Supporting Undocumented Youth Wellbeing through a Culturally Adapted Online Intervention

• In Event: Centering Liberatory Health Equity Lenses in Interdisciplinary Approaches to the Promotion of Youth Well-Being

Abstract

Objective/Purpose
This presentation outlines a culturally adapted, self‑paced online Acceptance & Commitment Therapy (ACT) program designed to support undocumented youth’s mental health. Undocumented youth in the United States face significant mental health challenges often exacerbated by anti-immigrant policies and public rhetoric that criminalizes them and their families (Rodriguez et al., 2023). Yet access to mental health services is limited by practical barriers such as cost, transportation, and concerns about increasing risk of deportation (Asad, 2020; Garcini et al., 2023; Metcalf et al., 2024). The purpose of this presentation is to explore how culturally adapted online interventions may help address some of these barriers to mental health access.

Theoretical Framework/Perspectives
The adaptation of the intervention was grounded in the Cultural Adaptation Process Model and Ecological Validity Model, both of which emphasize the importance of cultural relevance and context in intervention design.

Methods
We conducted two sequential studies. Both studies were conducted in collaboration with a national immigrant youth-led organization (community leaders) and a group of Latine psychologists with expertise in working with undocumented immigrants (mental health experts). In Phase 1, members from both community partners provided feedback on a 12‑session online self‑guided intervention based on Acceptance and Commitment Therapy. Participants from both groups reviewed the suitability of the intervention for undocumented young adults. This process was in line with the Cultural Adaptation Process Model, which emphasizes the importance of including community leaders and mental health experts in the cultural adaptation process. In Phase 2, an exploratory pilot study was conducted to examine the impact, acceptability, appropriateness, and feasibility of the intervention with undocumented young adults.

Data Sources
Data for Phase 1 involved written and verbal feedback from participants. This feedback was analyzed through deductive thematic analysis using the Ecological Validity Model as our framework for developing codes. Phase 2 was a mix-methods design that included written feedback from participants and outcome measures assessing for distress, well-being, and psychological flexibility.

Results
Findings from Phase 1 suggested that minimal adaptations would be suitable for an initial pilot test. Adaptations included simplifying language, increasing relevance of examples and content, and reducing session length. Although the feedback from both groups was similar, there were some disagreements regarding the metaphors used in the intervention. Mental health professionals believed that most of the metaphors were not applicable, while community members disagreed. Feedback from community members was prioritized given their proximity to our target population. In Phase 2, results indicated that the intervention appeared to be effective at reducing depressive symptoms, anxiety, and stress. Written feedback from participants suggested that utilizing the intervention was a positive and meaningful experience.

Scholarly Significance
This study contributes to AERA’s priorities in health equity and youth well-being by demonstrating a scalable, accessible, and community‑informed mental health intervention tailored to undocumented youth. Results from these two studies highlight the potential of online interventions in overcoming salient barriers that undocumented individuals experience when seeking mental health support.

Authors

• Jose Manuel Gonzalez Vera, Stanford University

• Melanie Domenech Rodríguez, Utah State University

• Alejandro Vázquez, University of Tennessee

• Guadalupe San Miguel, Utah State University

• Korena Klimczak, Utah State University

• Miriam Mukasa, Utah State University

• Damilola Daramola, Utah State University

• Michael Levin, Utah State University

• Jenifer García Mendoza, El Puente de Encuentros