Building a Community-Based Mental Health Literacy Intervention for African American Young Adults

为非裔美国年轻人建立基于社区的心理健康素养干预措施

• 批准号: 10738855
• 负责人: Alexandria Gabrielle Bauer
• 金额: $ 19.72万
• 依托单位: RUTGERS, THE STATE UNIV OF N.J.
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10738855
• 关键词: Adult; African American; Age; Alcohol consumption; American; Area; Attitude; Baseline Surveys; Behavior; Behavioral; Belief; Black race; COVID-19 pandemic; COVID-19 pandemic effects; Church; Clinical; Collaborations; Communities; Complex; Counseling; Development; Dimensions; Disparity; Educational Curriculum; Educational Materials; Educational workshop; Elements; Emotional; Ensure; Equity; European; Feedback; Focus Groups; Fostering; Future; Gender; Goals; Hair; Health; Healthcare Systems; Hispanic; Individual; Intervention; Knowledge; Learning; Mental Depression; Mental Health; Mental Health Services; Mental disorders; Mental health promotion; Mentored Research Scientist Development Award; Mentors; Mentorship; Methods; Modeling; Outcome; Participant; Perception; Planning Theory; Positioning Attribute; Post-Traumatic Stress Disorders; Prevention; Provider; Psychologist; Psychology; Public Health; Recording of previous events; Recovery Support; Research; Research Assistant; Research Methodology; Research Personnel; Resources; Risk; Sampling; Schools; Services; Signs and Symptoms; Site; Socioeconomic Status; Substance Use Disorder; Symptoms; Translational Research; Trauma; Underrepresented Students; Universities; Woman; Writing; aged; barrier to care; behavioral construct; behavioral outcome; care burden; career; career development; college; community based research; community building; community engaged research; community engagement; community organizations; community setting; coping; design; emotional distress; experience; graduate school; health care service utilization; health literacy; improved; intervention participants; intervention refinement; member; men; mental development; minority communities; peer; post intervention; prevent; primary outcome; professor; psychoeducation; psychoeducational; psychologic; psychological distress; psychosocial; racial disparity; recruit; satisfaction; secondary outcome; social; social stigma; substance use; substance use treatment; symptom management; tenure track; theories; therapy design; trauma exposure; trend; underserved community; university student; young adult

Project Summary/Abstract Black/African American young adults are at elevated risk for trauma and related mental health concerns (e.g., PTSD, substance use) yet are less likely to engage in mental health care than other groups, due to substantial and complex barriers to care. These disparities have been exacerbated by, and compounded with, psychological and emotional distress due to the COVID-19 pandemic. Promoting mental health literacy (MHL), defined as knowledge and beliefs related to mental health (e.g., recognition, prevention, and management of symptoms) may be an important first step to improving mental health outcomes for Black/African American young adults. This K01 Mentored Research Scientist Development Award will partner with a Community Advisory Board to develop a community based MHL intervention, focused on trauma and substance use, for Black/African American young adults. The culturally tailored intervention will be guided by the Theory of Planned Behavior (TPB) and social ecological model as guiding frameworks, with intervention components designed to promote TPB dimensions (i.e., behavioral, normative, and control beliefs related to mental health care utilization) with resources at the individual, interpersonal, and organizational levels. Following development, the intervention will be piloted among Black/African American young adults aged 18-35 years old (N = 80), recruited from diverse community sites (e.g., colleges/universities, barbershops and hair salons, churches, community organizations). Participants will complete a baseline survey assessing primary and secondary outcomes (e.g., current MHL; stigma; beliefs, attitudes, and norms; history of mental health care), with re-assessment mid-intervention and post-intervention. Post-study focus groups with intervention participants (N = 30) will be held to elicit feedback on relevance, feasibility, acceptability, and satisfaction with the intervention, to inform refinement and future dissemination efforts. Successful completion of the proposed study will also benefit the PI, an early career researcher with goals to A) develop expertise in community engagement and theoretically-driven translational research methods and B) build community capacity to prevent mental illness, support recovery, and improve health outcomes with underserved and oppressed communities. The PI is currently an Assistant Research Professor at Rutgers University at the Center of Alcohol & Substance Use Studies, within the Graduate School of Applied and Professional Psychology. Her long-term career goals include becoming a tenure-track, independent investigator; contributing to recruitment and mentorship of underrepresented students; and advancing health and social equity for underserved and minoritized communities.

项目概要/摘要 黑人/非裔美国年轻人遭受创伤和相关心理健康问题的风险较高（例如， 创伤后应激障碍（PTSD）、药物滥用），但由于大量的 以及复杂的护理障碍。这些差异因以下原因而加剧并加剧： COVID-19 大流行造成的心理和情绪困扰。促进心理健康素养（MHL）， 定义为与心理健康相关的知识和信念（例如，认识、预防和管理 症状）可能是改善黑人/非裔美国人心理健康结果的重要第一步 年轻人。 K01 指导研究科学家发展奖将与社区合作 咨询委员会将制定基于社区的 MHL 干预措施，重点关注创伤和药物滥用， 黑人/非裔美国年轻人。文化定制干预措施将以“文化理论”为指导 计划行为（TPB）和社会生态模型作为指导框架，并具有干预成分 旨在促进 TPB 维度（即与心理健康相关的行为、规范和控制信念） 护理利用）以及个人、人际和组织层面的资源。下列的 该干预措施将在 18-35 岁的黑人/非裔美国年轻人中进行试点 （N = 80），从不同的社区场所（例如学院/大学、理发店和美发沙龙）招募， 教会、社区组织）。参与者将完成一项基线调查，评估主要和 次要结果（例如，当前的 MHL；耻辱；信仰、态度和规范；精神卫生保健史）， 干预期间和干预后重新评估。研究后焦点小组干预 参与者（N = 30）将收集有关相关性、可行性、可接受性和满意度的反馈 干预，为改进和未来的传播工作提供信息。顺利完成拟议的 研究也将使 PI 受益，PI 是一名早期职业研究员，其目标是 A) 发展社区专业知识 参与和理论驱动的转化研究方法，以及 B) 建设社区能力 预防精神疾病、支持康复并改善服务不足和受压迫者的健康状况 社区。 PI 目前是罗格斯大学中心的助理研究教授 应用和专业心理学研究生院的酒精和药物使用研究。她 长期职业目标包括成为终身教授、独立调查员；为招聘做出贡献 以及对代表性不足的学生的指导；促进服务不足和服务不足的人群的健康和社会公平 少数民族社区。