At the height of the pandemic

22) in central Texas-86.4% of whom were of Mexican origin-who participated in a culturally adapted, synchronous online parent training program during the pandemic. Most participants were mothers (21 of 22). Through thematic analysis of focus group data, four key themes were generated: (a) immigration-related experiences and parenting challenges, (b) intervention components that addressed these challenges, (c) barriers and facilitators to participation, and (d) ongoing parenting needs. Caregivers reported increased parenting confidence and skill acquisition, alongside a sense of validation and support through the online community. While the virtual format enhanced accessibility, some participants encountered technological barriers. Key facilitators included the cultural competence of interventionists and the creation of a safe space for sharing immigration experiences. Participants highlighted the needs for further adaptation, including more father engagement, adolescent-focused content, and support in addressing intergenerational parenting patterns. Findings underscore the importance of creating therapeutic spaces that acknowledge immigration-related trauma and stress while building parental resilience and family well-being. These findings provide valuable insights for improving online synchronous delivery formats to enhance accessibility while maintaining program effectiveness and cultural responsiveness, promoting mental health equity for immigrant communities. Clinical and empirical implications are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Competence (human resources) · Cultural competence · Focus group · Immigration · Intervention (counseling) · Mental health · Psychological resilience · Social support · Thematic analysis · Family and Disability Support Research · Parental Involvement in Education · Racial and Ethnic Identity Research