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EV0265

Implementing the World Health Organization’s Early Adolescent Skills for Emotions (EASE) program in adversity-affected communities: mental health outcomes among young people in New York City

IMPLEMENTING WHO EARLY ADOLESCENT SKILLS FOR EMOTION (EASE) IN COMMUNITIES EXPOSED TO ADVERSITY: YOUTH MENTAL HEALTH OUTCOMES FROM NEW YORK CITY

The EASE intervention delivered in community and after-school programs was associated with significant improvements in distress symptoms, daily functioning, school belonging, and well-being, but did not produce a significant change in depressive symptoms.

The aim of the study was to evaluate whether the World Health Organization’s Early Adolescent Skills for Emotions (EASE) intervention reduces distress symptoms among young people participating in community-based and after-school programs serving adversity-affected communities in New York City. The sample consisted of 42 young people aged 10–15, all of whom were non-White; 47.6% were girls and 52.4% were boys, most were bilingual (50% bilingual), approximately half were immigrants or children of immigrants (36.9% had parents who had immigrated, and 6% had immigrated themselves), and 31% lived in public housing. Reported stressors included living in domestic violence shelters and foster care settings, witnessing the deportation of family members, and witnessing community violence. Assessments were conducted at three time points: baseline, post-intervention, and three months later. The Pediatric Symptom Checklist (PSC-35) was used to assess distress, the Patient Health Questionnaire–Adolescent Version (PHQ-A) to assess depressive symptoms, Impairment to Daily Functioning (IDF) to assess daily functioning, the Psychological Sense of School Membership (PSSM) to assess school belonging, and the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) to assess well-being. Data were analyzed using repeated-measures ANOVA. Significant improvements were observed in distress symptoms (PSC, F(2, 82) = 5.60, p = .005), functional impairment (IDF, F(2, 82) = 10.89, p < .001), psychological sense of school belonging (PSSM, F(2, 82) = 3.59, p = .032), and mental well-being (WEMWBS, F(2, 82) = 15.80, p < .001). In contrast, depressive symptoms (PHQ) did not change significantly over time (Greenhouse–Geisser-corrected F(1.64, 67.06) = 0.21, p = .765). According to the graphs in the poster, reductions in distress and functional impairment scores and increases in school belonging and well-being became particularly pronounced during the three months following the intervention. In conclusion, the study suggests that teaching young people emotion regulation skills may reduce distress and functional impairment and enhance belonging and well-being; that these changes appear not only to be maintained but also to accelerate in the three months following the program; and that adversity-affected young people facing barriers to accessing care can be reached where they are, in community and after-school settings.

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