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PREPARE2THRIVE: A COMMUNITY-BASED PARTICIPATORY RESEARCH PILOT INTERVENTION
Title
PREPARE2THRIVE: A COMMUNITY-BASED PARTICIPATORY RESEARCH PILOT INTERVENTION
Creator
Guy, Arryn Aleia
Date
2020
Description
African Americans living with HIV and serious mental illness (AALWH and SMI) experience multi-level barriers to treatment engagement including...
Show moreAfrican Americans living with HIV and serious mental illness (AALWH and SMI) experience multi-level barriers to treatment engagement including structural discrimination, HIV and SMI stigma, medical mistrust, and poor patient-provider relationships. Personal resources such as HIV treatment self-efficacy and active coping are identified in the extant literature as buffers to barriers to treatment engagement, and may be mechanisms by which individuals living with HIV engage effectively with treatment. Using Community-Based Participatory Research (CBPR) the current study piloted a culture-specific, group-level psychoeducational intervention to improve treatment engagement among AALWH and SMI (N = 16). Overall, acceptability for intervention was high (M(SD) = 33.18(5.66) [range 6-42]). Inferential statistics indicate significant increases in CD4+ counts; HIV treatment self-efficacy, perseverance; psychological appointment attendance; and instrumental support seeking. Additionally, there was a statistically significant decrease in medical appointment attendance and self-distraction coping. An increase in ART engagement, and a decrease in viral load were also observed, however these results were not statistically significant. The peer-led intervention was highly accepted by participants. Participants demonstrated increases in HIV treatment self-efficacy, psychological appointment attendance, and CD4+ counts following completion of the intervention; however, had worse medical appointment attendance. The author highlights the clinical significance of the findings here. Taken together, results support mixed outcomes for the CBPR-developed and peer-led intervention.
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STAKEHOLDER FEEDBACK ON A NOVEL EMOTION REGULATION INTERVENTION FOR PRESCHOOL-AGE CHILDREN WITH DISRUPTIVE BEHAVIOR PROBLEMS: A THEMATIC ANALYSIS
Title
STAKEHOLDER FEEDBACK ON A NOVEL EMOTION REGULATION INTERVENTION FOR PRESCHOOL-AGE CHILDREN WITH DISRUPTIVE BEHAVIOR PROBLEMS: A THEMATIC ANALYSIS
Creator
Lossia, Amanda
Date
2019
Description
Disruptive behavior disorders are among the most prevalent psychological disorders in preschoolers. There are evidence-based treatments for...
Show moreDisruptive behavior disorders are among the most prevalent psychological disorders in preschoolers. There are evidence-based treatments for these disorders, but clinically significant behavior problems persist in approximately one-fourth to one-third of children after treatment. These treatments consist of behavioral parenting interventions and are not designed to directly address children’s affective dysregulation, which is a core component of behavior problems. To address this limitation, a manualized intervention was developed to treat disruptive behavior in preschool-age children by specifically targeting their emotion regulation abilities as the mechanism of change by coaching the caregiver to scaffold the child’s emotion regulation strategy use. The purpose of the present study was to further the development of this intervention by obtaining feedback from key stakeholders (i.e., caregivers and therapists) on the intervention’s focus, content, and procedures. Obtaining this feedback is an essential component of developing a novel psychosocial intervention. A qualitative thematic analysis of in-depth focus group discussions was conducted. Data were organized into the following broad themes: Intervention approach (support for targeting emotion regulation but ensuring the approach is an appropriate fit and considering the important role of behavioral strategies; additional focus on facilitating a positive caregiver-child relationship; developing some independent regulation skills in the child), Intervention structure and session content (making the intervention structure more flexible or modular; retaining the main intervention components with modifications to enhance acceptability, relevance, and developmental appropriateness), The caregiver’s role (the caregiver’s role is of primary importance and should be active throughout all sessions; ensuring adequate caregiver preparation and skill development; additional primary focus on facilitating the caregiver’s own emotion regulation; attention to the caregiver’s own therapeutic needs), Individualized approach (individualizing the content and timing of all sessions to account for individual needs), Generalizability (ensuring generalization of skills to home and other settings through effective at-home practice and including other primary caregivers and family members in sessions), and Learning and skill development (considering individual differences in how children and caregivers learn and modifying activities accordingly). These themes and stakeholders’ specific feedback will guide revisions to the intervention manual prior to pilot testing and further examination of efficacy and effectiveness.
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