How Does Language Influence Interest in Psychological Treatment?

In 2022, approximately 59 million adults in the United States were diagnosed with a mental health disorder, and approximately half received mental health services (NIMH, 2023). Given the number of individuals whose mental health concerns remain untreated, it is vital to investigate mechanisms predicting treatment-seeking behaviors. Health literacy, which influences treatment-seeking, is largely absent from research on barriers to mental health treatment. Health literacy is related to readability, the ease of reading (Adkins & Singh, 2001), and jargon, the technical language used by professionals in a field (Shulman et al., 2020). Health materials are often written at a high reading level with complex writing style (Adkins & Singh, 2001; King et al., 2023). Similarly, jargon use decreases comprehension, increases perceived difficulty of information, and elicits adverse emotional reactions, such as apprehension (Bullock et al., 2019; Davis et al., 2017; Shulman et al., 2020). The effects of readability and jargon in mental health settings, however, are largely unknown. The present study aimed to fill these gaps by scientifically testing the relationship among health literacy, jargon/readability, and treatment-seeking interests. The responses of 430 participants were analyzed to explore these relationships. Contrary to expectations, health literacy was not associated with treatment-seeking attitudes, comfort, and willingness to refer a friend. There was also no significant effect of the vignette condition (varying reading levels and jargon) on participants’ perceptions of difficulty (measuring readability) and familiarity with the terms (measuring jargon). There was, however, a positive association between treatment-seeking attitudes, comfort with a provider, and willingness to refer a friend. This study aimed to advance research on the impact of jargon in therapy contexts. INDEX WORDS: Health literacy, Treatment-seeking attitudes, Jargon, Readability/reading leve

Neighborhood Context, Family Cultural Values, & Resilience in Latinx Communities

Family cultural values are central in promoting resilience in Latinx communities. The concept of familismo is a fundamental cultural value emphasizing the importance of family (Vela et al., 2017). It is based on loyalty, interdependence over independence, and cooperation over competition (Bermudez & Mancini, 2012). This belief is the foundation of Latinx family structures, building strong family units whereby members expect their lives to revolve around their extended family (Sanchez et al., 2019). However, much of the literature is characterized mainly by the needs, deficits, and struggles Latinx communities face, often providing an inaccurate and skewed portrayal. This narrow focus limits the possibilities of Latinx communities to obtain resources that will enable them to thrive and flourish. Therefore, this study aims to bridge this literature gap by examining the psychological benefits of familismo and its role in promoting resilience. Specifically, this study examined the interaction between neighborhood quality (i.e., neighborhood hardship, safety, danger, crime) and resilience, with familismo (i.e., family support, family cohesion) as a moderating factor, to account for variance in how Latinx communities adapt to adversity. A total of 192 Latinx participants completed an online survey related to their experiences with neighborhood quality, familismo, and resilience. Latinx individuals in rural areas reported higher levels of resilience when compared to Latinx individuals in non-rural areas. Additionally, results showed that neighborhood quality was not significantly associated with resilience. However, familismo was significantly and positively associated with resilience. Moderation analyses did not indicate that familismo moderates the relationship between neighborhood quality and resilience. Research on resilience in Latinx communities is critical for developing culturally sensitive treatment and culture-centered assessment. These efforts strive to respond to the complex inequities in accessing mental health care experienced by minoritized populations

Developing and Evaluating a Multidimensional Measure of Pride in the LGBTQIA+ Community

Pride in LGBTQIA+ spaces has thus far been an ethereal concept with no universally agreed-upon definition. Previous literature frequently connects pride to traits such as resilience, comfort, confidence, and identity expression. This is a critical oversight, as most measures of LGBTQIA+ experiences focus on the negative aspects of queer experiences (e.g., vulnerability, victimization) or are created to evaluate non-LGBTQIA+ perceptions of LGBTQIA+ people, falsely characterizing this community in a deficit-based light. In response, this study aimed to offer a holistic definition of pride and develop a psychometrically sound measure of pride stemming from culturally salient expressions by using rigorous analytical procedures with samples of LGBTQIA+ adults in the United States. Three studies were conducted to evaluate the psychometric properties of the measure. Study 1 generated a stable definition of pride by detecting a three-identified factor measure comprised of liberation pride, resilient pride, and identity pride. In Study 2, a competing confirmatory analytic procedure (CFA) determined the best structure of the model. Notably, the analysis indicated a second-order/hierarchical model with three first-order factors that fit the data best. Reliability estimates for the three-factor model were excellent. Study 3 evaluated the factor stability of the model. None of the four competing models met standard fit and measurement quality criteria. However, the pride total and dimension scores demonstrated excellent concurrent and predictive validity with measures of positive identity development, positive emotions, and flourishing. High attrition and low power likely contributed to the null findings associated with factor stability. Taken together, the current pride measure meets preliminary psychometric properties but would benefit from further research. The Queer Pride Scale offers an innovative platform by which pride is defined and organized into a meaningful positive psychological construct within the LGBTQIA+ literature

Remember to Say Her Name - Addressing Black Women\u27s Experiences of Vicarious Police Brutality and Testing a Racial Trauma Meditation

Black women and girls are disproportionately impacted by police violence, as some are victims of brutality but also as viewers of police violence videos and advocates for police reform (Williams, 2021). Yet, most media coverage centers on police brutality against Black men, rendering the suffering of Black women largely invisible. Studies indicate heightened rates of distress experienced by Black women as a result of race-based stressors, compounded by their limited access to adaptive coping mechanisms (Beauliere, 2022; Hawkins, 2022). This study investigated the psychological effects of vicarious police brutality exposure on Black women. In addition, this study evaluated the effectiveness of three interventions: a racially specific mindfulness meditation, a relaxation practice (progressive muscle relaxation), and an active control condition involving a popular podcast in reducing Black women’s state anxiety, anger, and depression levels. A secondary objective was to explore which intervention produced increased levels of state mindfulness and resilience levels to buffer the effects of a vicarious race-based stressor. Sixty-four collegiate Black women viewed a video depicting police brutality. They completed repeated measures assessing state anxiety, anger, depression, mindfulness, and resilience at three time points: Time 1 (baseline), Time 2 (post-stress induction), and Time 3 (post-intervention). Results showed that exposure to the police brutality video significantly increased participants’ state anxiety, depression, and anger across all groups. Following the intervention, their distress levels decreased significantly, with anxiety dropping below baseline levels while anger and depression returned to baseline across all groups. Both the race-based mindfulness meditation and relaxation groups showed significant increases in state mindfulness. All intervention groups showed increased state resilience over time. However, no significant differences were observed between intervention types in reducing distress symptoms. Findings from this study provide insight into culturally tailored coping strategies to mitigate the harmful effects of race-based traumatic stressors experienced by Black women

Helping Teachers Navigate Georgia’s HB 1084

Georgia passed House Bill 1084 (HB 1084) in 2022, a law that frames how controversial topics can be addressed and taught in Georgia public classrooms. Although the phrase “controversial topics” is a catch-all phrase, it specifically frames how educators should address race and the teaching of racism in the classroom. Also known as the Divisive Concept Legislation, this policy assumes that a problem has emerged when teachers address racism in the teaching and learning paradigm, and this policy is designed to fix said problem. However, research shows that this is not true. No problem emerged before GA senators initiated the law; instead, they suggested that should a problem arise, a policy will be in place to address it. It is a policy in search of a problem. Georgia is not alone in passing divisive concept legislation; several states have passed or propelled this type of legislation. How many states depends on the research question. What is missing from this discussion is practicing classroom teachers who never had a chance to weigh in on these policies. Research also suggests that many districts do not attempt to address some of the conflicting components or the ambiguities of the legislation. So, what can teachers do? This presentation attempts to answer this question by deconstructing Georgia’s HB 1084 while posing possible suggestions for classroom teachers and teacher preparation programs. These suggestions are grounded in “fugitive pedagogy” (Givens, 2021; see also Lozenski, 2022). This pedagogy has a long history in the African American community and hopefully can be helpful to ELA practitioners during these turbulent times

First-Year College Experience and Student Motivation

The purpose of this project was to explore how metacognitive learning strategies can enhance intrinsic motivation, social development, and well-being among 33 freshman students in a First-Year Seminar (FYS). Grounded in the Self-Determination Theory (Deci & Ryan, 2020; Flanigan et al., 2023; Ormrod, 2020) and the Expectancy-Value Theory of Achievement Motivation (Eccles & Wigfield, 1994, 2000), this study examined students’ engagement and motivation through a video recording assignment. By analyzing their reflections and learning experience, we evaluate the effectiveness of student\u27s motivation by reducing digital distraction and fostering self-regulated learning and academic motivation

Inez Lucille Loadholt Jenkins

https://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11696/thumbnail.jp

Araminta Williams Barnes

Araminta_Williams_Barnes.pdf - Funeral program for Araminta Barneshttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11756/thumbnail.jp

Bernice Thompson Eliga

https://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11689/thumbnail.jp