Research, program evaluation, and related initiatives
We conduct etiological research related to refugee and immigrant mental health, program evaluation of our Trauma Systems Therapy for Refugees (TST-R) model, and support-related initiatives.
Somali Youth Longitudinal Study (SYLS)
Between May 2013 and February 2019, researchers at the TCRC engaged in a collaborative partnership to conduct the Somali Youth Longitudinal Study (SYLS). SYLS collected quantitative and qualitative data on Somali-American youth in the United States and Canada at four time points between 2013 and 2019. The study was designed to address concerns in the Somali community over youth violence. It broadened its focus to adopt a life-course perspective to examine Somali immigrant experiences with discrimination and marginalization associated with religion, race, ethnicity, and immigration status, and their relationship to health outcomes.
Trauma Systems Therapy for Refugees (TST-R) Program Evaluation
Trauma Systems Therapy for Refugees (TST-R) is an adaptation of Trauma Systems Therapy (TST) for refugee and immigrant children/adolescents and their families. TST is a comprehensive model for treating traumatic stress in children and families (Saxe, Ellis, & Kaplow, 2006; Saxe, Ellis & Brown, 2016) and is identified by the National Child Traumatic Stress Network (NCTSN) as an empirically supported treatment and promising practice.
We continue to build the evidence base for TST-R. To date, empirical evidence from TST-R interventions with different refugee and immigrant populations indicate the efficacy of the addition of Tiers 1 and 2 (Cardeli et al, under review; Cardeli et al., 2020). Evaluations of TST-R also demonstrate high rates of treatment engagement and retention, and improvements in both PTSD and depression symptoms among Somali refugee youth (Ellis et al., 2010; Ellis, Miller, Baldwin, & Abdi, 2011). Findings to date also support the important role for the stabilization of social environmental stressors (resource hardships) in the reduction of mental health symptoms over time. Program evaluation data also supports the inclusion of cultural brokers into outpatient treatment teams as a strategy for providing linguistically appropriate, culturally responsive mental health services to multi-ethnic, refugee populations (Cardeli et al, under review; Cardeli et al., 2020).
Related initiatives
Refugee and Immigrant Core Stressors Toolkit (RICST)
The Refugee & Immigrant Core Stressors Toolkit (RICST) is a free, web-based toolkit that provides an overview of the Four Core Stressors framework (see Davis, Winer, Gillespie, & Mulder, 2021). These are common stressors experienced by refugee/immigrant youth and include resettlement stress, acculturative stress, isolation, and trauma. Preliminary research indicates that the RICST shows promise as an educational, assessment, and treatment-planning tool for providers working with refugee and immigrant families globally.
Download this to learn about this toolkit and associated projects.
School-based Assessment Measure
We are currently developing a school-based assessment measure using the Four Core Stressors Framework. The measure is designed to assess youth resettlement experience to inform schoolwide prevention efforts as well as individual supports. The school-based measure has been piloted in eight languages with youth in grades 9 through 12 at a high school for newly arrived immigrant and refugee youth, Boston International Newcomers Academy (BINcA).
TST-R Tier 2 Adaptation for Students with Limited or Interrupted Formal Education (SLIFE)
In partnership with educators from a local high school serving newly arrived immigrant and refugee youth, the Boston International Newcomers Academy (BINcA), we are in the process of adapting the TST-R Tier 2 Group Curriculum for Students with Limited or Interrupted Formal Education (SLIFE). The goal of the adapted curriculum is to be culturally, linguistically, and developmentally affirming so that it can be implemented in classrooms serving SLIFE students by educators and support staff.
Download to learn about Tier 2 groups.
SOLA School of Leadership Afghanistan
The School of Leadership Afghanistan (SOLA) is the first and only Afghan-led boarding school dedicated to the education of Afghan girls. Now located in Rwanda, SOLA is steadfast in its mission to provide a rigorous education in an environment where Afghan girls can grow to become compassionate, curious, confident women. The TCRC is proud to be working with SOLA to complete a comprehensive needs assessment and provide training and consultation to support SOLA in continuing their mission.
To learn more about SOLA, visit https://www.sola-afghanistan.org.
Cultural Brokers Learning in Partnership
Cultural Brokers Learning in Partnership is a group founded and facilitated by Osob Issa, and it is national innovative community of practice collaborative call to support cultural brokers implementing the TST-R model, and any other sites that we are contracted by that may find it beneficial. The group meets once a month for 90 minutes, and its main goals are to promote the members’ professional development, increase clarity in cross cultural communication, and advocate for policy that might be impacting the lives of the members, refugee children, and their families.