Toward a Culturally Responsive Model of Mental Health Literacy: Facilitating Help‐Seeking Among East Asian Immigrants to North America

Studies have consistently found that East Asian immigrants in North America are less likely to use mental health services even when they experience levels of distress comparable to Euro‐Americans. Although cultural factors that may prevent East Asian immigrants from seeking mental health care have been identified, few studies have explored ways to foster appropriate help‐seeking and use of mental health services. Recent work on mental health literacy provides a potential framework for strategies to increase appropriate help‐seeking and use of services. This paper reviews the literature on help‐seeking for mental health problems among East Asian immigrants living in Western countries to critically assess the relevance of the mental health literacy approach as a framework for interventions to improve appropriate use of services. Modifications needed to develop a culturally responsive framework for mental health literacy are identified.     

Étude des représentations sociales toulousaines relatives à la qualité de l’accueil extrafamilial de la toute petite enfance

The eco-systemic model of quality (Bigras & Japel, 2007; Lemay & Bigras, 2012), suggests that it is essential to take into consideration the cultural context (the macro-system) in investigating the quality of early daycare services and developmental outcomes. In order to understand specific cultural values associated with quality services in Toulouse, this study explores social representations of criteria necessary to evaluate quality in out of home daycare. Structured interviews were realized with 30 parents, 47 early education professionals, 15 daycare center directors, and 11 experts (university teachers, pediatricians and psychologists). The interviews aimed at understanding educational ideologies and values, developmental objectives and definitions of quality of educational service. Thematic content analyses indicate that the predominant educational ideology is to offer children and their families an individualized service with priority given to children's affective needs. Discussion of children's early learning needs was either absent from educators’ discourse or was considered as an objective of later school life. Developmental objectives of early daycare in France concern most often the need for socio-affective regulation and acquisition of social rules. Cognitive or language development was rarely evoked. Quality of interaction between teachers and young children was rarely mentioned (process quality). Results are discussed in terms of historical, socio-economic and political specificity of the French early education context, underlining the need to examine contextual specificity in the study of the impact of quality services for child development. This study questions the validity of investigations designed to evaluate quality education as a simple universally applicable construct.     

Challenges to addressing student mental health in embedded counselling services: a survey of UK higher and further education institutions

With reports continually demonstrating increased demand and severity of student mental health needs, it is important to gain a fuller understanding of the impact on embedded student counselling services. The aims of this research were to identify (a) service similarities, (b) factors which impact on services, (c) characteristics of service users, and (d) the use of therapeutic technology (e.g. online self-help). An online survey was completed by 113 heads of UK student counselling services across Higher Education (HE), Further Education (FE), and Sixth Form Colleges (SFCs), to capture service data from the academic year 2013/14. Students predominantly received high-intensity support (e.g. counselling) and referrals increased over 3 years. Challenges to embedded counselling services and their implications for development are discussed.     

父母行为控制、心理控制与高中生消极社会适应的关系：人际自立和校园排斥的序列中介作用

基于自我决定理论和人与环境互动理论,研究考察了父母行为控制、心理控制与高中生消极社会适应的关系,以及人际自立与校园排斥的中介效应。采用父母控制问卷、青少年人际自立量表、青少年校园排斥问卷、消极社会适应问卷对辽宁省3所中学的1209名高中生进行施测。结果发现:(1)父母行为控制对高中生消极社会适应无明显预测作用,心理控制对消极社会适应具有正向预测作用;(2)人际自立和校园排斥在父母控制与消极社会适应之间发挥中介作用。具体而言,父母行为控制只能通过人际自立的单独作用以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应;父母心理控制既能直接预测消极社会适应,还能分别通过人际自立和校园排斥的单独作用,以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应。研究最终梳理出一条“父母教养→人格发展→人际反馈→适应结果”的理论作用机制。     

Making Mother-Blaming Visible:

No abstract available for this article.     

Precision Commands and the ”Sure I Will” Program:

No abstract available for this article.     

Community-Based Interventions in New York City After 9/11

Abstract

The horrors of 9/11 have created tremendous psychosocial needs in the population of New York. For all major providers in this field, this has meant taking up the challenge of learning within the new situation, creating new frameworks for intervention, and implementing programs that previously had not been a part of the traditional social services environment. In this article, we will describe the process of transforming this challenge into an opportunity for organizational, professional and conceptual growth.     

Creating Trust among the Distrustful: A Phenomenological Examination of Supportive Services for Former Sex Workers

A phenomenological exploration was conducted into the lived experiences of 13 voluntary sex workers receiving supportive services in a major city in the southwestern United States. The study explored how participants viewed the services they received after exiting the sex industry, as well as experiences of coercion throughout their lives. Data analysis revealed, unexpectedly, that constructs of trust emerged. Respondents provided insight into how trust is learned throughout their lives and how coercion is often used by those around them to inspire trust before and during life in the sex industry. Participants also articulated how trust can be relearned, replacing coercion, while receiving supportive services after exiting the industry. Results from this study reveal processes by which sex workers learn to trust others by connecting through common experiences shared with other sex workers, modeling staff demonstrations of trust with other staff and clients, and being held accountable by others to their desires. The author offers implications for future research and practice areas.     

Examining Patterns of Political, Social Service, and Collaborative Involvement of Religious Congregations: A Latent Class and Transition Analysis

This investigation examines typologies of congregations based on patterns of congregational political and social service activities and collaborative partners. Based on a latent class analysis of a national random sample of 2,153 congregations, results indicated four distinct types of congregations with unique patterns of political, social service, and collaborative partnerships labeled: (a) Active, (b) Not Active, (c) Social Service Not Political, and (d) Political Not Social Service. Moreover, congregational characteristics such as religious tradition and clergy characteristics predicted membership in certain types. A latent transition analysis using an additional 262 congregations revealed distinct patterns of how congregations changed types across a nine year period. Results showed both congregational continuity (e.g., Not Active congregations remained Not Active) and change (e.g., Active congregations were likely to change type membership). This study advances congregational research by examining congregational types, what predicts certain types, and how congregations change types across time. Implications for future research and partnership with religious congregations also are discussed.