Abstract
This study aimed to evaluate the feasibility, acceptability, and preliminary efficacy of the Italian adaptation of the Identity Project (IP), a school-based intervention promoting cultural identity formation in adolescence. Participants were 138 adolescents (Mage = 15.66 years, SD = 0.84, 63% female, 37% of immigrant descent) from nine classrooms that were assigned to the intervention or control condition based on teachers' indications to ensure sustainability. The curriculum was delivered online due to COVID-19 pandemic-related restrictions in spring 2021. Youth self-reported on their cultural identity exploration and resolution 1 week before and 1 week after the intervention. Feedback on the cultural appropriateness and salience of the program was gathered from students and teachers via online focus groups. The analysis of qualitative data supported the feasibility and acceptability of the culturally adapted IP, with students expressing appreciation for its interactive approach and the possibility to learn about their classmates' cultural origins. Analysis of quantitative data indicated that the program led to increases in cultural identity resolution, but not exploration. This pilot implementation confirms the importance of intervening in cultural identity development in multiethnic classrooms in Italy, although further work is necessary to better understand if nonsignificant findings for exploration were due to measurement issues introduced by the COVID-19 pandemic or if program modifications are necessary to stimulate adolescents' engagement in exploration processes. Delivering the activities in person and without social distancing measures may be crucial to increase its efficacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Published Version
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