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Community Based Intervention01:30

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Ethnic Identity within a Larger Culture01:27

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Specialized care settings or centers are situated in convenient locations within the community and offer care to a specific group or population. They consist of daycare facilities, mental health facilities, rural health facilities, educational institutions, industries, shelters for the homeless, and rehabilitation facilities.
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Related Experiment Video

Updated: Jun 21, 2025

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis
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School-Based Behavioral Health Programming for Newcomer Youth: A Scoping Review.

William Martinez1, Maria C Jimenez-Salazar1, Carola Suárez-Orozco2

  • 1Department of Psychiatry and Behavioral Sciences (W Martinez and MC Jimenez-Salazar), University of California, San Francisco, Calif.

Academic Pediatrics
|July 11, 2024
PubMed
Summary
This summary is machine-generated.

School-based mental health programs show promise for newcomer youth, but gaps remain. More research is needed on adapting programs for diverse needs and for early childhood, especially for newcomer children.

Keywords:
behavioral healthimmigrantsnewcomersschool-based

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Area of Science:

  • Public Health
  • Child and Adolescent Psychiatry
  • Educational Psychology

Background:

  • Newcomer youth face significant disparities in accessing behavioral health services.
  • School-based mental health programming is a potential strategy to mitigate these disparities.
  • Evidence on the effectiveness of these programs for newcomer youth requires synthesis.

Purpose of the Study:

  • To conduct a scoping review of the evidence base for school-based mental health programming for newcomer youth.
  • To examine the current state of research and identify gaps in programming.

Main Methods:

  • A scoping review methodology was employed.
  • Multiple databases and existing systematic reviews were examined.
  • Studies were categorized using the National Center for School Mental Health's tiered framework.

Main Results:

  • 37 studies were analyzed, with over half published in the last decade.
  • Most studies originated from the United States and Europe, focusing on Tier 1 (promotion/wellness) or multi-tiered programs.
  • Programming for early childhood and younger newcomer children was underrepresented.

Conclusions:

  • The literature suggests promising trends in school-based mental health programming for newcomer youth, including multi-tiered approaches.
  • Gaps exist in program adaptation for diverse cultural needs and theoretical foundations for Tier 1 programs.
  • Further research is crucial, particularly for early and middle childhood programming for this growing population.