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About this paper symposium
| Panel information |
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| Panel 27. Solicited Content: Global South |
| Paper #1 | |
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| Cultural Assets, Ethnic-Racial Discrimination, and Positive Development Among Taiwanese Indigenous Adolescents | |
| Author information | Role |
| PEI-JUNG YANG, Ph.D., National Chengchi University Taiwan, Graduate Institute of Social Work, Taiwan | Presenting author |
| Yao Zheng, University of Alberta, Department of Psychology, zheng13@ualberta.ca | Non-presenting author |
| Abstract | |
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Background. Research on marginalized youth often applies a deficit perspective, highlighting their vulnerability or adverse developmental outcomes (Barbarin et al., 2020). Such a deficit lens masks their distinctive adaptive strategies (e.g., unique cultural strengths). A developmental competence approach (García Coll et al., 1996) is required to understand positive development among marginalized youth in the Majority World by examining promotive and protective factors, such as cultural assets. The Taiwanese Indigenous people currently make up only 2.3% of the entire population in Taiwan. This study aimed to examine the unique strength of Indigenous cultural heritage and practices in positive youth development in the face of ethnic-racial discrimination. Method. This study examined the concurrent and 6-month prospective effects of cultural assets (i.e., cultural socialization, ethnic-racial identity, and cognitive, affective, and behavioral adaptive enculturative behavior) and ethnic-racial discrimination on positive adaptation, future-oriented behavior, and internalizing symptoms in a diverse sample of 359 Taiwanese Indigenous adolescents (Mage = 12.34 years; 48.3% female). We generally expected that cultural experiences would mitigate the adverse effect of ethnic-racial discrimination and promote positive adaptation and future-oriented behavior, and reduce internalizing symptoms. Latent Profile Analyses (LPA) using all cultural asset variables were used to identify distinct cultural patterns. We explored class-invariant (indicators have equal variance across classes) as well as class-varying (indicators have different variance across classes) variance structures of the indicators in LPAs (Masyn, 2013). The manual BCH method (Asparouhov & Muthén, 2014) was then used to examine the association between the identified cultural profiles and concurrent and 6-month prospective outcome variables while controlling for covariates (i.e., ethnic-racial discrimination and sex). Results. A three-class varying LPA models (where the variances of affective adaptive enculturative behavior and cultural socialization were allowed to be freely estimated across profiles) were selected. Ethnic-racial identity emerged as the major factor distinguishing the three cultural profiles (i.e., identity diffusion, exploration, and affirmation). In the affirmation profile, cultural assets appeared to be both a promotive and risk factor for positive development. On the one hand, those in the affirmation profile as expected presented the most optimal outcomes (i.e., high in positive adaptation and future-oriented behavior and low in internalizing symptoms) over time; while, on the other hand, they were also more aware of ethnic-racial discrimination. Such awareness may have made them vulnerable to the adverse effect of discrimination, as shown in their concurrent and prospective positive associations between ethnic-racial discrimination and internalizing symptoms. In the identity diffusion profile, discrimination demonstrated prospective than concurrent adverse effect on positive adaptation. Adolescents in the identity exploration group did not show any clear patterns of the relations between ethnic-racial discrimination and either outcome at either time point. Conclusions. This study suggests that marginalized youth, differed in their cultural affiliation, especially regarding ethnic-racial identity, may show differential sensitivity to ethnic-racial discrimination and, for some, the adverse effect of discrimination may not appear immediately but afterwards over development. Understanding of such within-group cultural variations allows the design of specific interventions to be tailored toward specific adolescents in specific cultural processes. |
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| Paper #2 | |
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| Evaluating a Culturally Tailored SEL Program for Rural Chinese Children: Evidence from a Quasi-Experimental Study | |
| Author information | Role |
| Linyun Fu, M.S.W., University of Chicago, Crown Family School of Social Work, Policy, and Practice, USA | Presenting author |
| Yibin Yang, Boston University, School of Social Work, USA | Non-presenting author |
| Zhen Zhang, The University of Hong Kong, Department of Social Work and Social Administration, USA | Non-presenting author |
| Curtis McMillen, University of Chicago, Crown Family School of Social Work, Policy, and Practice, cmcmillen@uchicago.edu | Non-presenting author |
| Abstract | |
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Background. To address the rising mental, emotional, and behavioral challenges faced by children from diverse cultural and ethnic backgrounds, there is a growing demand to transition from universally applied, Western-based Social-Emotional Learning (SEL) programs to culturally tailored programs that more effectively meet the specific needs of children in various cultural contexts. However, there is limited evidence on the development or adaptation of SEL programs within China, particularly in resource-constrained rural settings. This paper seeks to provide rigorous evidence demonstrating the efficacy of a culturally tailored SEL program for rural Chinese children. Method. An extended 18-session SEL program was implemented in the Greater Bay Area of China, building on a previous 8-session SEL program developed by the authors in collaboration with local experts. Using a quasi-experimental design, a total of 949 fifth graders (Mean_age=11.14; 48.47% girls; 83.9% living with married parents) from 22 classrooms participated in the study, with 461 children in the intervention group and 488 in the comparison group. Data were collected at baseline and post-intervention, assessing students’ social-emotional skills as well as various psychological and educational outcomes. Multi-level modeling was employed to analyze intervention effects, accounting for the clustering of data at the classroom level. Additionally, subgroup analyses were conducted, with Bonferroni correction applied to address the issue of multiple testing. Results. The results from the mixed effect models indicated that the intervention group demonstrated significantly greater improvements in social and emotional competencies compared to the comparison group. These improvements were observed in self-concept (Cohen’s d = 0.80), emotional knowledge (Cohen’s d = 0.20), social awareness (Cohen’s d = 0.29), goal management (Cohen’s d = 0.14), relationship skills (Cohen’s d = 0.17), responsible decision-making (Cohen’s d = 0.19), and total social and emotional competency scores (Cohen’s d = 0.26). Additionally, the intervention group showed a reduction in loneliness (Cohen’s d = -0.15) and an increase in school engagement (Cohen’s d = 0.13). Subgroup analyses revealed that male rural students showed more significant improvements in total social and emotional competency scores (Cohen’s d = 0.30), social awareness (Cohen’s d = 0.33), goal management (Cohen’s d = 0.23), relationship skills (Cohen’s d = 0.27), and experienced a greater reduction in loneliness (Cohen’s d = -0.24). In contrast, female rural students exhibited more pronounced gains in self-concept (Cohen’s d = 0.30). Furthermore, rural children with divorced parents appeared to benefit more from the SEL program, particularly in self-concept (Cohen’s d = 0.34) and social awareness (Cohen’s d = 0.28). Conclusions. The findings provide encouraging evidence that culturally sensitive SEL programs hold potential for improving the social-emotional skills, psychological well-being and school engagement of rural Chinese children. Findings also suggest that this culturally tailored SEL program benefited more for some subgroups, particularly those in more vulnerable conditions. Given the scarcity of resources and the urgent need to address the social and emotional needs of students in rural areas of China, it is crucial that future research and practice prioritize the exploration, development, and expansion of culturally sensitive school-based SEL programs in low resource settings. |
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| Paper #3 | |
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| Navigating Technology Use Challenges in Marginalized Chinese Adolescents: Efficacy of an Innovative SEL Program | |
| Author information | Role |
| Hui Hu, The University of Hong Kong, Department of Social Work & Social Administration, Hong Kong | Presenting author |
| Juyeon Lee, The University of Hong Kong, Department of Social Work & Social Administration, Hong Kong | Non-presenting author |
| Linyun Fu, University of Chicago, Crown Family School of Social Work, Policy, and Practice, USA | Non-presenting author |
| Abstract | |
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Background. Adolescence is a critical developmental stage that requires support from social environments. While technology offers substantial benefits for adolescent development, problematic Internet use (PIU) has emerged as a significant concern. Compared to their urban peers, rural Chinese adolescents are at higher risk of PIU due to parental neglect, limited access to mental health services, and the digital divide, which contribute to negative social, emotional, and behavioral outcomes. Although Social-Emotional Learning (SEL) programs have been widely advocated for enhancing student well-being in Western societies, their potential for preventing PIU has been underexplored. In addition, SEL research and practices lag significantly in Eastern societies, particularly in rural Chinese middle school contexts. This study developed and evaluated a culturally adapted, school-based SEL program aimed at preventing PIU and enhancing social-emotional well-being among marginalized Chinese adolescents, both in their offline and online social environments. Method. A two-arm pilot cluster randomized controlled trial with a waitlist control design was conducted with 414 7th-grade students from a rural town in Southwest China (Mean age = 12.39, SD = 0.53; 46.4% girls; 44.7% left-behind). Participants in the intervention group (n = 206) received an eight-session weekly SEL program delivered by their homeroom teachers, incorporating culturally relevant strategies to address local challenges. All students completed self-report assessments pre- and post-intervention on PIU, anxiety, depression, peer and parent relationships, and school-related SEL outcomes. Independent t-tests and χ² tests were used to examine baseline differences, while linear mixed modeling (LMM) assessed intervention effects. Subgroup analyses explored gender-specific outcomes. Results. No significant baseline differences were found between the intervention and control groups in demographic or outcome variables. Boys exhibited higher levels of PIU, while girls reported greater anxiety at baseline. LMM results indicated significant improvements in the intervention group in several outcomes: reduced neglect of offline social life (p < 0.05; ES = 0.23), improved emotional well-being (p < 0.01; ES = 0.35), enhanced coping resources (p < 0.05; ES = 0.29), and increased school-related SEL outcomes (p < 0.05; ES = 0.25). Gender-specific analysis showed that boys benefited more from the SEL outcomes, while girls experienced greater improvements in peer relationships and offline social engagement. Conclusions. This study is among the first to investigate the feasibility and efficacy of culturally adapted SEL programs aimed at preventing PIU and improving well-being among Chinese marginalized adolescents. The results provide promising evidence that SEL programs can enhance social-emotional outcomes and foster healthy social interactions, which may offer a cost-effective solution to address technology use challenges and developmental risks faced by underserved Chinese rural adolescents. Future interventions should incorporate gender-specific strategies to increase effectiveness. The findings have important implications for researchers, practitioners, and policymakers seeking to address PIU and mental health service disparities among marginalized middle school students in rural China. |
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| Paper #4 | |
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| Culturally Adapted Mindfulness Intervention on Migrant Parent and Child Mental Health in Hong Kong | |
| Author information | Role |
| Shuang Lu, Ph.D., University of Central Florida, School of Social Work, United States | Presenting author |
| Christine Ng, The University of Hong Kong, School of Nursing, Hong Kong | Non-presenting author |
| Renhui Lyu, University of Science and Technology Beijing, School of Humanities and Social Sciences, China | Non-presenting author |
| Eddie Chong, The University of Hong Kong, Department of Social Work and Social Administration, Hong Kong | Non-presenting author |
| Abstract | |
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Background. The growing socioeconomic exchanges between Hong Kong and Mainland China have prompted increases in Mainland residents moving to Hong Kong, many of whom are at high risk for mental health and family relationship issues. Migration research has identified effective adjustment to new environments as a key predictor of migrants’ well-being, while recent research of mindfulness points to several conceptual links to greater adjustment. Mindfulness may enable migrants to learn new cultural skills with an openness to new experiences, and establish integrated dual cultural identity through enhanced cognitive flexibility. However, research has rarely explored the effects of mindfulness on migrant populations, and the role of mindfulness in migrants’ psychosocial adjustment has not been empirically examined. Additionally, since parent and child adjustment mutually influence each other and are equally important to building supportive family relationships, current mindfulness-based intervention research with migrants should adopt a family-based approach targeting parent and child simultaneously. Using a 2-arm randomized controlled design, this study examines the effectiveness of a parent-child dyad mindfulness intervention on parent, child, and family well-being of Chinese migrant families in Hong Kong. Method. A total of 86 migrant parent-child dyads were randomly assigned to either a service-as-usual control group or an 8-week mindfulness intervention that was culturally adapted from the Mindful Parenting program. The parents on average aged 39 years and lived in Hong Kong for 6 years; the children on average aged 9 years and lived in Hong Kong for 5 years. The majority of families were below the local median income threshold. Parent and child mental health outcomes were assessed at baseline before randomization (T1), immediately after intervention (T2), and 6 months after posttest (T3). Results. Compared with the control group, the intervention group showed significantly enhanced child behavioral cultural intelligence (d=0.29 at T2, d=0.50 at T3); enhanced parental sociocultural adjustment immediately after intervention (d=0.55 at T2, d=0.03 at T3); and reduced parental total depression, anxiety, and stress (d=0.13 at T2, d=0.32 at T3). In addition, the average attendance was 6 out of 8 sessions for parent-child dyads; average participant satisfaction was 4.02 out of 5 points. Parents considered the joint dyad activities most helpful (rated 4.3 out of 5 points), whereas the home practice was considered least helpful (rated 3.95 out of 5). Conclusions. The findings suggest the beneficial effects of dyad mindfulness training in migrant families’ sociocultural adjustment and parental well-being, testing a previously unexamined mechanism in a high-risk yet under-studied population. The joint parent-child activities effectively boosted families’ attendance and engagement, but home practice remains challenging for the families. The findings provide further research directions and service recommendations to promote effective adjustment of migrant families in Hong Kong. |
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Culturally Sensitive Research on the Positive Development of Marginalized Youth in the Majority World
Submission Type
Paper Symposium
Description
| Session Title | Culturally Sensitive Research on the Positive Development of Marginalized Youth in the Majority World |