DOI

https://doi.org/10.57709/36974408

Date of Award

5-10-2024

Degree Type

Capstone Project

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

First Advisor

Jade Holloway

Second Advisor

Carolyn Podolski

Abstract

Objective: The objective of this capstone was to develop a psycho-social and life skills program for refugee adolescents at Georgia Fugees Academy Charter School (GFACS). The aim of this project was to create a psychosocial and life skills program addressing communication and relationships, organization and time management, stress management, habits and health promotion, and creative self-expression.

Design: This study applied a cross-sectional phenomenological design using semi-structured interviews.

Participants: The participants were staff members at GFACS who work closely with and support students (n=3).

Main Outcome Measure(s): Participants provided feedback through open-ended questions regarding the effectiveness of the program, focusing on its clarity and cultural relevance. Additionally, they shared insights on strategies for implementation and sustainability, as well as potential limitations.

Results: All three participants answered the same set of questions and provided feedback. Thematic analysis provided three themes. The first theme acknowledged the program's comprehensive content and suggested enhancements such as the inclusion of topics like self-awareness, self-esteem, and emotional intelligence, in addition to improvements in delivery methods. The second theme underscored the importance of integrating mental wellness topics into the school curriculum, while addressing implementation challenges. The third theme emphasized the importance of utilizing external resources such as technology and external professionals/funding to support long-term sustainability of the program.

Conclusions: The findings offer valuable insights for refining and optimizing the psychosocial and life skills program, with a focus on implementation and sustainability of the program. Recommendations include extending topics to include selfhood development, ensuring the program uses culturally sensitive language, integrating topics into the curriculum, addressing implementation challenges, and leveraging external resources to ensure long-term sustainability and effectiveness for the refugee student population.

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