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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Subject: search.filters.subject.resilience

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Now showing 1 - 6 of 6
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    Strategies to increase happiness and wellbeing among public health students, faculty and staff
    (2022-07-01) Carter-Pokras, Olivia; Tchangalova, Nedelina; Puett, Robin
    BACKGROUND: Public health schools equip students with skills to promote and protect health, however, little is known about what is provided to support physical, mental and social wellbeing in academic public health. AIMS: To identify programs, interventions, strategies, and tools in medical and academic settings that could be applicable to supporting mental health and wellbeing of public health professionals, students, staff and faculty. METHOD: In November 2019 (updated in January 2022), 13 databases were searched: PubMed, 10 EBSCO databases(e.g., Academic Search Ultimate, APA PsycINFO, CINAHL Plus, Education Source, ERIC, Health Source: Nursing/Academic Edition, MEDLINE, SocINDEX), ProQuest Dissertations & Theses Global, and Web of Science. Inclusion criteria were randomized controlled trials, group interventions to support mental health curriculum, online tools, strategies, techniques, and programs of mindfulness, anxiety, depression, stress/distress, or burnout. Studies were limited to English and from 1998 to January 3, 2022. Websites for U.S. Schools of Public Health were searched. RESULTS: Out of 19,527 articles, 6,752 duplicates were removed. Following abstract and title screening, full-text articles will be screened for eligibility. The main themes from included studies will be shared. Preliminary findings show examples of activities to support well-being of public health professional students, staff, and faculty (e.g., providing free access to meditation apps, funding a dedicated wellness coordinator within the School). CONCLUSIONS: The literature on strategies to increase happiness and wellbeing among public health students, faculty, and staff is scarce and efforts to support physical mental, and social wellbeing for this community should be evaluated, and findings shared.
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    Psychosocial protective interventions for African American/Black female breast cancer survivors: A systematic integrative review.
    (2021-04-12) Gordon, Talya; Lee, Lena J.; Tchangalova, Nedelina; Brooks, Alyssa T.
    BACKGROUND: Despite the higher incidence rate of breast cancer among African American women compared to their White counterparts, this populations’ five-year survival rate has increased in recent years. The growing number of African American breast cancer survivors highlights the need for culturally appropriate psychosocial interventions to improve survivors’ quality of life and psychological wellbeing. OBJECTIVE: This systematic integrative review provides an overview of the current research-based psychosocial interventions for African American breast cancer survivors supplemented by an overview of the qualitative studies focusing on psychosocial wellbeing. METHODS: Utilizing the evidence-based PEO framework, a search of five databases was conducted for English-language articles published between 2013–2020: Pubmed, Academic Search Ultimate, CINAHL, PsycINFO, and Web of Science. Studies were excluded if there was a lack of primary data collection or if the population in the study was not identified as African American female breast cancer survivors. The seven interventions and twenty-one qualitative studies included in the final analysis underwent data extraction, critical appraisal using SRQR and STROBE checklists, and thematic analysis. RESULTS: Twenty-eight studies were identified in the search, including seven interventions and twenty-one qualitative studies. Analysis of the interventions revealed the importance of alleviating structural barriers and including peer support for African American breast cancer survivors. Analysis of the qualitative studies revealed five main themes: 1) spirituality and religion as a protective factor, 2) social support as a protective factor, 3) cultural perceptions of breast cancer, 4) negative impacts of treatment, and 5) healthcare system experience. CONCLUSUION: While study designs differed in the interventions, this review showed the critical need for culturally competent psychoeducational interventions for African American breast cancer survivors to improve this population’s psychological wellbeing. The qualitative research highlighted the importance of spirituality and social support as protective factors for African American breast cancer survivors’ psychological wellbeing. Further research using rigorous methodologies and transparent reporting practices is needed to further evaluate how to most effectively alleviate structural barriers that African American breast cancer survivors face.
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    Psychosocial protective interventions for African American female breast cancer survivors: A systematic integrative review
    (Annals of Behavioral Medicine, vol. 55 (Suppl.1), pp. S384-384, 2021) Gordon, Talya; Brooks, Alyssa T.; Lee, Lena J.; Tchangalova, Nedelina
    BACKGROUND: Despite the higher incidence rate of breast cancer among African American women compared to their White counterparts, this populations’ five-year survival rate has increased in recent years. The growing number of African American breast cancer survivors highlights the need for culturally appropriate psychosocial interventions to improve survivors’ quality of life and psychological wellbeing. OBJECTIVE: This systematic integrative review provides an overview of the current research-based psychosocial interventions for African American breast cancer survivors supplemented by an overview of the qualitative studies focusing on psychosocial wellbeing. METHODS: Utilizing the evidence-based PEO framework, a search of five databases was conducted for English-language articles published between 2013–2020: Pubmed, Academic Search Ultimate, CINAHL, PsycINFO, and Web of Science. Studies were excluded if there was a lack of primary data collection or if the population in the study was not identified as African American female breast cancer survivors. The seven interventions and twenty-one qualitative studies included in the final analysis underwent data extraction, critical appraisal using SRQR and STROBE checklists, and thematic analysis. RESULTS: Twenty-eight studies were identified in the search, including seven interventions and twenty-one qualitative studies. Analysis of the interventions revealed the importance of alleviating structural barriers and including peer support for African American breast cancer survivors. Analysis of the qualitative studies revealed five main themes: 1) spirituality and religion as a protective factor, 2) social support as a protective factor, 3) cultural perceptions of breast cancer, 4) negative impacts of treatment, and 5) healthcare system experience. CONCLUSION: While study designs differed in the interventions, this review showed the critical need for culturally competent psychoeducational interventions for African American breast cancer survivors to improve this population’s psychological wellbeing. The qualitative research highlighted the importance of spirituality and social support as protective factors for African American breast cancer survivors’ psychological wellbeing. Further research using rigorous methodologies and transparent reporting practices is needed to further evaluate how to most effectively alleviate structural barriers that African American breast cancer survivors face.
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    Psychosocial protective interventions associated with a better quality of life and psychological wellbeing for African American/Black female breast cancer survivors: An integrative review
    (Supportive Care in Cancer, 2021-08-21) Gordon, Talya; Lee, Lena J.; Tchangalova, Nedelina; Brooks, Alyssa T.
    PURPOSE This integrative review provides an overview of current psychosocial interventions and qualitative studies exploring African American Breast Cancer Survivors (AABCS)’ psychosocial wellbeing. METHODS We conducted a search of five databases: PubMed, Academic Search Ultimate, CINAHL, PsycINFO, and Web of Science. Peer-reviewed articles written in English and published from 2011 to May 26, 2021 were included. We critically appraised intervention studies and qualitative studies using established frameworks. RESULTS Of the 633 unique studies identified, seven interventions and twenty-one qualitative studies were included. Analysis of the interventions revealed the importance of alleviating structural barriers and facilitating peer support for AABCS. Analysis of the qualitative studies revealed seven themes: (1) spirituality/religion, (2) social support, (3) cultural perceptions of BC, (4) lack of representation, (5) negative impacts of treatment, (6) healthcare system experience, and (7) barriers to psychosocial care. CONCLUSIONS This review highlights the dearth of psychosocial interventions created specifically for AABCS. The qualitative literature in this review elucidates the unique psychosocial challenges that AABCS experience, providing rich data to inform the creation of future culturally competent interventions in this population. IMPLICATIONS FOR CANCER SURVIVORS This review found spirituality and social support to be protective factors for AABCS’ psychosocial wellbeing. Further research using rigorous methodologies is needed to further evaluate how to most effectively alleviate structural barriers that AABCS face in obtaining long-term support.
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    Coping with Heterosexism and Homophobia: Young Adults with Lesbian Parents Reflect on Their Adolescence
    (2007-01-24) Kuvalanka, Katherine A.; Leslie, Leigh A.; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    A growing number of lesbian and gay parents are raising children in the United States and around the world. The presence of heterosexism and homophobia, however, continues to present legal, economic, and social challenges for these families. Despite this reality, social science research has demonstrated the positive, healthy development of children and adolescents with lesbian and gay parents. How is it, then, that these children and adolescents demonstrate resilience despite exposure to heterosexism and homophobia? Utilizing a grounded theory, qualitative approach, 30 young adults with lesbian parents were interviewed to explore how they perceived, experienced, and coped with heterosexism and homophobia during their adolescence. Feminist theory applied to a risk-resilience framework guided the development of this study, the primary purpose of which was to develop a theory-driven model to explain how adolescents with lesbian parents cope with heterosexism and homophobia. Findings revealed evidence of resilience of all participants despite varying levels of exposure to interpersonal, institutional, and cultural heterosexism and homophobia from their peers, extended family members, schools, religious institutions, and government. Participants utilized both "protective" and "de-marginalizing" coping strategies in response to the various types of heterosexism and homophobia they faced. Intervening factors in participants' lives that helped to foster their resilience, such as social support on the part of family and friends, were also identified. Based on these findings, a theoretical model of how adolescents with lesbian parents cope with heterosexism and homophobia was developed. Study findings, including the proposed theoretical model and implications of the study findings for researchers, policymakers, and practitioners who are interested in fostering the resilience of adolescents with lesbian parents, are discussed.
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    Fostering Resilience Among Early Adolescents Exposed to Community Violence: Challenges, Strategies, and Support Needs of Middle School Teachers in Predominantly African American Urban Communities
    (2006-04-27) Maring, Elisabeth Fost; Koblinsky, Sally A.; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Community violence places youth at risk for adverse developmental consequences such as poor school achievement, aggression, and self-destructive behaviors. Although an increasing number of studies have investigated the strategies that parents use to protect their children from negative effects of violence exposure, there is a dearth of research that focuses on the challenges faced by teachers in violent communities. Recognizing the potential for teachers to have a major influence on early adolescents' development, this study addressed a major gap in the literature by examining: 1) the challenges that teachers face in low-income neighborhoods with high community violence; 2) the strategies that teachers use to foster resilience in their students; and 3) the supports that teachers need to more effectively teach and guide youth within violent communities. This qualitative study adopted an ecological/risk and resilience framework. Teachers' voices provided important information about the challenges of teaching in violent neighborhoods and the protective factors within various ecological contexts that help teachers foster youth resilience and maintain their own teaching effectiveness. The investigator recruited 20 teachers from three middle schools with predominantly African American students located in neighborhoods with high violence levels in Maryland. A modified grounded theory approach was used for data analysis. Results revealed that community violence was the central phenomenon affecting teachers in the three schools. Three emergent concepts framed teachers' depiction of their challenges, strategies, and support needs: 1) guidance; 2) structure; and 3) self preservation. Specifically, teachers in violent communities confronted challenges providing youth with guidance and structure, while preserving their own mental health. They employed guidance-related strategies to foster youth resilience; addressed structure in their classrooms, school, and community; and engaged in behaviors to preserve their personal mental health. Finally, teachers expressed needs for support to effectively guide youth; improve school and community structure; and access mental health-related services. The study concludes by discussing implications of the findings for programs and policies, including the need to improve teacher training, school leadership, school security, peer mediation and counseling services, parent education, and community involvement in anti-violence initiatives. Suggestions for future research are also discussed.