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• 1. [Article] A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory

  Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature ...

  Citation × Citation Citation Abstract Copy Title: A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory Author: Marino, Casadi "Khaki" Year: 2014 Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature in order to explore the contribution of feminism to mad theory. Results: Disability studies have challenged hegemonic concepts of normality and the definition of disability as individual deficit. Disability becomes framed as a social construction involving power relations. Feminist perspectives on disability honor lived experience and human variation. In feminist thought, different ways of being are valued and people are recognized as equal in terms of human rights. Citizenship is relational and identity is fluid and involves multiple subjectivities. Feminism recognizes the embodied nature of human experience and understands personal narratives in a political, collective context. Feminist intersectionality allows exploration of how systems of oppression interlock. The differences and inequalities among the mad should be recognized in theory development. Conclusions: Mad studies must be developed to address the prevailing narratives of essential inferiority that obscure the gifts of human diversity. Such narratives act to limit the mad imagination and obstruct the creation of enabling social environments. Grounded in the perspectives of mad people and cultures, theory and knowledge production would facilitate the incorporation of lived experiences and the meaning individuals make of madness. Significance: Mad consciousness and theory must be developed in order to challenge social exclusion and oppression. The lived experience of madness can be an illuminating and driving force for the future of mad studies. Title: A Habitable Madness: Inclusion of Feminist Thought in the Development of Mad Theory Author: Marino, Casadi "Khaki" Year: 2014 Objectives: Mad theory is in the early stages of development. This paper draws on disability studies and feminist thought in theorizing models of madness. Methods: This paper explores the available literature in order to explore the contribution of feminism to mad theory. Results: Disability studies have challenged hegemonic concepts of normality and the definition of disability as individual deficit. Disability becomes framed as a social construction involving power relations. Feminist perspectives on disability honor lived experience and human variation. In feminist thought, different ways of being are valued and people are recognized as equal in terms of human rights. Citizenship is relational and identity is fluid and involves multiple subjectivities. Feminism recognizes the embodied nature of human experience and understands personal narratives in a political, collective context. Feminist intersectionality allows exploration of how systems of oppression interlock. The differences and inequalities among the mad should be recognized in theory development. Conclusions: Mad studies must be developed to address the prevailing narratives of essential inferiority that obscure the gifts of human diversity. Such narratives act to limit the mad imagination and obstruct the creation of enabling social environments. Grounded in the perspectives of mad people and cultures, theory and knowledge production would facilitate the incorporation of lived experiences and the meaning individuals make of madness. Significance: Mad consciousness and theory must be developed in order to challenge social exclusion and oppression. The lived experience of madness can be an illuminating and driving force for the future of mad studies. Close

• 2. [Article] The Development and Validation of the Social Recovery Measure

  Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with ...

  Citation × Citation Citation Abstract Copy Title: The Development and Validation of the Social Recovery Measure Author: Marino, Casadi "Khaki" Year: 2016 Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with supportive individuals and a wider community. While the recovery model developed from a movement led by consumers and survivors of the mental health system to promote hope, self-determination, and social inclusion, the clinical aspects of recovery have dominated mental health research and practice. The under-investigated area of social recovery calls for psychometrically sound measurement instruments. The purpose of the current study was to develop and validate the Social Recovery Measure (SRM). The study was grounded in disability and mad theories which locate disability at the intersection of the person and the environment. The SRM is a 19-item self-administered instrument scored on a 5-point Likert scale that consists of two domains: Self and Community. Items for the SRM were developed through focus groups and interviews with 41 individuals in recovery from mental health challenges and the preliminary measure was administered to a purposive, nonprobability sample of 228 individuals in recovery. A confirmatory factor analysis (CFA) was conducted and a re-specified model resulted in good model fit. The SRM exhibited excellent internal consistency with a Cronbach's coefficient alpha of .951 and demonstrated excellent test-retest reliability, content validity, and construct validity. Social recovery is highly relevant for social work given the discipline's commitment to disenfranchised populations and investment in creating enabling environments. The SRM has utility for use in evidence based practice and evaluation. The SRM can be used to further research in social recovery, test underlying theory bases, and explore the differential effects of the multiple dimensions of recovery. There is a need to better understand social recovery which this measure can facilitate. Title: The Development and Validation of the Social Recovery Measure Author: Marino, Casadi "Khaki" Year: 2016 Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with supportive individuals and a wider community. While the recovery model developed from a movement led by consumers and survivors of the mental health system to promote hope, self-determination, and social inclusion, the clinical aspects of recovery have dominated mental health research and practice. The under-investigated area of social recovery calls for psychometrically sound measurement instruments. The purpose of the current study was to develop and validate the Social Recovery Measure (SRM). The study was grounded in disability and mad theories which locate disability at the intersection of the person and the environment. The SRM is a 19-item self-administered instrument scored on a 5-point Likert scale that consists of two domains: Self and Community. Items for the SRM were developed through focus groups and interviews with 41 individuals in recovery from mental health challenges and the preliminary measure was administered to a purposive, nonprobability sample of 228 individuals in recovery. A confirmatory factor analysis (CFA) was conducted and a re-specified model resulted in good model fit. The SRM exhibited excellent internal consistency with a Cronbach's coefficient alpha of .951 and demonstrated excellent test-retest reliability, content validity, and construct validity. Social recovery is highly relevant for social work given the discipline's commitment to disenfranchised populations and investment in creating enabling environments. The SRM has utility for use in evidence based practice and evaluation. The SRM can be used to further research in social recovery, test underlying theory bases, and explore the differential effects of the multiple dimensions of recovery. There is a need to better understand social recovery which this measure can facilitate. Close

• 3. [Article] Multnomah County Project Launch Evaluation

  Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing ...

  Citation × Citation Citation Abstract Copy Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Close

• 4. [Article] Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance

  At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called ...

  Citation × Citation Citation Abstract Copy Title: Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2014 At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called the Protocol) that it would use to improve the quality of services available to communities of color in mainstream health and human services. To achieve this, we have researched the literature available that provides evidence of the effectiveness of various interventions. Priority has been given to the literatures on culturally-responsive service delivery (which has been thin) and culturally-competent services (which while abundantly written about, relatively little exists that has provided convincing evidence of its effectiveness). Research has been primarily conducted in the field of health services, with fewer articles that are research based from the fields of child welfare, parent skills training and a few in other places. The research studies have primarily determined success in cultural responsiveness in two areas: improvement of health conditions or presenting problems, and client satisfaction with services. Fewer still have confirmed successful outcomes in a pre- and post-intervention situation, with the majority looking retrospectively on the ways in which service users value the interventions. The “thinness” of this overall literature of evidence has led us to review at considerable depth the existing protocols, standards, and guides that have been developed for this work and for related work in the national arena and state level. These supplemental resources have helped us in the development of the reference grid for the protocol. Within this document are definitions of cultural responsiveness and cultural competence, the literature review itself, a summary of the ways the emerging substance for the Protocol aligns with the research literature, and the two most relevant sets of standards: the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, 2013 (also called CLAS) and the Culturally Responsive Framework, 2009 (also called CALD or 'cultural and linguistic diversity.' Title: Protocol for Culturally Responsive Organizations: Literature Review and Standards for Performance Author: Reyes, Marie-Elena, Curry-Stevens, Ann Year: 2014 At the request of the Coalition of Communities of Color, the Center to Advance Racial Equity (CARE) was asked to assist in the development of a Protocol for Culturally Responsive Organizations (also called the Protocol) that it would use to improve the quality of services available to communities of color in mainstream health and human services. To achieve this, we have researched the literature available that provides evidence of the effectiveness of various interventions. Priority has been given to the literatures on culturally-responsive service delivery (which has been thin) and culturally-competent services (which while abundantly written about, relatively little exists that has provided convincing evidence of its effectiveness). Research has been primarily conducted in the field of health services, with fewer articles that are research based from the fields of child welfare, parent skills training and a few in other places. The research studies have primarily determined success in cultural responsiveness in two areas: improvement of health conditions or presenting problems, and client satisfaction with services. Fewer still have confirmed successful outcomes in a pre- and post-intervention situation, with the majority looking retrospectively on the ways in which service users value the interventions. The “thinness” of this overall literature of evidence has led us to review at considerable depth the existing protocols, standards, and guides that have been developed for this work and for related work in the national arena and state level. These supplemental resources have helped us in the development of the reference grid for the protocol. Within this document are definitions of cultural responsiveness and cultural competence, the literature review itself, a summary of the ways the emerging substance for the Protocol aligns with the research literature, and the two most relevant sets of standards: the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, 2013 (also called CLAS) and the Culturally Responsive Framework, 2009 (also called CALD or 'cultural and linguistic diversity.' Close

• 5. [Article] Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care

  Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis ...

  Citation × Citation Citation Abstract Copy Title: Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care Author: Brennan, Eileen M., Nygren, Peggy, Stephens, Robert L., Croskey, Adrienne Year: 2016 Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally-diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning, and service participation and satisfaction. Regression analysis revealed ratings of young peoples’ perceptions of school functioning and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults. Title: Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care Author: Brennan, Eileen M., Nygren, Peggy, Stephens, Robert L., Croskey, Adrienne Year: 2016 Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally-diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning, and service participation and satisfaction. Regression analysis revealed ratings of young peoples’ perceptions of school functioning and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults. Close

• 6. [Article] Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth

  Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve ...

  Citation × Citation Citation Abstract Copy Title: Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth Author: Lindwall, Jennifer Year: 2017 Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve 3,000,000 youth in the United States alone (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011). In many of these programs, a majority of the mentors are matched with a mentee who comes from a culture and community they know very little about. Many of the youth development programs that were founded and implemented by people of the perceived dominant culture represent their values and cultural experience. To look more deeply into this, my primary research included seven one-on-one interviews with experienced youth workers, most who currently work at a community or site-based mentoring program. This article is a summary of their responses and reflections on the potential risks involved in matching across culture and considers how we might work together to mitigate these risks for the youth we serve Title: Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth Author: Lindwall, Jennifer Year: 2017 Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve 3,000,000 youth in the United States alone (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011). In many of these programs, a majority of the mentors are matched with a mentee who comes from a culture and community they know very little about. Many of the youth development programs that were founded and implemented by people of the perceived dominant culture represent their values and cultural experience. To look more deeply into this, my primary research included seven one-on-one interviews with experienced youth workers, most who currently work at a community or site-based mentoring program. This article is a summary of their responses and reflections on the potential risks involved in matching across culture and considers how we might work together to mitigate these risks for the youth we serve Close

• 7. [Article] Sharing Experience Learned Firsthand (SELF): Self-Disclosure of Lived Experience in Mental Health Services and Supports

  Objective: Self-disclosure of lived experiences with mental health challenges is a central method for challenging stigma and promoting empowerment. Individuals are encouraged to share their stories yet ...

  Citation × Citation Citation Abstract Copy Title: Sharing Experience Learned Firsthand (SELF): Self-Disclosure of Lived Experience in Mental Health Services and Supports Author: Marino, Casadi “Khaki", Child, Beckie, Campbell Krasinski, Vanessa Year: 2016 Objective: Self-disclosure of lived experiences with mental health challenges is a central method for challenging stigma and promoting empowerment. Individuals are encouraged to share their stories yet little is known about the process of self-disclosure in this context. This article presents the results of an investigation of the role of lived experience in professional training and work. Method: A mixed methods design was used in a sequential exploratory manner. A purposive sample of 35 individuals participated in interviews and focus groups. Based on their reports and a literature review, an anonymous online survey (N = 117) was developed and distributed through consumer networks and the SAMHSA funded Consumer Technical Assistance Centers. The qualitative data was subjected to thematic analysis. The survey data were statistically analyzed for differences in levels of disclosure and factors regarding risks, benefits, and guidance regarding self-disclosure. Results: Participants valued their lived experience as a resource through which they could assist others and service delivery. Lived experience was foundational to building relationships with individuals in recovery. Disclosure was dependent on social context and perceptions of safety. Individuals expressed concerns regarding exclusion and discrimination. Conclusions and Implications for Practice: Project participants maintained that their lived experience was their greatest strengths in helping others. At the same time, decisions about disclosure were made in complex social contexts featuring power differentials. Sharing lived experience is essential to peer-delivered services and further exploration is needed to support service development. Title: Sharing Experience Learned Firsthand (SELF): Self-Disclosure of Lived Experience in Mental Health Services and Supports Author: Marino, Casadi “Khaki", Child, Beckie, Campbell Krasinski, Vanessa Year: 2016 Objective: Self-disclosure of lived experiences with mental health challenges is a central method for challenging stigma and promoting empowerment. Individuals are encouraged to share their stories yet little is known about the process of self-disclosure in this context. This article presents the results of an investigation of the role of lived experience in professional training and work. Method: A mixed methods design was used in a sequential exploratory manner. A purposive sample of 35 individuals participated in interviews and focus groups. Based on their reports and a literature review, an anonymous online survey (N = 117) was developed and distributed through consumer networks and the SAMHSA funded Consumer Technical Assistance Centers. The qualitative data was subjected to thematic analysis. The survey data were statistically analyzed for differences in levels of disclosure and factors regarding risks, benefits, and guidance regarding self-disclosure. Results: Participants valued their lived experience as a resource through which they could assist others and service delivery. Lived experience was foundational to building relationships with individuals in recovery. Disclosure was dependent on social context and perceptions of safety. Individuals expressed concerns regarding exclusion and discrimination. Conclusions and Implications for Practice: Project participants maintained that their lived experience was their greatest strengths in helping others. At the same time, decisions about disclosure were made in complex social contexts featuring power differentials. Sharing lived experience is essential to peer-delivered services and further exploration is needed to support service development. Close

• 8. [Article] Psychometric Properties of the Centrality of Pain Scale

  The Centrality of Pain Scale (COPS) is a recently developed patient-centered, 10-item self-report measure designed to assess how central, or dominating, in their lives individuals with chronic pain perceive ...

  Citation × Citation Citation Abstract Copy Title: Psychometric Properties of the Centrality of Pain Scale Author: Morasco, Benjamin J., Turk, Dennis C., Nicolaidis, Christina Year: 2015 The Centrality of Pain Scale (COPS) is a recently developed patient-centered, 10-item self-report measure designed to assess how central, or dominating, in their lives individuals with chronic pain perceive pain to be. The COPS underwent initial development and validation previously; preliminary results suggested that the measure had excellent psychometric properties and that COPS scores were associated with important clinical factors. The purpose of the present study was to examine the psychometric properties of the COPS in a sample of individuals with mixed chronic pain diagnoses (N = 178) being treated at a U.S. Veterans Affairs Medical Center. Principal components analysis of COPS items revealed a single factor, and all items loaded highly. The COPS had high internal consistency (Cronbach's alpha = .902) and was significantly correlated with other measures of pain, mental health, psychological factors associated with pain, and chronic pain coping styles, suggesting convergent and divergent validity. Hierarchical linear regression analyses indicated that COPS score was independently associated with both pain severity and interference. Future research should evaluate the generalizability of the COPS in different samples, its responsiveness to treatment, and the extent to which pain centrality may be a focus of nonpharmacologic interventions for chronic pain. Title: Psychometric Properties of the Centrality of Pain Scale Author: Morasco, Benjamin J., Turk, Dennis C., Nicolaidis, Christina Year: 2015 The Centrality of Pain Scale (COPS) is a recently developed patient-centered, 10-item self-report measure designed to assess how central, or dominating, in their lives individuals with chronic pain perceive pain to be. The COPS underwent initial development and validation previously; preliminary results suggested that the measure had excellent psychometric properties and that COPS scores were associated with important clinical factors. The purpose of the present study was to examine the psychometric properties of the COPS in a sample of individuals with mixed chronic pain diagnoses (N = 178) being treated at a U.S. Veterans Affairs Medical Center. Principal components analysis of COPS items revealed a single factor, and all items loaded highly. The COPS had high internal consistency (Cronbach's alpha = .902) and was significantly correlated with other measures of pain, mental health, psychological factors associated with pain, and chronic pain coping styles, suggesting convergent and divergent validity. Hierarchical linear regression analyses indicated that COPS score was independently associated with both pain severity and interference. Future research should evaluate the generalizability of the COPS in different samples, its responsiveness to treatment, and the extent to which pain centrality may be a focus of nonpharmacologic interventions for chronic pain. Close

• 9. [Article] Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities

  Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. ...

  Citation × Citation Citation Abstract Copy Title: Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities Author: Raymaker, Dora M., McDonald, Katherine E., Ashkenazy, Elesia, Gerrity, Martha, Baggs, Amelia, Kripke, Clarissa, Hourston, Sarah, Nicolaidis, Christina Year: 2016 Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. To do so, we developed a Long- and Short-Form instrument to assess barriers in clinical and research settings. Using the Barriers to Healthcare Checklist–Long Form, we surveyed 437 participants (209 autistic, 55 non-autistic with disabilities, and 173 non-autistic without disabilities). Autistic participants selected different and greater barriers to healthcare, particularly in areas related to emotional regulation, patient-provider communication, sensory sensitivity, and healthcare navigation. Top barriers were fear or anxiety (35% (n = 74)), not being able to process information fast enough to participate in real-time discussions about healthcare (32% (n = 67)), concern about cost (30% (n = 62)), facilities causing sensory issues 30% ((n = 62)), and difficulty communicating with providers (29% (n = 61)). The Long Form instrument exhibited good content and construct validity. The items combined to create the Short Form had predominantly high levels of correlation (range 0.2–0.8, p < 0.001) and showed responsiveness to change. We recommend healthcare providers, clinics, and others working in healthcare settings to be aware of these barriers, and urge more intervention research to explore means for removing them. Title: Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities Author: Raymaker, Dora M., McDonald, Katherine E., Ashkenazy, Elesia, Gerrity, Martha, Baggs, Amelia, Kripke, Clarissa, Hourston, Sarah, Nicolaidis, Christina Year: 2016 Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. To do so, we developed a Long- and Short-Form instrument to assess barriers in clinical and research settings. Using the Barriers to Healthcare Checklist–Long Form, we surveyed 437 participants (209 autistic, 55 non-autistic with disabilities, and 173 non-autistic without disabilities). Autistic participants selected different and greater barriers to healthcare, particularly in areas related to emotional regulation, patient-provider communication, sensory sensitivity, and healthcare navigation. Top barriers were fear or anxiety (35% (n = 74)), not being able to process information fast enough to participate in real-time discussions about healthcare (32% (n = 67)), concern about cost (30% (n = 62)), facilities causing sensory issues 30% ((n = 62)), and difficulty communicating with providers (29% (n = 61)). The Long Form instrument exhibited good content and construct validity. The items combined to create the Short Form had predominantly high levels of correlation (range 0.2–0.8, p < 0.001) and showed responsiveness to change. We recommend healthcare providers, clinics, and others working in healthcare settings to be aware of these barriers, and urge more intervention research to explore means for removing them. Close

• 10. [Article] Prenatal to Grade 3 Alignment Initiative

  The purpose of this project is to create stronger connections between elementary schools & providers of early childhood care/education programs; and between schools & parents of young children in 10 grantee ...

  Citation × Citation Citation Abstract Copy Title: Prenatal to Grade 3 Alignment Initiative Author: Lambarth, Callie H., Green, Beth L., Reid, Diane Year: 2016 The purpose of this project is to create stronger connections between elementary schools & providers of early childhood care/education programs; and between schools & parents of young children in 10 grantee communities across Oregon. The evaluation team developed data collection tools and is currently providing data collection and utilization training and technical assistance, and conducting systems evaluation data collection and analysis. Title: Prenatal to Grade 3 Alignment Initiative Author: Lambarth, Callie H., Green, Beth L., Reid, Diane Year: 2016 The purpose of this project is to create stronger connections between elementary schools & providers of early childhood care/education programs; and between schools & parents of young children in 10 grantee communities across Oregon. The evaluation team developed data collection tools and is currently providing data collection and utilization training and technical assistance, and conducting systems evaluation data collection and analysis. Close