Castro Olivo, S. (2006). The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students. Unpublished doctoral dissertation, University of Oregon, Eugene.
The purpose of this study was to evaluate the impact of J√≥venes Fuertes, a culturally-adapted social-emotional learning curriculum, on the social-emotional and academic outcomes of Latino-immigrant adolescents. Latino immigrant youth in the U. S. are considered at-risk for mental health problems and high drop-out rates (Suarez-Orozco & Suarez-Orozco, 2001). J√≥venes Fuertes, a cultural adaptation of Strong Teens, is a theory-based curriculum designed to teach Latino-immigrant adolescents‚Äô resiliency skills such as positive thinking, problem solving, anger management, etc. A total of forty recent-immigrant Latino high school students received the intervention. A multiple-baseline mixed factorial design was employed for this study. Participating students and teachers completed outcome measures three different time intervals (two times before the intervention and one time after the intervention). The results show that J√≥venes Fuertes was effective at increasing students' knowledge of critical social-emotional concepts and coping skills. Potential prevention effects of acculturative stress and sense of school belonging are discussed. Research limitations and implication for future research and practice are explained.