Factors shaping Black caregivers' interest and participation in a university-church partnership program for youth mental health.

Janise S Parker, Natoya Hill Haskins, Alexus McKoy, Jessica Nelms, Danielle Wright, Danielle Swanson, Bryan Wilkins
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Abstract

It is important for researchers to understand the factors that attract marginalized community members to participate in youth service intervention programs, considering their historic mistrust in White-dominated systems (i.e., education and mental health). We employed a hermeneutic phenomenology study to understand 15 Black caregivers' experiences of a university-church partnership program that was grounded in a school mental health paradigm. Using individual interviews and a structured coding process, we examined factors that informed participants' engagement with the program from start to finish. First, caregivers initiated involvement with the program due to their children's holistic needs, the accessibility of the program, and the trust they had in program leaders (including church representatives) and processes. Second, caregivers sustained involvement in the program due to graduate interventionists/mentors displaying professional competence, cultural responsiveness, and an ethic of care. Finally, caregivers viewed the program as helping the children, family, and community thrive, which influenced their desire to see the program grow and expand. As informed by the present study and related literature, recommendations for school mental health professionals involved in culturally responsive and equity-centered community partnership work are offered. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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影响黑人照顾者对大学-教会青少年心理健康合作计划的兴趣和参与的因素。
考虑到边缘化社区成员历来不信任白人主导的系统(即教育和心理健康系统),研究人员有必要了解吸引他们参与青少年服务干预项目的因素。我们采用了诠释现象学的研究方法,以了解 15 名黑人照顾者在一项以学校心理健康范式为基础的大学-教会合作计划中的经历。通过个人访谈和结构化编码过程,我们研究了参与者自始至终参与项目的因素。首先,照护者是出于孩子的整体需求、项目的可及性以及对项目领导(包括教会代表)和流程的信任而开始参与项目的。其次,照顾者之所以持续参与该计划,是因为毕业生干预人员/辅导员表现出了专业能力、文化响应能力和关爱道德。最后,照顾者认为该计划有助于儿童、家庭和社区的发展,这影响了他们希望看到该计划发展壮大的愿望。根据本研究和相关文献,我们为参与文化响应和以公平为中心的社区合作工作的学校心理健康专业人员提供了一些建议。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
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