Peer-reviewed article
SALaMA study protocol: a mixed methods study to explore mental health and psychosocial support for conflict-affected youth in Detroit, Michigan
Lindsay Stark, Mackenzie V. Robinson, Ilana Seff, Wafa Hassan, Carine Allaf ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study protocol describes a mixed methods research plan to examine the mental health and psychosocial wellbeing of adolescents from conflict-affected Middle Eastern and North African countries who are resettling in the Detroit metropolitan area. The research will combine quantitative surveys measuring depression, anxiety, hope, resilience, and social support with qualitative interviews and focus groups involving students, parents, educators, and mental health providers. The study aims to understand how schools, families, and communities support these young people and to generate findings that could improve services for this population.
Key points
- The study targets MENA-born or first-generation adolescents in Detroit schools who have experienced armed conflict and forced migration
- Quantitative measures will assess depression, anxiety, hope, resilience, peer relationships, and school belonging using validated instruments
- Qualitative component includes semi-structured interviews with parents, administrators, educators, and mental health providers, plus focus groups with adolescents
- Participatory ranking activity will engage adolescents in identifying how schools can better support students from conflict-affected backgrounds
- Time spent in the U.S. may compound mental health challenges according to the 'immigrant paradox' framework
Limitations
This is a study protocol describing planned research rather than completed results, so no evidence of effectiveness can be drawn. The document does not provide findings, outcome data, or information about whether the study has been implemented or completed.
Abstract
BACKGROUND: Families resettling to the U.S. from conflict-affected countries in the Middle East and North Africa (MENA) face countless challenges. These families must cope with experiences of armed conflict and forced migration while also assimilating to a new society. According to the 'immigrant paradox,' time spent in a new country can compound the effects of migration and assimilation challenges and lead to deteriorated mental health. This study aims to assess the psychosocial wellbeing of MENA-born or first-generation adolescents attending school in the Detroit metropolitan area (DMA) to understand how schools, families, and communities play a role in supporting these adolescents' wellbeing. METHODS: The quantitative component of this mixed methods study will involve a self-administered survey with a sample of students whose responses will be linked to academic records and behavioral assessments. The survey will utilize validated instruments to measure depressive and anxiety symptoms (Hopkins Symptom Checklist-37A), hope (Children's Hope Scale), resilience (Child and Youth Resilience Measure-12), externalizing and prosocial behavior (Hopkins Symptom Checklist-37A, Strengths and Difficulties Questionnaire), school belonging (Psychological Sense of School Membership), and peer relationships (Multidimensional Scale of Perceived Social Support). Differences in outcomes will be analyzed across two strata: students born in the MENA region and first-generation students whose parents immigrated to the US from the MENA region. The qualitative component will involve semi-structured key informant interviews with parents, school administrators, educators, and mental health providers, and focus group discussions (FGDs) with a purposive sample of adolescents born - or whose parents were born - in the MENA region. The FGDs will include a participatory ranking activity where participants will be asked to free-list and rank ideas about how schools can better support students like them. Thematic content analysis will be conducted to identify common themes. DISCUSSION: This study will contribute evidence about the wellbeing of adolescents who come from - or whose parents come from - conflict-affected countries currently living in the U.S. Findings can be used to inform program and policy development to enable schools and their community partners to serve this population more effectively.