prevention or intervention services. We adapted a resilience curriculum initially used for military-connected youth facing adversities related to parental wartime deployments, to meet the needs of low-income, predominantly racial and ethnic minority students in a large urban school district. In this article, we describe the cultural adaptation, the implementation process, and the evaluation of the trauma-informed resilience curriculum using pre-post surveys and focus group discussions. We found significantly improved overall internal resilience scores, as well as significantly improved scores on subscales of problem-solving and empathy among students receiving the curriculum. The focus groups revealed that the curriculum enhanced connections among students, as well as students and teachers, and served as a way to destigmatize mental health issues. The acceptability of the curriculum as well as implementation successes and challenges are described. We provide suggestions for future steps for school psychologists and school social workers for implementing this curriculum.