Cortny Stark, J. Wehrman, Diane M. Stutey, Abigail E. Solis, Kim Severn, Molly Cammell, Hailey Gloden, Kodi Enkler, Lori Notestine, Alfredo F. Palacios
The Campus Connections (CC) therapeutic youth mentoring program provides multiply marginalized youth with access to resources (e.g., highly trained undergraduate student mentors, therapeutic interventions) to thrive. In this study, the researchers investigated the distinctive encounter that mentors and their mentees within the CC program experienced as a result of the COVID-19 pandemic. The qualitative data collected from the mentors’ weekly written reflections, and semi structured interviews were coded using Grounded Theory Method (GTM). Findings describe an adaptive process with three connecting themes of: Initial stress response of mentors, transition to online programming, and the mentorship process. The findings have important implications for youth mentoring programs using virtual platforms.
{"title":"Therapeutic Mentoring for Multiply Marginalized Youth: A Grounded Theory Study of Mentors’ Adaptation During the COVID-19 Crisis","authors":"Cortny Stark, J. Wehrman, Diane M. Stutey, Abigail E. Solis, Kim Severn, Molly Cammell, Hailey Gloden, Kodi Enkler, Lori Notestine, Alfredo F. Palacios","doi":"10.52678/001c.75388","DOIUrl":"https://doi.org/10.52678/001c.75388","url":null,"abstract":"The Campus Connections (CC) therapeutic youth mentoring program provides multiply marginalized youth with access to resources (e.g., highly trained undergraduate student mentors, therapeutic interventions) to thrive. In this study, the researchers investigated the distinctive encounter that mentors and their mentees within the CC program experienced as a result of the COVID-19 pandemic. The qualitative data collected from the mentors’ weekly written reflections, and semi structured interviews were coded using Grounded Theory Method (GTM). Findings describe an adaptive process with three connecting themes of: Initial stress response of mentors, transition to online programming, and the mentorship process. The findings have important implications for youth mentoring programs using virtual platforms.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49666910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lauren B. Robins, Megan Cannedy, Rachel Kerrigan, Brittany G. Suggs
Racial unrest recently has been incessant. In response, this conceptual contribution explores a prevention-based program for African American adolescents and youth to aid in their navigation through ubiquitous racial unrest and persistent mental health adversities. This article provides a comprehensive literature review on racial injustice and presents information regarding race-based traumatic stressors and adverse mental health outcomes. The prevention-based program that was created in response to the apparent racial unrest among African American youth and adolescents is presented and explored. The goal of this conceptual article is to raise awareness of this issue, provide practical steps to combat racial injustice, and increase prevention initiatives.
{"title":"Empowerment Pathways: A Mitigation Approach to Adolescent and Youth Racial Stress in Marginalized Populations","authors":"Lauren B. Robins, Megan Cannedy, Rachel Kerrigan, Brittany G. Suggs","doi":"10.52678/001c.75387","DOIUrl":"https://doi.org/10.52678/001c.75387","url":null,"abstract":"Racial unrest recently has been incessant. In response, this conceptual contribution explores a prevention-based program for African American adolescents and youth to aid in their navigation through ubiquitous racial unrest and persistent mental health adversities. This article provides a comprehensive literature review on racial injustice and presents information regarding race-based traumatic stressors and adverse mental health outcomes. The prevention-based program that was created in response to the apparent racial unrest among African American youth and adolescents is presented and explored. The goal of this conceptual article is to raise awareness of this issue, provide practical steps to combat racial injustice, and increase prevention initiatives.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How can we help Black doctoral students thrive in a world of COVID-19 and racism? In the special issue’s final contribution, we explore this question first by identifying the longstanding challenges Black doctoral students have faced in higher education. Examples of such challenges include structural racism, microaggressions, and biases based on the intersectionality of race, gender, sexual orientation, and socioeconomic status. We next address how the “dual pandemics” of COVID-19 and racial injustice have magnified such challenges. Then, we consider how institutions can better support Black doctoral students by recruiting and retaining faculty of color and enhancing student support initiatives. Finally, we suggest strategies that faculty and the students themselves can employ to increase Black doctoral students’ retention and overall success, including empathic mentoring, student and faculty collaboration, peer support, and attention to self-care and mental health needs.
{"title":"Amid Dual Pandemics of COVID-19 and Racism: Helping Black Doctoral Students Thrive","authors":"Radha J. Horton-Parker, Judith Wambui Preston","doi":"10.52678/001c.75391","DOIUrl":"https://doi.org/10.52678/001c.75391","url":null,"abstract":"How can we help Black doctoral students thrive in a world of COVID-19 and racism? In the special issue’s final contribution, we explore this question first by identifying the longstanding challenges Black doctoral students have faced in higher education. Examples of such challenges include structural racism, microaggressions, and biases based on the intersectionality of race, gender, sexual orientation, and socioeconomic status. We next address how the “dual pandemics” of COVID-19 and racial injustice have magnified such challenges. Then, we consider how institutions can better support Black doctoral students by recruiting and retaining faculty of color and enhancing student support initiatives. Finally, we suggest strategies that faculty and the students themselves can employ to increase Black doctoral students’ retention and overall success, including empathic mentoring, student and faculty collaboration, peer support, and attention to self-care and mental health needs.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45457164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author of this viewpoint article, who is both a counseling professional and a police officer, was in extremely close proximity to multiple social justice themed demonstrations in their entirety during the spring, summer, and fall of 2020. In this viewpoint, he shares these experiences; discusses themes which emerged related to social justice/multicultural counseling and counselor education, decolonization, and the existential event of death; and draws connections with the extant human services literature. Implications are suggested for professional human services practice as well as further research into the phenomena of social justice demonstrations and counseling.
{"title":"Protest Demonstrations in 2020: A Viewpoint From the Field on Social Justice, Multiculturalism, and Death","authors":"Gerad T. Bartlett","doi":"10.52678/001c.75380","DOIUrl":"https://doi.org/10.52678/001c.75380","url":null,"abstract":"The author of this viewpoint article, who is both a counseling professional and a police officer, was in extremely close proximity to multiple social justice themed demonstrations in their entirety during the spring, summer, and fall of 2020. In this viewpoint, he shares these experiences; discusses themes which emerged related to social justice/multicultural counseling and counselor education, decolonization, and the existential event of death; and draws connections with the extant human services literature. Implications are suggested for professional human services practice as well as further research into the phenomena of social justice demonstrations and counseling.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47597409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The final section of the special issue presents a pair of articles which look at human services responders and professional pressures. In the first of these, our study focused on understanding rehabilitation counselors’ perceptions of the likelihood that their workplace can adapt to new challenges and make sustainable changes and how this perception is reflected in their level of emotional exhaustion, feelings of depersonalization, and the likelihood of achieving personal accomplishments. A total of 72 rehabilitation counselors completed a survey consisting of five measures, including a demographic questionnaire. The study’s results suggest that the more confident rehabilitation counselors are that their workplace can adapt to new challenges, the less burnout and stress they will experience, and the lower their job turnover intentions. Our study also examined whether rehabilitation counselors’ turnover intentions are related to the COVID-19 pandemic. The findings can help administrators provide appropriate training to improve teamwork, decrease counselors’ burnout and stress levels, and ultimately enhance quality service delivery.
{"title":"The Association Between Adaptive Reserve, Burnout, and Stress Among Rehabilitation Counselors During the COVID-19 Pandemic","authors":"Chien-Chun Lin, Chungfan Ni","doi":"10.52678/001c.75389","DOIUrl":"https://doi.org/10.52678/001c.75389","url":null,"abstract":"The final section of the special issue presents a pair of articles which look at human services responders and professional pressures. In the first of these, our study focused on understanding rehabilitation counselors’ perceptions of the likelihood that their workplace can adapt to new challenges and make sustainable changes and how this perception is reflected in their level of emotional exhaustion, feelings of depersonalization, and the likelihood of achieving personal accomplishments. A total of 72 rehabilitation counselors completed a survey consisting of five measures, including a demographic questionnaire. The study’s results suggest that the more confident rehabilitation counselors are that their workplace can adapt to new challenges, the less burnout and stress they will experience, and the lower their job turnover intentions. Our study also examined whether rehabilitation counselors’ turnover intentions are related to the COVID-19 pandemic. The findings can help administrators provide appropriate training to improve teamwork, decrease counselors’ burnout and stress levels, and ultimately enhance quality service delivery.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49467738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kaylee Kaznosky, Jiale Man, Allison K. Worth, Kristy Carlisle
COVID-19 has transformed the K-12 education system. Many students, faculty, and staff have been required to transition from a traditional in-person school environment to a strictly virtual or hybrid setting, with little to no preparation or training. This drastic and sudden change has left students, families, faculty, and staff to navigate new or altered responsibilities related to virtual/hybrid learning. In turn, many students who are accustomed to learning in-person have experienced new stressors related to virtual/hybrid learning. Additionally, school counselors find themselves having to provide virtual/hybrid social, emotional, and academic support for their various student populations. Leading the Journal of Human Services special issue’s third section, Youth and Schools in the Current Context, we discuss in this article how school counselors can support students during and after COVID-19 using the Multi Tiered System of Supports (MTSS) framework—employing virtual interventions that will be useful beyond the pandemic’s duration.
{"title":"Virtual School Counseling During the COVID-19 Pandemic: Supporting Students and Trailblazing Future Trends","authors":"Kaylee Kaznosky, Jiale Man, Allison K. Worth, Kristy Carlisle","doi":"10.52678/001c.75381","DOIUrl":"https://doi.org/10.52678/001c.75381","url":null,"abstract":"COVID-19 has transformed the K-12 education system. Many students, faculty, and staff have been required to transition from a traditional in-person school environment to a strictly virtual or hybrid setting, with little to no preparation or training. This drastic and sudden change has left students, families, faculty, and staff to navigate new or altered responsibilities related to virtual/hybrid learning. In turn, many students who are accustomed to learning in-person have experienced new stressors related to virtual/hybrid learning. Additionally, school counselors find themselves having to provide virtual/hybrid social, emotional, and academic support for their various student populations. Leading the Journal of Human Services special issue’s third section, Youth and Schools in the Current Context, we discuss in this article how school counselors can support students during and after COVID-19 using the Multi Tiered System of Supports (MTSS) framework—employing virtual interventions that will be useful beyond the pandemic’s duration.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43117324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brittany G. Suggs, Lauren B. Robins, Megan Cannedy, Alex Gantt, Dana Brookover, Kaprea F. Johnson
In the heart of the current COVID-19 outbreak, individuals are experiencing higher rates of mental and emotional distress associated with the unpredictability of a pandemic experience. Human services providers (HSPs) serve as essential supports for individuals, families, and communities affected by the current pandemic. However, relatively little guidance currently exists on the work of HSPs in response to COVID-19, including strategies and interventions that HSPs can employ to effectively address the growing mental and emotional health demands during the pandemic. In response, this article identifies the vital role and strategic response approaches of HSPs during a pandemic crisis. Further, we explore how HSPs can leverage, in a practical way, existing strategies within their helper, healer, and mitigator capacities to sustain individual and community care in the immediate, intermediate, and extended time frames of a pandemic occurrence. This is the first of two articles comprising the special issue’s section on Social Systems in the Moment.
{"title":"Helper, Healer, Mitigator: The Essential Role of the Human Services Provider in Current and Post-Pandemic Climates","authors":"Brittany G. Suggs, Lauren B. Robins, Megan Cannedy, Alex Gantt, Dana Brookover, Kaprea F. Johnson","doi":"10.52678/001c.75379","DOIUrl":"https://doi.org/10.52678/001c.75379","url":null,"abstract":"In the heart of the current COVID-19 outbreak, individuals are experiencing higher rates of mental and emotional distress associated with the unpredictability of a pandemic experience. Human services providers (HSPs) serve as essential supports for individuals, families, and communities affected by the current pandemic. However, relatively little guidance currently exists on the work of HSPs in response to COVID-19, including strategies and interventions that HSPs can employ to effectively address the growing mental and emotional health demands during the pandemic. In response, this article identifies the vital role and strategic response approaches of HSPs during a pandemic crisis. Further, we explore how HSPs can leverage, in a practical way, existing strategies within their helper, healer, and mitigator capacities to sustain individual and community care in the immediate, intermediate, and extended time frames of a pandemic occurrence. This is the first of two articles comprising the special issue’s section on Social Systems in the Moment.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45395427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As many of the articles appearing in this special issue describe, during the year of 2020, the United States faced significant health and socio-political challenges as the result of the COVID-19 pandemic and the racial injustices suffered by Black communities. These larger social issues further intensified Black students’ mental health concerns, both those common to all college students and those specific to race-related stress and race related trauma on college and university campuses. In this article, we explore the intersectional challenges Black students confront and how these challenges create unique race related stressors for these students while navigating a predominately White institution (PWI). We then discuss barriers to help-seeking behaviors and culturally specific coping strategies and conclude by suggesting the importance of developing non-traditional therapeutic means, such as mental health podcast episodes, to mitigate Black students’ barriers to access, validate their lived experiences, and promote their overall wellbeing.
{"title":"Black Mental Health Matters: An Innovative Resource at a University Counseling Center","authors":"RaiNesha L. Miller, Erika Long, Sara Nash","doi":"10.52678/001c.75378","DOIUrl":"https://doi.org/10.52678/001c.75378","url":null,"abstract":"As many of the articles appearing in this special issue describe, during the year of 2020, the United States faced significant health and socio-political challenges as the result of the COVID-19 pandemic and the racial injustices suffered by Black communities. These larger social issues further intensified Black students’ mental health concerns, both those common to all college students and those specific to race-related stress and race related trauma on college and university campuses. In this article, we explore the intersectional challenges Black students confront and how these challenges create unique race related stressors for these students while navigating a predominately White institution (PWI). We then discuss barriers to help-seeking behaviors and culturally specific coping strategies and conclude by suggesting the importance of developing non-traditional therapeutic means, such as mental health podcast episodes, to mitigate Black students’ barriers to access, validate their lived experiences, and promote their overall wellbeing.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding historical trauma and “seeing color,” that is, acknowledging a client’s race, is important to adequately address mental health within the Black American community. Whereas many practitioners have tended to embrace the idea of a “colorblind” society, this article explores how it can be harmful for human services practitioners to approach services with Black American clients in a manner that does not address the racial trauma they continue to endure. The term “Black American,” as used for this article, refers to Black American descendants of American slavery. However, Black Americans are not a monolith and there is cultural variation within the population. This article aims to encourage human services practitioners to adjust their approach to Black American and other non-White clients of color in a manner that is culturally sensitive.
{"title":"I Don’t See Color: Barriers to Black American Mental Health","authors":"Taylor Pouncy","doi":"10.52678/001c.75376","DOIUrl":"https://doi.org/10.52678/001c.75376","url":null,"abstract":"Understanding historical trauma and “seeing color,” that is, acknowledging a client’s race, is important to adequately address mental health within the Black American community. Whereas many practitioners have tended to embrace the idea of a “colorblind” society, this article explores how it can be harmful for human services practitioners to approach services with Black American clients in a manner that does not address the racial trauma they continue to endure. The term “Black American,” as used for this article, refers to Black American descendants of American slavery. However, Black Americans are not a monolith and there is cultural variation within the population. This article aims to encourage human services practitioners to adjust their approach to Black American and other non-White clients of color in a manner that is culturally sensitive.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46346803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In spring 2020, COVID-19 arrived in the United States and forced the shutdown of nearly all postsecondary institutions. Most college students returned home to participate in virtual learning. For many learners, additional precautions to prevent the spread of COVID-19 and reduce infection rates, including stay-at-home orders, social distancing, and quarantine, reinforced the experience of social isolation. In turn, college students’ mental health deteriorated with the disconnect from formal and informal social supports. Moderate-to-severe anxiety and depression were the most common psychological symptoms. Coping mechanisms included increased substance abuse, social media usage, and reframing of the situation. Most college students did not seek mental health services, even if aware of services on their campuses. Barriers included social stigma, limited access to services, and minimizing of symptoms. Vulnerable populations, for example, racial and ethnic minorities and low income learners, were at even greater risk for poorer mental health outcomes due to additional social and economic factors. Sometimes, too, inequitable practices at colleges and universities hindered the stability and betterment of students’ mental wellbeing. In response, recommendations are provided for college administration to promote diversity, equity, and inclusion.
{"title":"COVID-19 Pandemic: Inequities in Higher Education and Impact on U.S College Students’ Failing Mental Health","authors":"Katrina E. Pinkney","doi":"10.52678/001c.75377","DOIUrl":"https://doi.org/10.52678/001c.75377","url":null,"abstract":"In spring 2020, COVID-19 arrived in the United States and forced the shutdown of nearly all postsecondary institutions. Most college students returned home to participate in virtual learning. For many learners, additional precautions to prevent the spread of COVID-19 and reduce infection rates, including stay-at-home orders, social distancing, and quarantine, reinforced the experience of social isolation. In turn, college students’ mental health deteriorated with the disconnect from formal and informal social supports. Moderate-to-severe anxiety and depression were the most common psychological symptoms. Coping mechanisms included increased substance abuse, social media usage, and reframing of the situation. Most college students did not seek mental health services, even if aware of services on their campuses. Barriers included social stigma, limited access to services, and minimizing of symptoms. Vulnerable populations, for example, racial and ethnic minorities and low income learners, were at even greater risk for poorer mental health outcomes due to additional social and economic factors. Sometimes, too, inequitable practices at colleges and universities hindered the stability and betterment of students’ mental wellbeing. In response, recommendations are provided for college administration to promote diversity, equity, and inclusion.","PeriodicalId":73782,"journal":{"name":"Journal of human services","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43764431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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