Community awareness of a community mental health center and attitudes toward those who receive services from a community mental health center
AuthorScott, Reda Ruth
KeywordsCommunity mental health services -- Public opinion.
Community mental health services -- Utilization.
Psychotherapy patients -- Public opinion.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Degree GrantorUniversity of Arizona
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Protocol for LINKS (linking individual needs to community and clinical services): a prospective matched observational study of a community health worker community clinical linkage intervention on the U.S.-Mexico borderLohr, Abby M; Ingram, Maia; Carvajal, Scott C; Doubleday, Kevin; Aceves, Benjamin; Espinoza, Cynthia; Redondo, Floribella; Coronado, Gloria; David, Cassalyn; Bell, Melanie L; et al. (BMC, 2019-04-11)Background: Latinos are currently the largest and fastest growing racial/ethnic group in the United States and have the lowest rates nationally of regular sources of primary care. The changing demographics of Latino populations have significant implications for the future health of the nation, particularly with respect to chronic disease. Community-based agencies and clinics alike have a long history of engaging community health workers (CHWs) to provide a broad range of tangible and emotional support strategies for Latinos with chronic diseases. In this paper, we present the protocol for a community intervention designed to evaluate the impact of CHWs in a Community-Clinical Linkage model to address chronic disease through innovative utilization of electronic health records (EHRs) and application of mixed methodologies. Linking Individual Needs to Community and Clinical Services (LINKS) is a 3-year, prospective matched observational study designed to examine the feasibility and impact of CHW-led Community-Clinical Linkages in reducing chronic disease risk and promoting emotional well-being among Latinos living in three U.S.-Mexico border communities. Methods: The primary aim of LINKS is to create Community-Clinical Linkages between three community health centers and their respective county health departments in southern Arizona. Our primary analysis is to examine the impact of the intervention 6 to 12-months post program entry. We will assess chronic disease risk factors documented in the EHRs of participants versus matched non-participants. By using a prospective matched observational study design with EHRs, we have access to numerous potential comparators to evaluate the intervention effects. Secondary analyses include modeling within-group changes of extended research-collected measures. This approach enhances the overall evaluation with rich data on physical and emotional well-being and health behaviors of study participants that EHR systems do not collect in routine clinical practice. Discussion: The LINKS intervention has practical implications for the development of Community-Clinical Linkage models. The collaborative and participatory approach in LINKS illustrates an innovative evaluation framework utilizing EHRs and mixed methods research-generated data collection.
Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition PedagogyLicona, Adela C.; Wendler, Rachael; Licona, Adela C.; Licona, Adela C.; Hall, Anne-Marie; Kimme Hea, Amy C.; Saltmarsh, John (The University of Arizona., 2015)As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.
Shared governance in the community college: The rights, roles and responsibilities of unionized community college facultyLevin, John S.; Kater, Susan T. (The University of Arizona., 2003)This study examines shared governance in public, unionized community colleges and creates an inventory of faculty participation in governance as prescribed by collective bargaining agreements. Two hundred thirty-eight contracts representing faculty across 22 states were reviewed in order to identify in what areas faculty participate in institutional governance as well as for regional differences in patterns of governance across the United States. The results are intended to increase the understanding of shared governance in the community college. Grounded in organizational theory, the research adopts a theoretical framework which conceptualizes the internal governance of community colleges as primarily a political processes working within the framework of a professional bureaucracy. The findings suggest that faculty (both full-time and adjunct) are contractually obligated to participate in governance in a number of areas, and that there are regional differences between faculty participation as outlined by the language of the bargaining agreements. The study suggests the need for further research into the process and outcomes of collective bargaining in community colleges.