{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/32086"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/32086","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Schilling, Nicole Anne"],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Crooks, Claire","Syeda, Maisha"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-08","date_published":"2022-06-08","updated_at":"2026-07-27T21:56:11Z","subjects":["Mental health","newcomer","youth","resilience","intervention","professional development"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/32086","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Crooks, Claire","Syeda, Maisha"]},{"key":"dc:creator","label":"Author","values":["Schilling, Nicole Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T19:26:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T19:26:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-06-08"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mental health","newcomer","youth","resilience","intervention","professional development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/32086"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Feasibility of STRONG in a University Teaching Clinic: Youth Impacts, Parental Perceptions, and Clinician Experiences"]}]}],"canonical_facts":{"dc:contributor.advisor":["Crooks, Claire","Syeda, Maisha"],"dc:creator":["Schilling, Nicole Anne"],"dc:date.accessioned":["2025-07-10T19:26:29Z"],"dc:date.available":["2025-07-10T19:26:29Z"],"dc:date.issued":["2022-06-08"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.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. 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