Feasibility of STRONG in a University Teaching Clinic: Youth Impacts, Parental Perceptions, and Clinician Experiences
Abstract
This study investigated the feasibility of a resilience focused intervention, Supporting Transition Resilience of Newcomer Groups (STRONG), within a university teaching clinic. STRONG aims to enhance resilience, teach coping-skills, and foster a sense of belongingness among newcomer youth. Using a qualitative approach, focus groups were performed with youth (n = 7), parents (n = 5), and clinicians (n = 5) exploring program impacts and implementation experiences. The results support the feasibility, utility, and acceptability of STRONG within this setting. Youth reported to enjoy and benefit from participating in STRONG. Parents reported observed growth in their child as a result of STRONG, and they emphasized the need for additional parent supports. Benefits for clinicians in terms of professional development were noted. Findings from this study may guide future research on STRONG for program improvement, and they may also inform mental health programming for newcomer youth within children’s mental health clinic settings.