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- Title
- Countering the Narrative: Exploring the Relationships among Wellness, Resilience, and Empowerment within Black Men Who Have Sex With Men Living With HIV (BMSM+).
- Creator
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Heard, Nevin, Shillingford-Butler, Ann, Joe, Richelle, Boote, David, Dollarhide, Collette, University of Central Florida
- Abstract / Description
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The HIV epidemic continues to disproportionately impact marginalized populations, where one in two Black men who have sex with men (BMSM) will be diagnosed with HIV in their lifetime. The lack of research regarding the wellness of Black men who have sex with men living with HIV (BMSM+) inhibits understanding, which could hinder professions missioned with bettering the wellness of BMSM+. Consequently, the purpose of this study was to investigate if resilience and empowerment predict BMSM+'s...
Show moreThe HIV epidemic continues to disproportionately impact marginalized populations, where one in two Black men who have sex with men (BMSM) will be diagnosed with HIV in their lifetime. The lack of research regarding the wellness of Black men who have sex with men living with HIV (BMSM+) inhibits understanding, which could hinder professions missioned with bettering the wellness of BMSM+. Consequently, the purpose of this study was to investigate if resilience and empowerment predict BMSM+'s wellness. However, a lack of internal consistency among the empowerment measurement required the researcher to remove the scale and adjust the scope of the study. A simple linear regression determined that resilience predicted wellness with statistical significance F(1, 247) = 726.012,(&)nbsp;R2 = .745, p =.000, f2 = 2.92. Descriptive statistics revealed that there were no significant differences in overall wellness when comparing BMSM+ ((N = 249) to norming samples representative of the U.S. population, t(248) = 1.575, p = .12 and African-Americans, t(248) = -1.444, p = .150; though BMSM+ had higher overall wellness when compared to men, t(248) = 9.926, p = .000. Most of the BMSM+ in this study had a resilience score that was somewhat low to very low (M = 123. 39), which was significantly lower than norming samples of the U.S. population, t(248) = -8.345, p = .000 and men, p = .000; males: t(248) = -7.938, p = .000. Additionally, the researcher ran two post hoc analyses that used multi-factor ANOVAs that revealed significant differences in resilience and wellness between groups when examining participants' HIV viral load detectability, CD4 count, mode of HIV contraction, level of religiosity/spirituality, education, and relationship status. Overall, the findings of the current study challenge the assumption that BMSM+ are unwell and has implications for counseling practitioners, counselor educators, researchers, and community-based organizations.
Show less - Date Issued
- 2018
- Identifier
- CFE0007191, ucf:52258
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007191
- Title
- The Client Assessment of Multicultural Competent Behavior (CAMCB): Development and Validation.
- Creator
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Oh, Seungbin, Shillingford-Butler, Ann, Lambie, Glenn, Taylor, Dalena, Witta, Eleanor, University of Central Florida
- Abstract / Description
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The significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater...
Show moreThe significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater emphasis on the development of therapists' MCC through the training and education, but also made ongoing efforts to integrate MCC into evidenced-based treatment. However, the mental health professions have faced difficulty in exploring evidence for the validity of MCC in therapy, due to a measurement concern regarding MCC. Specifically, such measurement concern in the MCC literature is involved with the fact that there has not existed a client-rated instrument designed to measure therapists' actual MCC performance (i.e., multicultural competent behaviors) in therapeutic process. Therefore, the present study aimed to develop the Client Assessment of Multicultural Competent Behavior (CAMCB) and examine its psychometric properties with a sample of clients.With a correlational research design, the present study involved two phases (Phase I and II) with a sample of diverse clients to inform the development and validation investigation of the CAMCB. Exploratory factor analysis (EFA; n = 280) with the initial pool of 30 items resulted in a three-factor, 23-item CAMCB model. Subsequently, confirmatory factor analysis (CFA; n = 282) was performed to cross-verify the three-factor, 23-item structure of the CAMCB (as identified from EFA) and accumulate evidence of its psychometric properties. CFA resulted in a final three-factor, 19-item CAMCB model with an acceptable model fit. The final CAMCB was found to have good internal consistency reliability and initial evidence for convergent validity with the current data. Lastly, results from a multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) indicated small but significant difference in the CAMCB total or subscale scores by some subgroups (e.g., race, gender, religion). Discussion of results, limitations of the present study, recommendations for future research, and implications for mental health professionals, researchers, and educators are provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007582, ucf:52566
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007582
- Title
- Hispanic Teacher's Experiences with Stressors in Title I Elementary Schools: A Phenomenological Investigation Using a Self-Compassion Framework.
- Creator
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Solomon, Coralis, Lambie, Glenn, Joe, Richelle, Shillingford-Butler, Ann, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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The purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools...
Show moreThe purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools within the same school district in Central Florida. The data were collected through individual interviews with the Hispanic teachers who volunteered to participate in the study. All data were recorded, transcribed, and analyzed for themes following Colaizzi's (1978) methods. Trustworthiness measures employed throughout the investigation included the use of (a) clear articulation of methods in order to protect the integrity of the data, (b) reflection on the researcher's positionality and pre-conceived notions about the participants' experiences by using bracketing, (c) analyst triangulation of the collected data with peer debriefers, (d) member checking, and (e) a thorough description of previous literature (Creswell, 2013; Marshall (&) Crossman, 2006; Moustakas, 1994; Patton, 2015).Five themes emerged from the data analyses: (a) general stressors, (b) emotional stressors, (c) cultural stressors, (d) coping skills, and (e) teachers' recommendations for administrators. The five themes aligned with previous research findings, offering significant implications for future research, teacher and counselor educators, and school personnel. Specifically, findings from this investigation contribute to the literature by providing an increased understanding of cultural and emotional stressors experienced by Hispanic teachers in Title I elementary schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006663, ucf:51223
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006663
- Title
- Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
- Creator
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Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
- Abstract / Description
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Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
Show less - Date Issued
- 2017
- Identifier
- CFE0006565, ucf:51326
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006565
- Title
- The Development and Validation of the Multicultural Competency Assessment(&)copy; (MCA(&)copy;).
- Creator
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Mitchell, Michelle, Lambie, Glenn, Bai, Haiyan, Butler, S. Kent, Shillingford-Butler, Ann, Bai, Haiyan, University of Central Florida
- Abstract / Description
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A sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological...
Show moreA sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002; Council for Accreditation of Counseling and Related Educational Programs Standards, 2016; National Association of Social Workers Standards and Indicators for Cultural Competence in Social Work Practice, 2015). Despite mandates for therapists to utilize a multicultural perspective, multiculturalism has remained a challenging construct to measure. Thus, the goal of this research was to develop and test the psychometrics features of the Multicultural Competency Assessment(&)copy; (MCA) scores with a national sample of therapists in clinical practice. The MCA and items were constructed employing instrument development best practices (e.g., AERA, APA, (&) NCME, 2014; DeVellis, 2017; Dimitrov, 2012; Haladyna (&) Rodriguez, 2013; Lambie, Blount, (&) Mullen, 2017). The initial 50 item MCA scores were tested with Data1 (N = 407) using exploratory factor analysis (EFA) and parallel analysis (PA), resulting in a 25-item MCA with a four-factor structure that accounted for 64.11% of the total variance. Next, the 25-item MCA scores were tested with Data 2 (N = 233) using confirmatory factor analysis (CFA) and the results supported the four-factor MCA structural model. The four-factor MCA structure represents (a) Knowledge, Skills, and Interventions (21.86% of the variance); (b) Awareness of Self (19.27% of the variance); (c) Awareness of Client Worldview (11.95% of the variance); and (d) System and Institutional Structures (11.03% of the variance). In addition, the MCA scores yielded sound internal consistency reliability (e.g., .953). Evidence of concurrent validity was supported with a positive correlation between MCA and Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form (MCSE-RD) scores (r = .746; p (<) .001; 55.61% variance explained). Further, a positive correlation was identified between the MCA scores and participants' reported age. The findings from the investigation may be used to: (a) assist researchers in measuring the construct of multicultural competence, (b) aid therapists in evaluating their levels of as multicultural competence, and (c) promote sound curriculum in counselor education programs to promotion trainees' development of multicultural competence. Limitations of the study and areas for future research are presented.
Show less - Date Issued
- 2018
- Identifier
- CFE0007580, ucf:52563
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007580