First generation students are at high risk of dropping out during their second or first year at a College or University, and are “51% less likely to graduate within 4 years” compared to students who have parents with college education (Ishitani, 2006). Adverse Childhood Experiences (ACEs) in the first-generation immigrant student population is largely understudied and may also be a contributing factor to the dropout rates. A recent study demonstrated that Latino Immigrants experience traumas pre-immigration that predisposes them to depression and anxiety (Alvarez et al., 2022). The study also showed that Latino immigrants ACE exposure is very different from that of U.S. born children, as first generation immigrant children also have experienced chronic stressors related to poverty, gang affiliations, and political violence in combination of combination of child abuse, acculturative stressors, unsafe homes and neighborhood environments (Alvarez et al., 2022).
In the transition to college, first generation students leave behind all of their support systems, while others have no support system and feel misunderstood or alone because their parents nor family members understand college stressors. The need for a trauma-informed and resilience building program in this population is critical for their future as professionals in the U.S. Already existing ACEs and traumatic events may be exacerbated when first generation students have no one to reach out to for adequate support during their years in college, which is detrimental to their mental health and ability to complete their degrees. The goal is to support and guide first generation Latino students to complete their undergraduate programs, and as they continue to graduate programs or begin their desired careers. Students will begin the program at the start of their senior year and continue throughout their 4-year undergraduate academic careers, and the program will prioritize selecting students with 2 or more ACEs.
The Trauma-Informed and Resilience Building Life Coaching and Networking Support Program utilizes the second level public health framework of prevention, as this program aims to reduce college drop-out rates for at-risk first-generation Hispanic/Latino students who have experienced adverse childhood experiences (Philanthropy Network Greater Philadelphia, 2022). Each student will be screened for ACEs on their application to be a part of the program, and will advance through various trauma-informed and resilience building activities to also prevent them from further experiencing trauma during their processes of seeking higher education and becoming professionals in their fields. Mentors in the program will be successful first-generation leaders who will serve as peer mentors to further mediate or “treat” challenges first-generation students may experience to facilitate their academic journey; therefore, the program will also move through the tertiary prevention level of the public health framework (Philanthropy Network Greater Philadelphia, 2022). To address the levels of preventions, the program will focus their activities on the silos that include, metal health, early childhood, and education. First, students will be screened and be selected for participation, then the program’s mentors will be important guides who are trained in trauma-informed and effective peer mentoring approaches. Through guidance, support and life coaching from the start of their undergraduate and/or graduate careers, the risk of first-generation students to develop mental health difficulties, experiencing further trauma (due to barriers to successfully navigate through higher education), and risk of dropping out will be reduced. Also, activities will support early childhood development and education in navigating academic and non-academic life.
Trauma-informed training will be provided to all life coaches working with first generation high school students. Two trauma-informed principles will be implemented into the training and development of the overall program. These principles include, peer support, and trustworthiness and transparency (SAMHSA, 2014). This program will also focus on three levels of the McLeroy social ecological model, intrapersonal, interpersonal and community (McLeroy et al., 1988). The program will address the intrapersonal level by supporting resilience building and building first generation student’s confidence through providing guidance, a peer support, skills and resources to thrive in their academic careers. This component of the program will improve first generation students’ knowledge, and change negative attitudes regarding the traumas, which may arise and disadvantages of being a first generation student. The interpersonal level will be addressed through the life coaches peer support throughout the student’s academic careers and use of shared experiences to build true relationships and make connections of a life-time. Creating safe, supportive, trustworthy and meaningful relationships are important to prevent future ACEs. Also, life coaches will provide networking advice and opportunities for the students to grow their social network as they navigate through their pre-professional and professional journeys. Finally, the life coaching program will also address the community level, supporting first generation students in their journey getting into college and through their college experience may improve community support and resources that facilitate future first generations to take this path. First generation students are expected to switch cultural norms from interdependent family environments to independent stressful college environments where they are known to underutilizes mental health services and social support (Chang et al., 2020). The life coaching program will address current cultural norms that create disadvantage and promote self-reliance.
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