Department of Research Synthesis, Intervention, Evaluation, Institute of Psychology, Friedrich Schiller University of Jena, Jena, Germany.
Department of Educational Psychology, Institute of Psychology, Friedrich Schiller University of Jena, Jena, Germany.
Int J Psychol. 2021 Jun;56(3):478-490. doi: 10.1002/ijop.12725. Epub 2020 Nov 13.
Growing up in migrant families is a well-known distal risk factor related to poorer outcomes in child and adolescent health, academic, socioemotional and behavioural development. This article reviews the effects of various prevention measures such as early education programmes, cognitive and language training or parent and teacher training on child and adolescent developmental outcomes in immigration samples. Using several comprehensive literature searches, we found 138 research reports with 141 studies and 175 comparisons on preventing negative effects of immigration. Overall, programmes yielded an effect size of d = 0.26 at post-test using the random effect model. These effects decreased over time while still differing significantly from zero. A cross-tabulation of prevention approach/programme type by different outcome domains revealed several important results such as high effects of child cognitive and language training programmes on child academic and language outcomes and relatively low effects of all programmes on child socioemotional outcomes. In addition, individualised and culturally tailored programmes seems to be more effective. However, generalised effects on more distal educational outcomes (e.g., school degrees) were generally weak. Hence, it remains questionable whether individual psychosocial and educational programmes are able to counterbalance the multifaceted risks of immigration.
在移民家庭中成长是一个众所周知的与儿童和青少年健康、学业、社会情感和行为发展较差结果相关的远端风险因素。本文综述了各种预防措施的效果，如早期教育计划、认知和语言训练或父母和教师培训，以预防移民样本中儿童和青少年发育结果的负面影响。使用了几次全面的文献检索，我们发现了 138 份研究报告，其中有 141 项研究和 175 项关于预防移民负面影响的比较。总体而言，使用随机效应模型，在测试后，这些方案的效果大小为 d = 0.26。随着时间的推移，这些效果会降低，但仍然与零显著不同。按不同的结果领域对预防方法/方案类型进行交叉制表，揭示了一些重要结果，例如儿童认知和语言训练方案对儿童学业和语言成果的影响较大，而所有方案对儿童社会情感成果的影响相对较小。此外，个性化和文化适应的方案似乎更有效。然而，对更遥远的教育成果（例如，学校学位）的普遍影响通常较弱。因此，个体心理社会和教育方案是否能够抵消移民的多方面风险仍然值得怀疑。
