Family Science Research Works

Permanent URI for this collectionhttp://hdl.handle.net/1903/1634

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Start date: 2020Subject: search.filters.subject.mental health

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Now showing 1 - 6 of 6
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    Technical Assistance: An Overview of a Product from the Sexual & Gender Diversity Learning Community Program
    (2024) Aparicio, Elizabeth M.; Gazit-Rosenthal, Shachar; Lare, Sean; Vigorito, Michael; Thomas, Shanéa; King-Marshall, Evelyn; Fish, Jessica N.; Boekeloo, Bradley O.; UMD-PRC Community Advisory Board
    Reflecting on your mental health organization’s structure and integrating LGBTQ+ affirming policies and procedures can be helpful in increasing your organization’s competency in supporting LGBTQ+ people. This guide includes statements and questions to help you individually or in a group setting to reflect upon, discuss, and apply key concepts to your practice.
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    Clinical Consultations: An Overview of a Product from the Sexual & Gender Diversity Learning Community Program
    (2024) Aparicio, Elizabeth M.; Gazit-Rosenthal, Shachar; Lare, Sean; Vigorito, Michael; Thomas, Shanéa; King-Marshall, Evelyn; Boekeloo, Bradley O.; Fish, Jessica N.; UMD-PRC Community Advisory Board
    Reflecting on your practice in consultation with other clinicians can improve your comfort and confidence in providing mental health care to LGBTQ+ clients. This guide includes self-reflection questions to consider on your own or bring to clinical consultation meetings.
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    Sexual and Gender Diversity Learning Community (SGDLC) Workshop Study Guide
    (2024) Aparicio, Elizabeth M.; Gazit-Rosenthal, Shachar; Lare, Sean; Vigorito, Michael; Thomas, Shanéa; King-Marshall, Evelyn; Fish, Jessica N.; Boekleoo, Bradley O.; UMD-PRC Community Advisory Board
    This guide introduces concepts from the Sexual and Gender Diversity Learning Community (SGDLC) workshop: a 7-hour training for mental health providers and administrators on LGBTQ+ affirming mental health care. The objective of this guide is to provide ways to improve mental health providers’ and administrators’ comfort, knowledge, and skill with LGBTQ+ affirmative mental health care.
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    UMD PRC Mental Health Therapist LGBTQ+ Competency Self-Assessment
    (2023-06) Boekeloo, Bradley O.; Fish, Jessica N.; Aparicio, Elizabeth M.; Shin, Richard; Smith-Bynum, Mia; Vigorito, Michael; Lare, Sean; University of Maryland Prevention Research Center
    The Mental Health Therapist LGBTQ+ Competency Self-Assessment was created by the University of Maryland Prevention Research Center for mental and behavioral health professionals to self-reflect and assess their own competencies related to providing LGBTQ+ affirmative care in the following areas: knowledge, attitudes, self-efficacy, and practice. This self-assessment takes 15-20 minutes to complete. Each section includes scoring information and interpretations to assist professionals in understanding their current levels of LGBTQ+ competencies. For additional training resources and information, please visit the UMD-PRC Resources Page and consider participating in the UMD-PRC Sexual and Gender Diversity Learning Community Certificate Program.
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    UMD PRC Organizational LGBTQ+ Climate Assessment
    (2023-06) Boekeloo, Bradley O.; Fish, Jessica N.; Aparicio, Elizabeth M.; Shin, Richard; Smith-Bynum, Mia; Vigorito, Michael; Lare, Sean; University of Maryland Prevention Research Center
    The Organizational LGBTQ+ Climate Assessment was created by the University of Maryland Prevention Research Center for administrators of mental and behavioral health organizations to assess the performance of their mental and behavioral health primary organization/practice in serving LGBTQ people. This assessment works best when administrators identify a specific "primary organization/practice" that is the focus for change and growth. This may be a group of service providers who share one organizational administrative system or a solo practitioner. Throughout this assessment, "organization" refers to one administrative system or solo private practice. This assessment takes 15-20 minutes to complete. To calculate domain total scores, add the score for all items under each domain. The higher the scores, the more welcoming and inclusive your organization is for LGBTQ+ and other diverse people. For additional training resources and information, please visit the UMD-PRC Resources Page and consider participating in the UMD-PRC Sexual and Gender Diversity Learning Community Certificate Program.
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    The Development and Pilot Evaluation of a Family-Based Education to Strengthen Latinx Adolescent Mental Health in the United States: The Familias Activas Experience
    (MDPI, 2022-12-23) Hurtado Choque, Ghaffar Ali; Garcia Cosavalente, Hilda Patricia; Chan, Alexander E.; Rodriguez, Matthew R.; Sumano, Eva
    Adolescent years are a time of joy and can represent a challenge for parents and youth, especially for immigrants to the US who are adjusting to their host country. Programs focusing on family skills and positive youth development (PYD) can contribute to youth wellbeing especially, however, few exist for low-income immigrant families. (1) Background: The major goals of this project are to strengthen both PYD and healthy parenting practices by implementing an evidence-informed program, Familias Activas. A theory of change guided the development of Familias Activas in which three factors: parent training, positive youth development, and youth physical activity sessions (soccer) aimed to improve Latinx youth mental health. Youth participated in weekly soccer practices led by trained soccer coaches while parents/caregivers attended parent education. Both sessions lasted eight weeks. (2) Method: We describe the formative stage of the research project as well as the pilot implementation of the Familias Activas program, which provides critical insights for the development of a PYD program. (3) Results: Evaluation surveys were administered to youth and their parents. Thirty youths and sixteen parents completed the survey. The Kidscreen scale had a mean for most items ranging from 3.6 to 4.2. Participating youth were 11 years old and most affirmed they were Latinx. The feasibility program quality mean was 4.2 indicating an overall positive result for the pilot program.. Implications of PYD programs for Latinx youth are discussed. (4) Conclusions: The current paper presents a model for positively influencing the physical and mental wellbeing of Latinx youth and their parents. The model is culturally responsive in its involvement of both parents and youth in programming.