School-Based Intervention Case Study

Mental illness is currently extremely stigmatizing in almost Asian cultures, so compared to Caucasians, East Asian Americans exhibited significantly high levels of depression (Young et al., 2010). In general, depressive symptoms are associated with major impairments in social, academic, and emotional functioning that even may persist after the resolution of the depressive events. Since East Asian American immigrant children might experience a lot of stressors during their pre-migration and resettlement experiences, this impacts their psychological well-being in their life time course (Perreira & Ornelas, 2011).
East Asian American immigrant children’s traumatic circumstances are somewhat unavoidable, but we are able to make the problem less severe with appropriate and seasonable interventions. I assume that a school setting is ideal for mental health interventions because attendance is mandatory and because a broad range of child behavior can be observed by many individuals who are in different level of settings. So, children’s depression that stems from acculturation stress and sociocultural maladaptation in the new environment, can be reduced when provided as an educationally connected intervention in a school setting that is a safe and familiar environment (Kataoka et al., 2003). Therefore, I suggest a “culturally considered school-based intervention” to reduce immigrant children’s mental health problems and consider implementation intervention strategies to provide the intervention
adequately in the real world.
However, there are several implementation intervention problems which make quality of the intervention degenerate in mental health research area especially aimed at immigrant children (Baumann et al., 2011). An implementation intervention fidelity is a significant factor that may impact on the gaps between an intervention and outcomes; a key component for the well-structured implementation of evidence-based interventions in the real world. So, implementation intervention fidelity needs to be measured and evaluated to understand how the intervention actually affects to outcomes, as well as how the intervention well succeeds (Fixsen et al., 2009). Thus, I assume that effective innovations through the well-guided implementation intervention strategies should be developed to apply a “culturally considered school-based intervention” to the targeted social system with fidelity.
As a result, for building qualified implementation intervention strategies to provide the “culturally considered school-based intervention” among East Asian American immigrant children, I suggest five aims intended to further develop of the intervention and advance the implementation intervention strategies for the future study. The specific aims are to:

Aim 1: Test and pilot the impact of the “culturally considered school-based intervention” in the real world.

Aim 2: Identify the needs of immigrant children directly in the mental health area based on the school-based setting.
Aim 3: Improve the “culturally considered school-based intervention” fidelity in the real world.

Aim 4: Explore the importance of implementation intervention strategies in mental health area based on schools among immigrant children.

Aim 5: Examine the influence of implementation outcomes of the culturally considered school-based program in the real
world.