المؤلفون: Ferguson, Emily F.^{Aff1, IDs1080302406451x_cor1}, Barnett, Miya L., Goodwin, Jon W., Vernon, Ty W.

المصدر: Journal of Autism and Developmental Disorders. :1-18

المؤلفون: Klein, Corinna C.^{Aff1, Aff3, IDs10578024017061_cor1}, Salem, Hanan, Becker-Haimes, Emily M., Barnett, Miya L.

المصدر: Child Psychiatry & Human Development. :1-13

المؤلفون: Barnett, Miya L, Salem, Hanan, Rosas, Yessica Green, Feinberg, Emily, Nunez-Pepen, Rocio, Chu, Andrea, Belmont-Ryu, Hana, Matsuno, Em, Broder-Fingert, Sarabeth

المصدر: Administration and Policy in Mental Health and Mental Health Services Research. 50(4)

مصطلحات موضوعية: Health Services and Systems, Public Health, Health Sciences, Health Services, Basic Behavioral and Social Science, Clinical Research, Behavioral and Social Science, Pediatric, Health and social care services research, 8.1 Organisation and delivery of services, Mental health, Good Health and Well Being, Female, Humans, Adolescent, Community Health Workers, Sexual Behavior, Sexual and Gender Minorities, Transgender Persons, Mental Health Services, LGBTQ, Community health worker, Racial, ethnic minorities, Equitable care, Racial/ethnic minorities, Clinical Sciences, Public Health and Health Services, Psychology, Psychiatry, Health services and systems, Applied and developmental psychology, Clinical and health psychology

الوصف: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth of color experience high rates of mental health disorders, yet they experience challenges to accessing mental health services. Community health worker (CHW) models of care have potential to promote equitable mental health services among LGBTQ youth. Our aim was to understand how CHW models could be adapted to better support LGBTQ youth of color in accessing mental health services. Semi-structured qualitative interviews were conducted with LGBTQ youth of color (n = 16), caregivers of LGBTQ youth (n = 11), and CHWs (n = 15) in Massachusetts and California. Interviews were coded by 8 members of the research team. A Rapid Qualitative Analysis was conducted to identify themes. Caregivers, youth, and CHWs all endorsed the value of CHW models for this population. They also almost universally suggested multiple adaptations are needed for the model to be effective. Four main categories of themes emerged related to intervention adaptations: (1) Why adaptations are needed for LGBTQ youth, (2) Who should serve as CHWs providing care, (3) How CHWs should be trained, and (4) What content needs to be included in the intervention. Broadly, findings suggest the relevance of having CHW models for LGBTQ youth of color to address stigma and discrimination experienced, access to culturally and linguistically relevant services, and the need for caregiver support of LGBTQ youth. CHWs need increased training in these areas.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/8366p5w3

المؤلفون: Engell, Thomas, Stadnick, Nicole A, Aarons, Gregory A, Barnett, Miya L

المصدر: Global Implementation Research and Applications. 3(1)

مصطلحات موضوعية: Health Services and Systems, Health Sciences, Behavioral and Social Science, Complementary and Integrative Health, Good Health and Well Being, Common elements, Evidence synthesis, Implementation elements, Pragmatic implementation science, Precision tailoring

الوصف: We propose that common elements approaches can advance implementation research and practice and facilitate pragmatic use of intervention and implementation evidence. Common elements are practices or processes frequently shared by interventions or implementations. Traditional common elements methodologies use synthesis, distillation, and statistics to describe and evaluate the merit of common ingredients in effective interventions. Recent developments include identifying and testing common configurations of elements, processes, and context variables across the literature of effective interventions and implementations. While common elements thinking has grown popular in intervention science, it has rarely been utilized in implementation science, and specifically, combined with the intervention literature. The goals of this conceptual methodology paper are to (1) provide an overview of the common elements concept and how it may advance implementation research and usability for practice, (2) give a step-by-step guide to systematic common elements reviews that synthesizes and distills the intervention and implementation literature together, and (3) offer recommendations for advancing element-level evidence in implementation science. A narrative review of the common elements literature was conducted with attention to applications to implementation research. A six-step guide to using an advanced common elements methodology was provided. Examples of potential results are presented, along with a review of the implications for implementation research and practice. Finally, we reviewed methodological limitations in current common elements approaches, and identified steps towards realizing their potential. Common elements methodologies can (a) synthesize and distill the implementation science literature into practical applications, (b) generate evidence-informed hypotheses about key elements and determinants in implementation and intervention processes and mechanisms, and (c) promote evidence-informed precision tailoring of intervention and implementation to context. To realize this potential, common elements approaches need improved reporting of details from both successful and unsuccessful intervention and implementation research, more data availability, and more testing and investigation of causal processes and mechanisms of change from diverse theories.Supplementary informationThe online version contains supplementary material available at 10.1007/s43477-023-00077-4.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/6c11q8xt

المؤلفون: Barnett, Miya L, Puffer, Eve S, Ng, Lauren C, Jaguga, Florence

مصطلحات موضوعية: Behavioral and Social Science, Health Services, Mental Health, Clinical Research, Mind and Body, Evaluation of treatments and therapeutic interventions, Health and social care services research, 6.6 Psychological and behavioural, 8.1 Organisation and delivery of services, Mental health, Good Health and Well Being, Global mental health delivery, healthcare workers, task sharing, low-income countries, peer volunteers, Clinical Sciences, Public Health and Health Services

الوصف: Abstract: Mental health needs and disparities are widespread and have been exacerbated by the COVID-19 pandemic, with the greatest burden being on marginalized individuals worldwide. The World Health Organization developed the Mental Health Gap Action Programme to address growing global mental health needs by promoting task sharing in the delivery of psychosocial and psychological interventions. However, little is known about the training needed for non-specialists to deliver these interventions with high levels of competence and fidelity. This article provides a brief conceptual overview of the evidence concerning the training of non-specialists carrying out task-sharing psychosocial and psychological interventions while utilizing illustrative case studies from Kenya, Ethiopia, and the United States to highlight findings from the literature. In this article, the authors discuss the importance of tailoring training to the skills and needs of the non-specialist providers and their roles in the delivery of an intervention. This narrative review with four case studies advocates for training that recognizes the expertise that non-specialist providers bring to intervention delivery, including how they promote culturally responsive care within their communities.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/5wj1g03k

المؤلفون: Gonzalez, Juan Carlos, Klein, Corinna C., Barnett, Miya L., Schatz, Nicole K., Garoosi, Tina, Chacko, Anil, Fabiano, Gregory A.^{Aff2, IDs1056702300430x_cor7}

المصدر: Clinical Child and Family Psychology Review. 26(2):445-458

المؤلفون: Flores, Iliana, Consoli, Andrés J, Gonzalez, JC, Sanchez, Erika Luis, Barnett, Miya L

المصدر: Journal of Latina/o psychology. 10(1)

مصطلحات موضوعية: community health worker, identity, promotora de salud, role

الوصف: Promotoras de salud are community health workers that mostly help the underserved members of Latinx communities. They seek to reduce health disparities through community engagement and work that is voluntary or mostly unpaid. While there is evidence that promotoras aid in prevention, follow-up care, and treatment adherence, little is known about promotoras themselves, specifically, the impact that fulfilling their roles has on their views of themselves and their service identities. Fourteen Spanish-speaking, Latina promotoras were interviewed individually about their experiences and their motivation for the role. Four themes emerged from the content analysis of the participant responses: "Uno Nace Siendo Promotora:" One is Born Being a Promotora, "Poner Esa Semillita:" To Plant a Seed by Sharing Knowledge, "Es un Regalo Ser Promotora:" It is a Gift to be a Promotora, and "Se Hace por Amor pero también Hay Necesidad:" A Labor of Love but there are Needs too. The findings show that assuming and enacting the promotora role had positive benefits, both personal and professional, despite the often-limited recognition they received. The findings have multiple implications for the development of health and prevention programs, particularly for those that involve promotoras de salud.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/8n38x7f6

المؤلفون: Yu, Stephanie H, Brookman-Frazee, Lauren, Kim, Joanna J, Barnett, Miya L, Wright, Blanche, Lau, Anna S

المصدر: Journal of consulting and clinical psychology. 90(1)

مصطلحات موضوعية: Humans, Family, Mental Health Services, Child, Female, Male, Evidence-Based Practice, Hispanic or Latino, Pediatric, Clinical Research, Good Health and Well Being, evidence-based practice, adaptation, community implementation, diverse youth, Psychology, Clinical Psychology

الوصف: ObjectiveCommunity therapists inevitably adapt evidence-based practices (EBPs) to meet the needs of their clients and practice settings. Yet, the implications of spontaneous, therapist-driven adaptations for EBP implementation outcomes are not well understood. We used a sequential QUAN → qual mixed-methods design to examine how different types of therapist-described adaptations were associated with observer-rated extensiveness of therapist delivery of EBP content and technique strategies at the session level.MethodData were drawn from an observational study of a system-driven implementation of multiple EBPs into public children's mental health services. Community therapists (n = 103) described adaptations they made in 680 sessions with 273 clients (50.92% female, 49.08% male, Mage = 9.72 years, 70.70% Hispanic/Latinx). Coders classified therapist-described adaptations into five types: (a) Modifying Presentation, (b) Integrating, (c) Extending, (d) Reducing, and (e) Generalizing. Independent observers rated the extensiveness of EBP strategy delivery from session recordings using the EBP Concordant Care Assessment (ECCA) Observational Coding System.ResultsQuantitative analyses using multilevel regression revealed that Modifying Presentation adaptations were associated with higher extensiveness of EBP technique delivery, whereas Extending adaptations were associated with lower extensiveness of EBP content and technique delivery. Qualitative analysis of adaptation descriptions identified explanations for the quantitative findings.ConclusionsFindings suggest that Modifying Presentation adaptations, associated with higher extensiveness, involved creative use of activities and materials, language modification, and personalization of EBP content to meet clients' diverse needs, whereas Extending adaptations, associated with lower extensiveness, involved slowing EBP pacing in response to client challenges. Implications for provider training are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/6qc672bh

المؤلفون: Rosas, Yessica Green, McCabe, Kristen M, Zerr, Argero, Yeh, May, Gese, Kristine, Barnett, Miya L

المصدر: International Journal of Environmental Research and Public Health. 19(8)

مصطلحات موضوعية: Clinical and Health Psychology, Psychology, Clinical Research, Behavioral and Social Science, Pediatric, Child, Child, Preschool, Humans, Child Behavior, Hispanic or Latino, Parent-Child Relations, Problem Behavior, Psychology, Child, Language, Counseling, parent-child interaction therapy, behavioral parent training, language, therapist coaching behaviors, parent–child interaction therapy, Toxicology

الوصف: Parent-child interaction therapy (PCIT) is a best-practice treatment for behavior problems in young children. In PCIT, therapists coach parents during in-vivo interactions to strengthen the parent-child relationship and teach parents effective ways of managing difficult child behaviors. Past research has found that different therapist coaching styles may be associated with faster skill acquisition and improved parent engagement. However, most research examining therapist behaviors has been conducted with English-speaking families, and there is limited research examining therapist behaviors when working with Spanish-speaking clients. In this study, English- and Spanish-speaking therapists' coaching behaviors (e.g., directive versus responsive) were examined, as well as their association with client outcomes, including speed of parental skill acquisition and treatment completion. Results suggested that coaching styles varied significantly between sessions conducted in Spanish versus English. In Spanish sessions, therapists had more total verbalizations than in English sessions and demonstrated higher rates of both total directive and responsive coaching. Responsive coaching was found to predict treatment completion across groups, while directive coaching was not. Directive and responsive coaching were not found to predict the rate of parental skill acquisition. Implications regarding the training of therapists and emphasizing cultural considerations are discussed.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/8jr2h4dq

المؤلفون: Barnett, Miya L, Stadnick, Nicole A, Proctor, Enola K, Dopp, Alex R, Saldana, Lisa

المصدر: Implementation science communications. 2(1)

مصطلحات موضوعية: Capacity building, Economic evaluation, Health economics, Team science, Health Services, Clinical Research, Generic health relevance

الوصف: BackgroundUnderstanding the costs and economic benefits of implementation has been identified by policymakers and researchers as critical to increase the uptake and sustainment of evidence-based practices, but this topic remains relatively understudied. Conducting team science with health economists has been proposed as a solution to increase economic evaluation in implementation science; however, these recommendations ignore the differences in goals and perspectives in these two fields. Our recent qualitative research identified that implementation researchers predominantly approach health economists to examine costs, whereas the majority of health economists expressed limited interest in conducting economic evaluations and a desire to be more integrated within implementation science initiatives. These interviews pointed to challenges in establishing fruitful partnerships when health economists are relegated to the "Third Aim" (i.e., lowest-priority research objective) in implementation science projects by their research partners.DiscussionIn this debate paper, we argue that implementation researchers and health economists need to focus on team science research principles to expand capacity to address pressing research questions that cut across the two fields. Specifically, we use the four-phase model of transdisciplinary research to outline the goals and processes needed to build capacity in this area (Hall et al., Transl Behav Med 2:415-30, 2012). The first phase focuses on the development of transdisciplinary research teams, including identifying appropriate partners (e.g., considering policy or public health researchers in addition to health economists) and building trust. The conceptual phase focuses on strategies to consider when developing joint research questions and methodology across fields. In the implementation phase, we outline the effective processes for conducting research projects, such as team learning. Finally, in the translation phase, we highlight how a transdisciplinary approach between health economists and implementation researchers can impact real-world practice and policy. The importance of investigating the economic impact of evidence-based practice implementation is widely recognized, but efforts have been limited due to the challenges in conducting team science across disciplines. Training in team science can help advance transdisciplinary efforts, which has the potential to increase the rigor and impact of economic evaluations in implementation science while expanding the roles taken by health economists.

وصف الملف: application/pdf

URL الوصول: https://escholarship.org/uc/item/6v97926h