Pub Date : 2022-08-01Epub Date: 2022-06-02DOI: 10.1037/pro0000469
Wendy Chu, Guillermo Wippold, Kimberly D Becker
We conducted a systematic review to characterize features and evaluate outcomes of cultural competence trainings delivered to mental health providers. We reviewed 37 training curricula described in 40 articles published between 1984-2019 and extracted information about curricular content (e.g., cultural identities), as well as training features (e.g., duration), methods (e.g., instructional strategies), and outcomes (i.e., attitudes, knowledge, skills). Training participants included graduate students and practicing professionals from a range of disciplines. Few studies (7.1%) employed a randomized-controlled trial design, instead favoring single-group (61.9%) or quasi-experimental (31.0%) designs. Many curricula focused on race/ethnicity (64.9%), followed by sexual orientation (45.9%) and general multicultural identity (43.2%). Few curricula included other cultural categorizations such as religion (16.2%), immigration status (13.5%), or socioeconomic status (13.5%). Most curricula included topics of sociocultural information (89.2%) and identity (78.4%), but fewer included topics such as discrimination and prejudice (54.1%). Lectures (89.2%) and discussions (86.5%) were common instructional strategies, whereas opportunities for application of material were less common (e.g., clinical experience: 16.2%; modeling: 13.5%). Cultural attitudes were the most frequently assessed training outcome (89.2%), followed by knowledge (81.1%) and skills (67.6%). To advance the science and practice of cultural competence trainings, we recommend that future studies include control groups, pre- and post-training assessment, and multiple methods for measuring multiple training outcomes. We also recommend consideration of cultural categories that are less frequently represented, how curricula might develop culturally competent providers beyond any single cultural category, and how best to leverage active learning strategies to maximize the impact of trainings.
{"title":"A Systematic Review of Cultural Competence Trainings for Mental Health Providers.","authors":"Wendy Chu, Guillermo Wippold, Kimberly D Becker","doi":"10.1037/pro0000469","DOIUrl":"10.1037/pro0000469","url":null,"abstract":"<p><p>We conducted a systematic review to characterize features and evaluate outcomes of cultural competence trainings delivered to mental health providers. We reviewed 37 training curricula described in 40 articles published between 1984-2019 and extracted information about curricular content (e.g., cultural identities), as well as training features (e.g., duration), methods (e.g., instructional strategies), and outcomes (i.e., attitudes, knowledge, skills). Training participants included graduate students and practicing professionals from a range of disciplines. Few studies (7.1%) employed a randomized-controlled trial design, instead favoring single-group (61.9%) or quasi-experimental (31.0%) designs. Many curricula focused on race/ethnicity (64.9%), followed by sexual orientation (45.9%) and general multicultural identity (43.2%). Few curricula included other cultural categorizations such as religion (16.2%), immigration status (13.5%), or socioeconomic status (13.5%). Most curricula included topics of sociocultural information (89.2%) and identity (78.4%), but fewer included topics such as discrimination and prejudice (54.1%). Lectures (89.2%) and discussions (86.5%) were common instructional strategies, whereas opportunities for application of material were less common (e.g., clinical experience: 16.2%; modeling: 13.5%). Cultural attitudes were the most frequently assessed training outcome (89.2%), followed by knowledge (81.1%) and skills (67.6%). To advance the science and practice of cultural competence trainings, we recommend that future studies include control groups, pre- and post-training assessment, and multiple methods for measuring multiple training outcomes. We also recommend consideration of cultural categories that are less frequently represented, how curricula might develop culturally competent providers beyond any single cultural category, and how best to leverage active learning strategies to maximize the impact of trainings.</p>","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"53 4","pages":"362-371"},"PeriodicalIF":1.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10270422/pdf/nihms-1888252.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10275079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the potential of using systems methods for better conceptualizing the unexpected and complex sets of hurdles and opportunities that practicing psychologists frequently encounter. Examples are provided involving two distinct types of important clinical issues: 1) understanding how individuals maintain recovery from substance use disorders following treatment and 2) better understanding patients with chronic, unexplained post-viral illnesses. Traditional research methods used to explore these types of intricate social and medical issues have often lacked sophisticated dynamic systems-based perspectives, which could provide new insights into understanding how patient treatment gains can be maintained and how unexplained post-viral illnesses can be better understood. Our examples will demonstrate that systems-oriented approaches have the potential to provide psychologists unique opportunities to capture a fuller and richer depiction of a variety of clinical and community topics and thus provide new lenses that ultimately could provide better care for our patients.
{"title":"Using Systems Theory to Improve Intervention Outcomes.","authors":"Leonard A Jason, Ted Bobak","doi":"10.1037/pro0000467","DOIUrl":"https://doi.org/10.1037/pro0000467","url":null,"abstract":"<p><p>This article explores the potential of using systems methods for better conceptualizing the unexpected and complex sets of hurdles and opportunities that practicing psychologists frequently encounter. Examples are provided involving two distinct types of important clinical issues: 1) understanding how individuals maintain recovery from substance use disorders following treatment and 2) better understanding patients with chronic, unexplained post-viral illnesses. Traditional research methods used to explore these types of intricate social and medical issues have often lacked sophisticated dynamic systems-based perspectives, which could provide new insights into understanding how patient treatment gains can be maintained and how unexplained post-viral illnesses can be better understood. Our examples will demonstrate that systems-oriented approaches have the potential to provide psychologists unique opportunities to capture a fuller and richer depiction of a variety of clinical and community topics and thus provide new lenses that ultimately could provide better care for our patients.</p>","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"53 4","pages":"415-422"},"PeriodicalIF":1.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10100444/pdf/nihms-1888261.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10274114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite a demonstrated association between rumination and everyday stress, there is a paucity of research on how cataclysm-related stress impacts the two subtypes of rumination (brooding and reflection). Beginning in March of 2020, the Coronavirus Disease-2019 (COVID-19) swiftly spread across the world, causing great tension and threat to peoples' lives. The present study examined whether and how rumination status (brooding and reflection) was affected by the COVID-19 pandemic, from the perspectives of environmental stressors and perceived intrinsic stress. This study applied a cross-sectional design based on current and retrospective memories regarding participants' experiences of rumination, stress and anxiety. A total of 101 adults from the New York metropolitan area completed surveys that measure rumination, environmental stressors, perceived intrinsic stress, and anxiety symptoms based on their current experience during the cataclysmic event of COVID-19 and their recalled experience before the pandemic. Results indicated that changes in the environmental stressors significantly predicted changes in participants' engagement in reflection, but not in brooding, while changes in the levels of perceived intrinsic stress significantly predicted changes in brooding, but not in reflection. It was also found that rumination moderated the effects of external stressors on anxiety symptoms. Clinical interventions that reduce brooding activities and modify reflection activities could help individuals cope with the stress of a cataclysmic event in different ways. Public Significance Statement Results of this COVID-19-focused study indicated that changes in environmental stressors significantly predicted changes in participants' reflection activity, but not in brooding, while changes in levels of perceived intrinsic stress significantly predicted changes in brooding, but not in reflection. These results point to the need for clinical interventions that reduce brooding activities and modify reflection activities to help individuals cope with the stress of a cataclysmic event.
{"title":"The effects of cataclysm-related stress on rumination patterns: The case of COVID-19.","authors":"Yangqian Shen, Jennie Park-Taylor","doi":"10.1037/pro0000478","DOIUrl":"https://doi.org/10.1037/pro0000478","url":null,"abstract":"Despite a demonstrated association between rumination and everyday stress, there is a paucity of research on how cataclysm-related stress impacts the two subtypes of rumination (brooding and reflection). Beginning in March of 2020, the Coronavirus Disease-2019 (COVID-19) swiftly spread across the world, causing great tension and threat to peoples' lives. The present study examined whether and how rumination status (brooding and reflection) was affected by the COVID-19 pandemic, from the perspectives of environmental stressors and perceived intrinsic stress. This study applied a cross-sectional design based on current and retrospective memories regarding participants' experiences of rumination, stress and anxiety. A total of 101 adults from the New York metropolitan area completed surveys that measure rumination, environmental stressors, perceived intrinsic stress, and anxiety symptoms based on their current experience during the cataclysmic event of COVID-19 and their recalled experience before the pandemic. Results indicated that changes in the environmental stressors significantly predicted changes in participants' engagement in reflection, but not in brooding, while changes in the levels of perceived intrinsic stress significantly predicted changes in brooding, but not in reflection. It was also found that rumination moderated the effects of external stressors on anxiety symptoms. Clinical interventions that reduce brooding activities and modify reflection activities could help individuals cope with the stress of a cataclysmic event in different ways. Public Significance Statement Results of this COVID-19-focused study indicated that changes in environmental stressors significantly predicted changes in participants' reflection activity, but not in brooding, while changes in levels of perceived intrinsic stress significantly predicted changes in brooding, but not in reflection. These results point to the need for clinical interventions that reduce brooding activities and modify reflection activities to help individuals cope with the stress of a cataclysmic event.","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Development and Evaluation of an Audio Coding System for Assessing Providers’ Integrity to Collaborative Problem Solving in Youth-Service Settings","authors":"","doi":"10.1037/pro0000476.supp","DOIUrl":"https://doi.org/10.1037/pro0000476.supp","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42299910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A psychometric investigation of the parent engagement in Evidence-Based Services Questionnaire with a diverse community sample.","authors":"Spencer K. J. Choy, Brad J. Nakamura","doi":"10.1037/pro0000475","DOIUrl":"https://doi.org/10.1037/pro0000475","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47935699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Merranda Mclaughlin, Salman Shaheen Ahmad, María Rodriguez, A. G. Weisman de Mamani
{"title":"Vulnerable—Not zealous: Muslim converts experience greater distress when experiencing religious struggle.","authors":"Merranda Mclaughlin, Salman Shaheen Ahmad, María Rodriguez, A. G. Weisman de Mamani","doi":"10.1037/pro0000473","DOIUrl":"https://doi.org/10.1037/pro0000473","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49518649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Vulnerable—Not Zealous: Muslim Converts Experience Greater Distress When Experiencing Religious Struggle","authors":"","doi":"10.1037/pro0000473.supp","DOIUrl":"https://doi.org/10.1037/pro0000473.supp","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47632316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kayla Hunt, Aparajita Kuriyan, Fabienne Bain, L. Alpert-Gillis
{"title":"Leveling the practice field for youth mental health: Institution-supported training in evidence-based practice for clinicians.","authors":"Kayla Hunt, Aparajita Kuriyan, Fabienne Bain, L. Alpert-Gillis","doi":"10.1037/pro0000471","DOIUrl":"https://doi.org/10.1037/pro0000471","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Leveling the Practice Field for Youth Mental Health: Institution-Supported Training in Evidence-Based Practice for Clinicians","authors":"","doi":"10.1037/pro0000471.supp","DOIUrl":"https://doi.org/10.1037/pro0000471.supp","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Navigating the labyrinth of professional regulations: Surviving in a flawed regulatory system.","authors":"J. Younggren, M. Gottlieb, Eva Baker","doi":"10.1037/pro0000468","DOIUrl":"https://doi.org/10.1037/pro0000468","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46120419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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