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Tsai CL, Chu CM, Lane HY, Chen SL, Tu CH, Ma WF. The Comparison of Lifestyles, Mental Risks, and Physical Indices among Individuals with Ultra-High Risk of Psychosis, Patients with Schizophrenia, and the General Public. Behav Sci (Basel) 2024; 14:395. [PMID: 38785886 PMCID: PMC11118771 DOI: 10.3390/bs14050395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2024] [Revised: 05/01/2024] [Accepted: 05/08/2024] [Indexed: 05/25/2024] Open
Abstract
(1) Background: Early interventions may effectively reduce the risk of mental disorders in individuals with ultra-high risk. Specifying the health needs of individuals with ultra-high risk is crucial before the implementation of successful early intervention. This study aimed to explore the differences in lifestyles, mental risks, and physical indices among individuals with ultra-high risk, patients with schizophrenia, and healthy subjects. (2) Methods: A cross-section design applying seven questionnaires with physical examinations for 144 participants aged 13-45 years old was conducted in this study. The questionnaires included one about personal data, four on mental risks, and two for lifestyles. (3) Results: The individuals with ultra-high risk scored similarly in many dimensions as the patients with schizophrenia, but they displayed lower positive symptoms, lower negative symptoms, lower prodromal symptoms, higher interpersonal deficits, lower nutrition intake, and higher levels of exercise than the patients with schizophrenia. Female individuals with ultra-high risk had lower self-esteem, higher positive symptoms, lower nutrition intake, and higher exercise levels than male ones. (4) Conclusions: The study pinpointed specific health needs with interpersonal deficits, nutrition intake, and physical activity for the individuals with ultra-high risk. Future interventions targeted on improving social function, dietary pattern, and exercise will be beneficial.
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Affiliation(s)
- Ching-Lun Tsai
- Department of Research and Development, BIOZOE Co., Ltd., Taichung 404, Taiwan;
| | - Chi-Ming Chu
- School of Public Health, National Defense Medical Center, Taipei 114, Taiwan;
- Big Data Research Center, Fu-Jen Catholic University, New Taipei City 242, Taiwan
- Department of Public Health, School of Public Health, China Medical University, Taichung 404, Taiwan
- Department of Public Health, Kaohsiung Medical University, Kaohsiung 807, Taiwan
| | - Hsien-Yuan Lane
- Graduate Institute of Biomedical Sciences, China Medical University, Taichung 404, Taiwan;
- Department of Psychiatry, China Medical University Hospital, Taichung 404, Taiwan
- Department of Psychology, College of Medical and Health Sciences, Asia University, Taichung 413, Taiwan
| | - Shiah-Lian Chen
- Department of Nursing, National Taichung University of Science and Technology, Taichung 403, Taiwan;
| | - Cheng-Hao Tu
- Graduate Institute of Acupuncture Science, China Medical University, Taichung 404, Taiwan;
| | - Wei-Fen Ma
- School of Nursing, China Medical University, Taichung 404, Taiwan
- Department of Nursing, China Medical University Hospital, Taichung 404, Taiwan
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Ellins J, Hocking L, Al-Haboubi M, Newbould J, Fenton SJ, Daniel K, Stockwell S, Leach B, Sidhu M, Bousfield J, McKenna G, Saunders K, O'Neill S, Mays N. Early evaluation of the Children and Young People's Mental Health Trailblazer programme: a rapid mixed-methods study. HEALTH AND SOCIAL CARE DELIVERY RESEARCH 2023; 11:1-137. [PMID: 37470109 DOI: 10.3310/xqwu4117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/21/2023]
Abstract
Background The Children and Young People's Mental Health Trailblazer programme is funding the creation of new mental health support teams to work in schools and further education colleges. Mental health support teams directly support children and young people with 'mild to moderate' mental health problems and work with school and college staff to promote well-being for all. A new workforce of education mental health practitioners is being trained for the teams. Objective(s) The National Institute for Health and Care Research Birmingham, RAND and Cambridge Evaluation Rapid Evaluation Centre and Policy Innovation and Evaluation Research Unit undertook an early evaluation of the Trailblazer programme to examine the development, implementation and early progress of mental health support teams in the programme's first 25 'Trailblazer' sites. Design A mixed-methods evaluation, comprising three work packages: 1. Establishing the baseline and understanding the development and early impacts of the Trailblazer sites, including two rounds of surveys with key informants and participating education settings in all 25 sites. 2. More detailed research in five purposively selected Trailblazer sites, including interviews with a range of stakeholders and focus groups with children and young people. 3. Scoping and developing options for a longer-term assessment of the programme's outcomes and impacts. Fieldwork was undertaken between November 2020 and February 2022. The University of Birmingham Institute for Mental Health Youth Advisory Group was involved throughout the study, including co-producing the focus groups with children and young people. Results Substantial progress had been made implementing the programme, in challenging circumstances, and there was optimism about what it had the potential to achieve. The education mental health practitioner role had proven popular, but sites reported challenges in retaining education mental health practitioners, and turnover left mental health support teams short-staffed and needing to re-recruit. Education settings welcomed additional mental health support and reported positive early outcomes, including staff feeling more confident and having faster access to advice about mental health issues. At the same time, there were concerns about children who had mental health problems that were more serious than 'mild to moderate' but not serious enough to be accepted for specialist help, and that the interventions offered were not working well for some young people. Mental health support teams were generally spending more time supporting children with mental health problems than working with education settings to develop 'whole school' approaches to mental health and well-being, and service models in some sites appeared to be more clinically oriented, with a strong focus on mental health support teams' therapeutic functions. Limitations Despite efforts to maximise participation, survey response rates were relatively low and some groups were less well represented than others. We were not able to gather sufficiently detailed data to develop a typology of Trailblazer sites, as was planned. Conclusions Key lessons for future programme implementation include: - Whether mental health support teams should expand support to children and young people with more complex and serious mental health problems. - How to keep the twin aims of prevention and early intervention in balance. - How to retain education mental health practitioners once trained. Future work The findings have important implications for the design of a longer-term impact evaluation of the programme, which is due to commence in summer 2023. Study registration Ethical approval from the University of Birmingham (ERN_19-1400 - RG_19-190) and London School of Hygiene and Tropical Medicine (Ref: 18040) and Health Research Authority approval (IRAS 270760). Funding The Birmingham, RAND and Cambridge Evaluation Rapid Evaluation Centre is funded by the National Institute for Health and Care Research Health Services and Delivery Research programme (HSDR 16/138/31). The Policy Innovation and Evaluation Research Unit is funded by the NIHR Policy Research Programme (PR-PRU-1217-20602).
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Affiliation(s)
- Jo Ellins
- Health Services Management Centre, University of Birmingham, Edgbaston, Birmingham, UK
| | | | - Mustafa Al-Haboubi
- Policy Innovation and Evaluation Research Unit, Department of Health Services Research and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | | | - Sarah-Jane Fenton
- Department of Social Work and Social Care, University of Birmingham, Edgbaston, Birmingham, UK
| | - Kelly Daniel
- Health Services Management Centre, University of Birmingham, Edgbaston, Birmingham, UK
| | | | | | - Manbinder Sidhu
- Health Services Management Centre, University of Birmingham, Edgbaston, Birmingham, UK
| | | | - Gemma McKenna
- Health Services Management Centre, University of Birmingham, Edgbaston, Birmingham, UK
| | - Katie Saunders
- Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK
| | - Stephen O'Neill
- Policy Innovation and Evaluation Research Unit, Department of Health Services Research and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Nicholas Mays
- Policy Innovation and Evaluation Research Unit, Department of Health Services Research and Policy, London School of Hygiene and Tropical Medicine, London, UK
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Naples LH, Cipriano C, Eveleigh A, Stoffers M, Barnes TN. Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic. PSYCHOLOGY IN THE SCHOOLS 2022; 60:PITS22842. [PMID: 36718135 PMCID: PMC9878206 DOI: 10.1002/pits.22842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 10/12/2022] [Accepted: 11/20/2022] [Indexed: 12/14/2022]
Abstract
This study sought to understand education support professionals' (ESPs) experiences early in the COVID-19 pandemic, including how they were feeling about their roles in education, strategies they were using to cope with unprecedented times, barriers they encountered toward maintaining SE health at work, and opportunities they identified as critical for creating safe and supportive school environments. This study employed a convergent parallel (QUAN + QUAL) mixed methods research design to capture ESPs' affective experiences and use of social and emotional learning (SEL). Data were collected in partnership with the National Education Association across 4 weeks through a survey including open and closed-ended questions. A total of 175 participants responded to the quantitative portion of the survey and at least one qualitative survey question. Findings suggest ESPs were feeling frustrated and experiencing very little SEL support in their daily work. ESPs would benefit from increased communication, inclusion, recognition, and well-being promotion in their schools. This study offers new insight into how schools and districts can provide better SEL support to ESPs.
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Affiliation(s)
- Lauren H. Naples
- The Child Study Center, Yale School of MedicineNew HavenConnecticutUSA
| | | | - Abigail Eveleigh
- The Child Study Center, Yale School of MedicineNew HavenConnecticutUSA
| | - Melissa Stoffers
- Department of Human Development & Family SciencesUniversity of DelawareNewarkDelawareUSA
| | - Tia N. Barnes
- Department of Human Development & Family SciencesUniversity of DelawareNewarkDelawareUSA
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Ma WF, Yeh TP, Ho YF, Chang SM, Lin YP. The exploration of a screen model for detecting undergraduates at higher risk for developing psychosis: A cross-sectional study in a medical university. Perspect Psychiatr Care 2022; 58:1372-1380. [PMID: 34462933 DOI: 10.1111/ppc.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 07/28/2021] [Accepted: 08/18/2021] [Indexed: 11/27/2022] Open
Abstract
PURPOSE To examine a screen model for detecting undergraduates with higher risk for developing psychosis (HRDP). DESIGN AND METHODS A cross-sectional design with convenience sampling was used. The screen model included exploration stage by self-report scales and confirmation stage by face-to-face interviews. FINDINGS A total of 273 students were detected from 4744 surveys during 4 years. Of them, 120 students with HRDP were identified and 7 had been diagnosed as schizophrenia or bipolar disorders at 12-month follow-up. PRACTICE IMPLICATIONS This screen model can be used in early detection for undergraduates with HRDP from large general samples.
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Affiliation(s)
- Wei-Fen Ma
- College of Health Care, School of Nursing, China Medical University, Taichung, Taiwan.,College of Health Care, Ph.D Program for Health Science and Industry, China Medical University, Taichung, Taiwan.,Department of Nursing, China Medical University Hospital, Taichung, Taichung, Taiwan
| | - Tzu-Pei Yeh
- College of Health Care, School of Nursing, China Medical University, Taichung, Taiwan.,Department of Nursing, China Medical University Hospital, Taichung, Taichung, Taiwan
| | - Ya-Fang Ho
- College of Health Care, School of Nursing, China Medical University, Taichung, Taiwan.,Department of Nursing, China Medical University Hospital, Taichung, Taichung, Taiwan
| | - Shan-Mei Chang
- College of Health Care, School of Nursing, China Medical University, Taichung, Taiwan.,Department of Nursing, China Medical University Hospital, Taichung, Taichung, Taiwan
| | - Yun-Ping Lin
- College of Health Care, School of Nursing, China Medical University, Taichung, Taiwan.,Department of Nursing, China Medical University Hospital, Taichung, Taichung, Taiwan
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Valdez CR, Wagner KM, Stumpf A, Saucedo M. A storyboarding approach to train school mental health providers and paraprofessionals in the delivery of a strengths-based program for Latinx families affected by maternal depression. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 70:166-183. [PMID: 35156208 PMCID: PMC10371201 DOI: 10.1002/ajcp.12588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 12/20/2021] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
Abstract
Mental health professionals in schools and the community are often overburdened and underfunded in high-need areas, limiting their capacity to deliver needed family-based mental health interventions. To address this issue, paraprofessional school personnel (e.g., family engagement liaisons) can facilitate these family-based mental health interventions alongside licensed mental health professionals, thereby increasing access to mental health services for families with mental health needs. To train professional and paraprofessional school personnel in maternal depression and interventions, we used storyboarding, a narrative storytelling method traditionally used to create films. Latinx families who had previously participated in a family-focused program for maternal depression shared real life stories focused on themes of (a) maternal depression, (b) impact on children, (c) cultural views and role of immigration, (d) self-harm and suicide, and (e) what families need. In this conceptual paper, we describe our engagement of families in a multistep process of storyboarding that resulted in video modules of family stories for a training website and in-person workshop for school professionals and paraprofessionals. We conclude with how community-engaged tools such as storyboarding can be used to increase awareness and reduce stigma of maternal depression among staff training to deliver family-focused mental health programs in schools.
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Affiliation(s)
- Carmen R Valdez
- Department of Population Health, Dell Medical School, Steve Hicks School of Social Work, The University of Texas at Austin, Austin, Texas, USA
| | - Kevin M Wagner
- Department of Population Health, Dell Medical School, Steve Hicks School of Social Work, The University of Texas at Austin, Austin, Texas, USA
| | - Aaron Stumpf
- Department of Counseling Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Martha Saucedo
- Division of Behavioral Health, Access Community Health Center, Madison, Wisconsin, USA
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Crane ME, Atkins MS, Becker SJ, Purtle J, Olino TM, Kendall PC. The effect of caregiver key opinion leaders on increasing caregiver demand for evidence-based practices to treat youth anxiety: protocol for a randomized control trial. Implement Sci Commun 2021; 2:107. [PMID: 34556182 PMCID: PMC8460198 DOI: 10.1186/s43058-021-00213-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 09/06/2021] [Indexed: 11/29/2022] Open
Abstract
Background Research has identified cognitive behavioral therapy with exposures (CBT) as an effective treatment for youth anxiety. Despite implementation efforts, few anxious youth receive CBT. Direct-to-consumer marketing offers a different approach to address the unmet need for youth receiving effective treatments. Involving a local caregiver key opinion leader in direct-to-consumer initiatives may be an effective strategy to increase caregiver demand for CBT. Research indicates that key opinion leaders improve health promotion campaigns, but key opinion leaders have not been studied in the context of increasing caregiver demand for evidence-based treatments. Method Project CHAT (Caregivers Hearing about Anxiety Treatments) will test the role of key opinion leader participation in conducting outreach presentations to increase caregiver desire to seek CBT for their youth’s anxiety. Caregiver attendees (N = 180) will be cluster randomized by school to receive one of two different approaches for presentations on CBT for youth anxiety. Both approaches will involve community outreach presentations providing information on recognizing youth anxiety, strategies caregivers can use to decrease youth anxiety, and how to seek CBT for youth anxiety. The researcher-only condition will be co-facilitated by two researchers. In the key opinion leader condition, a caregiver key opinion leader from each local community will be involved in tailoring the content of the presentation to the context of the community, co-facilitating the presentation with a researcher, and endorsing strategies in the presentation that they have found to be helpful. In line with the theory of planned behavior, caregiver attendees will complete measures assessing their knowledge of, attitudes towards, perceived subjective norms about, and intention to seek CBT pre- and post-presentation; they will indicate whether they sought CBT for their youth at 3-month follow-up. Results will be analyzed using a mixed method approach to assess the effectiveness of a key opinion leader to increase caregiver demand for CBT. Discussion This study will be the first to examine the potential of key opinion leaders to increase caregiver demand for CBT. If proven effective, the use of key opinion leaders could serve as a scalable dissemination strategy to increase the reach of evidence-based treatments. Trial registration This trial was registered on clinicaltrials.gov (NCT04929262) on June 18, 2021. At the time of trial registration, pre/post-presentation data had been collected from 17 participants; thus, it was retrospectively registered. Supplementary Information The online version contains supplementary material available at 10.1186/s43058-021-00213-x.
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Affiliation(s)
- Margaret E Crane
- Department of Psychology, Temple University, Weiss Hall, 1701 North 13th Street, Philadelphia, PA, 19122, USA.
| | - Marc S Atkins
- Institute for Juvenile Research, Department of Psychiatry, University of Illinois, Chicago, 1747 West Roosevelt Road, Suite 155, Chicago, IL, 60608, USA
| | - Sara J Becker
- Center for Alcohol and Addiction Studies, Brown University School of Public Health, Box G-S121-5, Providence, RI, 02912, USA
| | - Jonathan Purtle
- Department of Health Management and Policy, Dornsife School of Public Health, Drexel University, Nesbitt Hall, Room 351, 3215 Market St, Philadelphia, PA, 19104, USA
| | - Thomas M Olino
- Department of Psychology, Temple University, Weiss Hall, 1701 North 13th Street, Philadelphia, PA, 19122, USA
| | - Philip C Kendall
- Department of Psychology, Temple University, Weiss Hall, 1701 North 13th Street, Philadelphia, PA, 19122, USA
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Lakind D, Cua G, Mehta TG, Rusch D, Atkins MS. Trajectories of Parent Participation in Early Intervention/Prevention Services: The Case for Flexible Paraprofessional-led Services. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2021; 50:243-257. [PMID: 31860358 DOI: 10.1080/15374416.2019.1689823] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Objective: This study examined parents' participation in a school-and home-based prevention and early intervention service model designed to promote positive parenting and parent involvement in schooling. Method: Paraprofessionals (n = 32) employed by four social service agencies provided parenting support and education through parent groups, home/community visits, case management, and individual contacts to African American and Latino/a families in urban high-poverty communities (n = 375). In this open trial, we identified longitudinal trajectories of parents' participation across all service formats over the course of a full school year using latent class growth models, then examined group differences in baseline child and family characteristics, participation in specific service formats, and parenting skills practice across the year. Results: Four distinct trajectories were identified: parents with consistently low participation; parents whose participation declined and subsequently rebounded; parents with increasing participation; and parents with consistently high participation. Significant differences between trajectory groups were identified on baseline child and family characteristics, and the number and types of service formats in which parents participated participation. Parents across trajectories consistently practiced parenting skills over the school year, with parents who demonstrated increasing participation over time showing the most growth in the number of skills practiced each month. Conclusions: Unique patterns of parent participation across a school year in paraprofessional-delivered services indicates the promise of capitalizing on multiple opportunities to engage parents and suggests the potential for paraprofessional staff to overcome longstanding disparities in parent involvement in children's mental health services.
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Affiliation(s)
| | - Grace Cua
- Educational Psychology, University of Illinois at Chicago
| | - Tara G Mehta
- Department of Psychiatry, University of Illinois at Chicago
| | - Dana Rusch
- Department of Psychiatry, University of Illinois at Chicago
| | - Marc S Atkins
- Department of Psychiatry, University of Illinois at Chicago
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Rusch D, Walden AL, DeCarlo Santiago C. A Community-Based Organization Model to Promote Latinx Immigrant Mental Health Through Advocacy Skills and Universal Parenting Supports. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2020; 66:337-346. [PMID: 32880968 DOI: 10.1002/ajcp.12458] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The unique mental health context of children in Latinx immigrant families calls for innovative community-based intervention strategies. We use an ecological public health approach to highlight the importance of community-based organization (CBO) settings, the critical role of community-based paraprofessionals (i.e., non-clinicians, near-peers) and capacity-building, and the expansion of mental health promotion strategies to include realistic, day-to-day supports for Latinx immigrant parents and families. This realigns mental health with the goals and mission of trusted spaces, like CBOs, that can offer more equitable and non-stigmatized access for Latinx immigrant families. We draw upon two strength-based and empowerment-focused interventions that utilize community-based workforces to promote positive parenting skills (Partners Achieving Student Success-PASS; Mehta et al., 2019) and self-advocacy skills (Community Advocacy Project-CAP; Sullivan & Bybee, 1999) to provide the conceptual framework for Family Mental Health Advocacy (FMHA). FMHA aligns mental health promotion with the advocacy mission of CBOs, engages CBO staff with feasible mental health "messages," and empowers immigrant parents as critical change agents in the lives of their children. We acknowledge the challenges associated with implementing mental health promotion strategies and providing workforce support, as well as the importance of local and national policy influences.
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Affiliation(s)
- Dana Rusch
- Department of Psychiatry, Institute for Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
| | - Angela L Walden
- Department of Psychiatry, Institute for Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
- Office of the Vice Provost for Diversity, University of Illinois at Chicago, Chicago, IL, USA
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9
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Community Mental Health Professionals' Perceptions About Engaging Underserved Populations. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2019; 47:366-379. [PMID: 31721005 DOI: 10.1007/s10488-019-00994-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study explored mental health professionals' perceptions about barriers and facilitators to engaging underserved populations. Responses were coded using an iterative thematic analysis based on grounded theory. Results revealed that many professionals endorsed barriers to engaging ethnic minorities and families receiving social services. Client-provider racial and linguistic matching, therapy processes and procedures (e.g., nonjudgmental stance), and implementation supports (e.g., supervision) were commonly nominated as engagement facilitators. Many professionals felt that an organizational culture focused on productivity is detrimental to client engagement. Findings shed light on professionals' perceived barriers to delivering high-quality care to underserved communities and illuminate potential engagement strategies.
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Mehta TG, Lakind D, Rusch D, Walden AL, Cua G, Atkins MS. Collaboration with Urban Community Stakeholders: Refining Paraprofessional-led Services to Promote Positive Parenting. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2019; 63:444-458. [PMID: 30825221 DOI: 10.1002/ajcp.12316] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This paper describes the process of a community-academic partnership to navigate implementation challenges for a school-based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university-community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new model involving four social service agencies in 16 schools with over 600 families. The structure and process of the collaboration and refinement are described with attention to who was best positioned to engage in the collaboration and how the partnership worked to balance scientific rigor with responsiveness to paraprofessional workforce strengths. Feasibility data indicated that the revised model was successfully implemented by paraprofessional staff; 92.2% of possible staff monthly reports were completed and discussion of key goals was incorporated into 94.2% of interactions. Continual monitoring provided critical feedback from stakeholders as we drew on and interpreted these various sources of information to build and refine the service model. We suggest that these processes are critical steps to bridge the research-to-practice gap, by promoting practices that are aligned with the needs of children and families, and the staff who serve them.
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Affiliation(s)
- Tara G Mehta
- Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
| | - Davielle Lakind
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Dana Rusch
- Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
| | - Angela L Walden
- Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
| | - Grace Cua
- Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
| | - Marc S Atkins
- Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA
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