School of Public Health

Permanent URI for this communityhttp://hdl.handle.net/1903/1633

The collections in this community comprise faculty research works, as well as graduate theses and dissertations.

Note: Prior to July 1, 2007, the School of Public Health was named the College of Health & Human Performance.

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Author: search.filters.author.Aparicio, Elizabeth M.Start date: 2010

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Now showing 1 - 8 of 8
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    LGBTQ+ cultural-competence training effectiveness: Mental health organization and therapist survey outcome results from a pilot randomized controlled trial
    (Wiley, 2023-08-25) Boekeloo, Bradley; Fish, Jessica; Turpin, Rodman; Aparicio, Elizabeth M.; Shin, Richard; Vigorito, Michael A.; Lare, Sean M.; McGraw, James S.; King-Marshall, Evelyn
    Lesbian, gay, bisexual, transgender, queer/questioning and other sexual and gender diverse (LGBTQ+) persons frequently lack access to mental health service organizations (MHOs) and therapists who are competent with LGBTQ+ clients. Existing continuing education programmes to better equip therapists to work with LGBTQ+ clients are often not widely accessible or skills focused, evaluated for effectiveness and inclusive of MHO administrators who can address the organizational climate needed for therapist effectiveness. A virtual, face-to-face, multi-level (administrators and therapists) and multi-strategy (technical assistance, workshop and clinical consultations) LGBTQ+ cultural competence training—the Sexual and Gender Diversity Learning Community (SGDLC)—was tested in a pilot randomized controlled trial. Ten organizations were randomly assigned to the intervention (SGDLC plus free online videos) or control (free online videos only) group. Pretest/posttest Organization LGBTQ+ Climate Surveys (n = 10 MHOs) and pretest/posttest Therapist LGBTQ+ Competence Self-Assessments (n = 48 therapists) were administered. Results showed that at pretest, average ratings across organization LGBTQ+ climate survey items were low; twice as many items improved on average in the intervention (10/18 items) than control (5/18 items) group organizations. At pretest, therapist average scores (range 0–1) were highest for knowledge (0.88), followed by affirmative attitudes (0.81), practice self-efficacy (0.81), affirmative practices (0.75) and commitment to continued learning (0.69). Pretest/posttest change scores were higher for the intervention relative to the control group regarding therapist self-reported affirmative attitudes (cumulative ordinal ratio [OR] = 3.29; 95% confidence interval [CI] = 1.73, 6.26), practice self-efficacy (OR = 5.28, 95% CI = 2.00, 13.93) and affirmative practices (OR = 3.12, 95% CI = 1.18, 8.25). Average therapist and administrator satisfaction scores were high for the SGDLC. These findings suggest the SGDLC training can affect organizational- and therapist-level changes that may benefit LGBTQ+ clients.
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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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    Experiences of child welfare social workers in addressing substance use among maltreated young mothers to prevent child maltreatment
    (Wiley, 2023-02-24) Doig, Amara Channell; Jasczynski, Michelle; Phillips, Danielle R.; Robinson, Jennifer L.; Aden, Faduma; Huq, Maisha; Lee, Kaitlyn; Jones, Gary; Bernardi, Chloe; Aparicio, Elizabeth M.
    Substance use during the perinatal period and while parenting can pose a significant risk to children's safety and well-being. Mothers who have experienced child maltreatment are more likely to use substances than mothers without a history of maltreatment. This study explores how child welfare social workers experience supporting young, maltreated mothers struggling with substance use to prevent the intergenerational transmission of child maltreatment. Semi-structured in-depth interviews were conducted with four social workers working with young mothers with a history of maltreatment and substance use. Interpretative Phenomenological Analysis revealed two themes: (1) grappling with system challenges and (2) supporting strategies for disrupting intergenerational transmission of child maltreatment. The results highlight the need for systemic changes around support for social workers who work with young mothers who use substances and have a history of maltreatment, and substance use treatment and mental health programs themselves. Mothers need access to prenatal programs that are trauma-informed, non-judgemental and that support participants' basic needs and parenting skills.
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    Brief Report: Perspectives of Foster Care Alumni on COVID-19 Vaccination: Key Findings and a Call to Action
    (2021-06) Shpiegel, Svetlana; Aparicio, Elizabeth M.
    The United States recently surpassed 32 million cases and 570 thousand deaths due to COVID-19. Vaccination of the general population is critical to ending the pandemic, and several highly effective vaccines have now received emergency FDA approval. Young adults are a key group to target for vaccination, as they may be asymptomatic carriers of COVID-19 and unknowingly spread the virus to others. However, recent research suggests that young adults have concerns about COVID-19 vaccination, particularly if they belong to racial and ethnic minority groups or other marginalized populations. Young people with foster care backgrounds are predominantly Black, Indigenous, and people of color (BIPOC), and their hesitancy toward COVID-19 vaccination may be exacerbated by public systems mistrust and ineffective messaging channels. To better understand vaccination attitudes among this population, we conducted focus groups and individual interviews with 23 young people ages 18 to 26 who had recently aged out of foster care. All young people in our sample were parents of young children; thus, their attitudes towards COVID-19 vaccination have relevance for their own as well as their children’s likelihood of getting vaccinated. As part of this project, participants described their attitudes towards COVID-19 vaccination and their reasoning for either accepting or declining a vaccine. Interview audio files were transcribed verbatim and rigorously analyzed using a structured approach to thematic analysis.