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Engaging African American families: assessment, connection, and treatment strategies for lasting change
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Content
Samudio 1
Engaging African American Families: Assessment, Connection, and Treatment
Strategies for Lasting Change
Capstone Project Paper & Prototype
Mercedes Samudio
University of Southern California Suzanne Dworak-Peck School of Social Work
DSW Program
Dr. Jane James
December 2023
Samudio 2
Table of Contents
I. Acknowledgements 3
II. Executive Summary 4
III. Abstract 8
IV. Introduction 9
V. Positionality Statement 9
VI. Problem of Practice and Literature Review 10
VII. Conceptual/Theoretical Framework 16
VIII. Proposed Solution 17
IX. Methodology 24
X. Implementation Plan/Strategy 27
XI. Conclusions and Implications 31
XII. Lessons Learned 33
XIII. Appendices 35
XIV. References 44
Samudio 3
Acknowledgements
I am so deeply grateful for being at this point in my life and my career. And this could not have
happened without the support of those closest to me. After all the sacrifice and hard work, this is
what it’s all lead up to.
To my husband, thank you for giving me the space to grow, to dream, and to follow my passions.
Your love and support has meant everything.
To my fellow cohort 14 soldiers, you all have seriously held it down, from the first classes to this
final step, I have had nothing but love, respect, grace, and authenticity from each and every one
of you. We did it!
To Professor James, Dr. Amy, and Dr. Rank, thank you for your support. I know that I am quiet
(and sometimes too loud), but I have learned so much for your guidance, encouragement, and
confidence in me and this project!
To my design team and my pilot participants, your feedback and attendance in the early stages
and pilot are the whole reason this capstone exists. Thank you for trusting me with training and
guiding you on your journey!
To my SiStars, thank you for always having my back, encouraging me, and understanding my
weirdness! Thank you for cheering me on and supporting me on this next ambitious project.
Samudio 4
Executive Summary
Description of the Problem and Link to Grand Challenges for Social Work
The central issue addressed by the Engaging African American Families: Assessment,
Connection, and Treatment Strategies for Lasting Change (EAAF) curriculum is the gap in
cultural competency among mental health clinicians (MHCs). This gap significantly impacts the
management of mental health outcomes for African American youth (AAY), largely due to
historical traumas and systemic racism. In AAYs aged 9-12, 44% report mental health symptoms
(Jones, 2022) but are often underdiagnosed (Morgan et al., 2013; Oladipo, 2019). They have
higher suicide rates than their white counterparts (Holliday-Moore, 2019; Stone et al., 2023) and
infrequently access mental health services (Jon-Ubabuco & Dimmitt Champion, 2019). Racism
and cultural insensitivity in mental healthcare create barriers for these youths (Anderson et al.,
2020; Lanier, 2020; Bethell et al., 2021). Addressing this issue, the author combines
human-centered design thinking —a process that emphasizes empathizing with users, defining
their needs, ideating solutions, prototyping concepts, and testing in real-world scenarios (Liedtka
& Ogilvie, 2011)—intersectionality, and the Transtheoretical Model (TTM) to propose a
continuing education curriculum for MHCs. The EAAF curriculum aligns with the Grand
Challenge of ensuring the healthy development of all youth, specifically focusing on enhancing
the mental health outcomes for AAY by fostering clinical knowledge toward culturally
competent care, thus enriching their mental health prospects (Abdi & Sanders, 2022).
Design Thinking Methodology
The EAAF curriculum is founded upon a human-centered design thinking approach. This
methodology emphasizes the importance of empathy, where we used research, surveys, and
interviews to understand the needs and challenges of AAY (Liedtka & Ogilvie, 2011; Samudio,
Samudio 5
2022). Empathy for this population laid the foundation for defining the wicked problem of
changing the mental health outcomes of AAY by addressing racism in mental healthcare
(IDEO.org, 2015). The curriculum continued to evolve through ideation and brainstorming
innovative solutions to address gaps in addressing the mental health outcomes of AAY (Liedtka
& Ogilvie, 2011). Through rapid prototyping and the pilot launch, the curriculum not only
produced a tangible solution to address the wicked problem (Liedtka & Ogilvie, 2011; Means et
al., 2013; Hill, 2023) but also ensured the content was refined based on feedback (Samudio,
2023). This methodology ensures that the curriculum remains deeply connected to the authentic
experiences of the target community, ensuring its relevancy and effectiveness.
Theory of Change
The EAAF program is grounded in the Transtheoretical Model (TTM), emphasizing the
fluidity of change as individuals progress through various stages of readiness to alter their
behavior (Pacheo, 2012), such as enhancing the cultural competence of MHCs. Within this
theory of change, the curriculum gauges an MHC’s readiness to confront and modify racial
biases, acknowledging that change at this level is fluid, including a pre-and post-test to assess
bias and assessment tools to gage changes in AAY mental health symptoms as culturally
competent MHCs treat them (Stoppelbein et al., 2011; Pacheo, 2012; Liu et al., 2022). Through
the TTM, the curriculum bridges cultural gaps in mental healthcare and refines mental health
outcomes for AAY by recognizing the varying readiness levels of MHCs and customizing its
approach to cater to each stage (e.g., MHCS at any level can use The Rose Bush exercise; see
Appendix A) (McGregor et al., 2019; Costanza-Chock, 2020; Anderson et al., 2020).
Professional Significance
Samudio 6
By heightening the cultural competency of MHCs, the program aligns with global
inclinations that underscore the urgent need for culturally informed care (Horvat et al., 2014;
Patel et al., 2018). The curriculum is rooted in strategies derived from community frameworks
that emphasize pivotal elements like parental engagement, stigma reduction, and therapist-client
relationship fortification (Breland-Noble et al., 2006; Champagnie, 2011; Williams et al., 2018;
Vance, 2019; Chakawa, 2022). In this context, the EAAF curriculum incorporates informed
policy, research, and effective clinical practice showcase improvements in the mental health
outcomes of AAY. This integration augments the quality of care and addresses systemic cultural
disparities, laying the foundation for a more inclusive and empathetic healthcare paradigm
(Kataoka et al., 2010; Hall et al., 2016; Kim, 2022).
Challenges and Contingency Plans
The EAAF curriculum may face opposition from traditionalist MHCs, where resistance
could arise from personal biases or adapting to new training methods and technological demands
could challenge the less tech-savvy (De Los Reyes et al., 2015; Prensky, 2009; Subu et al.,
2022). Though EAAF aims to improve MHCs' cultural competence skills, external issues (such
as MHC retention) might hinder long-term access to addressing mental health disparities in this
population (Patel et al., 2018; Whitney & Peterson, 2019). Strategies to combat these concerns
include: open communication with stakeholders and adaptability to their needs as reiterations
occur, continuous feedback and community input necessitating occasional curriculum updates,
offering diverse formats, and community involvement, which are also crucial for the program's
success ((Substance Abuse and Mental Health Services Administration (SAMHSA), 2014; Berry
et al., 2018).
Implementation Plan and Future Action Steps
Samudio 7
The EAAF project's execution follows the EPIS Implementation Framework, moving
from exploration to preparation and final implementation. The curriculum has partnered with a
local adolescent mental health agency for the first year of implementation, which will allow a
focus on long-term training of MHCs in the curriculum, ensuring that the curriculum continues
to evolve in alignment with the community's needs (Vance, 2019; Samudio, 2023b).
Samudio 8
Abstract
African American youth (AAY), aged 9-12, face persistent mental health disparities rooted in
systemic racism within the mental healthcare system. Despite the broader focus on universal
youth needs in social work, research specific to AAY remains limited (Hill, 2023; Hill et al.,
2020). This vulnerable demographic exhibits a higher propensity for suicide than their white
peers (Stone et al., 2023) and faces formidable barriers to accessing essential mental health
services Rapp et al., 2017; (Jon-Ubabuco & Dimmitt Champion, 2019). This capstone project
introduces a continuing education program, Engaging African American Families: Assessment,
Treatment, and Connection Strategies for Lasting Change (EAAF), tailored for mental health
clinicians (MHCs) that enhances their cultural competency when treating AAY. Grounded in
existing research that underscores the poor mental health trajectories of AAY (Anderson et al.,
2020; Lanier, 2020; Hostetter & Klein, 2021), the curriculum immerses MHCs in an interactive,
virtual learning environment over two days where they learn how to address bias, develop
cultural competence, and apply this knowledge through the analysis of a case study (De Los
Reyes et al., 2015; Liu et al., 2022). The implications of the curriculum extend beyond
theoretical contexts, emphasizing the urgency for MHCs to be informed and culturally humble
when treating AAY (Starks, 2019). This paper details the foundation research explaining the
problem, the design journey from exploration to pilot launch, and how the EAAF can support the
overall well-being of AAY.
Samudio 9
Introduction
Since the initiation of the grand challenges, the focus has been on universal youth needs
(The Coalition for the Promotion of Behavioral Health, 2021), but research specifically targeting
African American youth (AAY) is limited (Hill, 2023). Focusing on the mental health of this
population (specifically, ages 9-12), 44% of AAYs acknowledge mental health symptoms (Jones,
2022), yet they remain disproportionately underdiagnosed (Morgan et al., 2013; Oladipo, 2019).
This demographic also demonstrates a higher tendency for suicide than white peers
(Holliday-Moore, 2019; Stone et al., 2023) and is less likely to access mental health services
(Jon-Ubabuco & Dimmitt Champion, 2019). The role of racism is palpable, with the literature
illustrating how racism, racial discrimination, and cultural insensitivity in the mental healthcare
field have become barriers to the mental health outcomes of these youth (Anderson et al., 2020;
Lanier, 2020; Bethell et al., 2021). Recognizing racism's role as a barrier to addressing this
wicked problem and harnessing human-centered design thinking—a process that emphasizes
empathizing with users, defining their needs, ideating solutions, prototyping concepts, and
testing in real-world scenarios (Liedtka & Ogilvie, 2011)—along with intersectionality and the
Transtheoretical Model (TTM), the author introduces a continuing education curriculum for
mental health clinicians (MHCs). This curriculum is tailored to acknowledge racial
discrimination in the mental healthcare field and develop the cultural competence of MHCs,
which improves the mental health outcomes of AAY.
Positionality Statement
The adverse mental health outcomes experienced by African American children due to
systemic racism in mental healthcare is not just a statistic; it is deeply personal to me. As an
African American, dark-skinned, English-speaking, pro-choice, heterosexual, educated,
Samudio 10
able-bodied cis woman residing on Tongva land, I navigate a unique intersection of social
identities. My journey, interwoven through personal, professional, and academic spheres, has
charted the course for my doctoral studies in social work, especially in engaging African
American families in mental healthcare.
Central to my perspective is my healing journey following intense childhood trauma. At
age 11, personal encounters with the mental health system began amidst physical, verbal, and
emotional abuse. By college, severe mental health challenges emerged, initially misconstrued as
mere academic stress. I grappled with the looming fear of stigmatization within my academic,
spiritual, and personal communities. However, graduate studies in social work illustrated a
beacon of hope: I recognized my right to heal with support, transcending societal biases that
might stereotype a high-achieving, devout, intelligent African American woman.
My research, reflecting the profound roles of African American families and
communities in children's mental health, underscores the role of racism in mental healthcare and
the need for culturally humble mental health clinicians (MHCs). Although scholars champion the
significance of spirituality, community, and kinship for African American well-being,
mainstream research and interventions often fail to adequately weave these into clinical practices
with African American families.
The current racial hurdles in African American youth mental healthcare underscore the
imperative for a nuanced understanding of the mental and emotional intricacies faced by African
American families. The EAAF curriculum, honing in on racial trauma and cultural adaptations,
encapsulates my research and professional ethos. Recognizing the need, I'm driven to advocate
for the EAAF curriculum as a bridge to greater cultural awareness among mental health
professionals—a crucial determinant in shaping African American families' experiences within
Samudio 11
the healthcare system (Riebschleger et al., 2008). Their cultural competence and humility are
catalysts in altering the mental health trajectories of African American youth.
Driven by my lived experiences and informed by the stark disparities evident in our
system, my capstone project not only seeks to expose these challenges but aspires to actively
pioneer solutions, promoting an equitable and culturally humble mental healthcare environment.
Through this lens, I am deeply committed to fostering a mental healthcare system that genuinely
serves African American youth and their families, acknowledging the intricate dance of race,
age, and societal expectations.
Problem of Practice and Literature Review
The examination of the literature delineates the extensive repercussions of adverse mental
health outcomes on AAY, underscoring the pressing need to address racial discrimination and its
ramifications head-on. Individuals, families, and communities are profoundly impacted and
grapple with limited access to mental health resources and treatment (Pachter et al., 2010; Priest
et al., 2013). A critical concern is the cumulative toll of unaddressed mental health issues
stemming from persistent experiences of discrimination, as evidenced by a substantial 88% of
AAYs facing discrimination and a consequential heightened propensity to develop anxiety
disorders (Pachter et al., 2010). The chain reaction of inadequate response from trusted
institutions has been demonstrated to reduce the positive outcomes for these youths and cultivate
a landscape of decreased help-seeking behaviors (Caughy et al., 2004; Turner et al., 2015).
In dissecting this multifaceted issue, it becomes evident that various stakeholders play
pivotal roles, ranging from community mental health agencies and educational institutions to
religious bodies and insurance agencies. AAY, their families, and the MHCs serving them are
central to this discourse. These stakeholders navigate a complex web of relationships, grappling
Samudio 12
with the dynamics of parental/provider relations, access to mental health amenities, and cultural
barriers in therapy, all critical in defining the pathways to healing and emotional relief for
African American youth (Champagnie, 2011; Gresl et al., 2014; Silva et al., 2020). The literature
also shows that when the community is a part of treatment, it reinforces cultural identity and
self-esteem (Williams, 2011; Lanier, 2020; Watson-Coleman, 2022). The literature highlights
longstanding disparities in healthcare (Artiga et al., 2021) and access to mental health services
and diagnoses (Perzichilli, 2020). Gordon-Hollingsworth et al. (2014) shared that while
Caucasian and African American children similarly manifest mental health issues like anxiety,
the major barrier is session attendance and therapist engagement. Anderson et al. (2020)
explored the effects of racial discrimination on African American children’s health, finding that
these children were 5.4% likely to experience poorer health outcomes when exposed to racial
discrimination. Furthermore, African American parents and families endure an arduous journey
marked by discrimination, evolving family structures, and economic disparities, which
significantly influence parenting styles (Champagnie, 2011; Samudio, 2022) and can become
barriers to accessing services.
African American children and their mental health journey
The mental health of the approximately 3 million African American children living in the
U.S. has become a focal point, especially in light of the recent global pandemic, which
exacerbated existing mental and emotional health issues, including a noted increase in suicide
rates (MHA, 2020; Quirk, 2020). This demographic contends not only with pervasive racial
discrimination but also with a deficit in the essential tools and systems needed to navigate the
resulting mental and emotional toll (Anderson et al., 2018; Anderson et al., 2020; Lanier, 2020;
Morgan et al., 2013; Jon-Ubabuco & Dimmitt Champion, 2019). Their pursuit of mental health
Samudio 13
services further reveals this disparity, as they encounter discrimination at higher rates than other
minority groups (Lanier, 2020). Current societal frameworks inadequately address the cultural
influences and racial trauma shaping the mental health trajectory of these youth, thereby ignoring
a crucial dimension of their experiences (Williams, 2011; Morsey & Rothstein, 2019;
Watson-Coleman, 2019; Lanier, 2020). A prevailing stigma surrounding mental health within the
African American community, which often equates mental illness with personal weakness,
further hinders the treatment pathway (Guzman, 2022; Williams, 2011; Artiga et al., 2021).
Acknowledging this, experts emphasize the critical role of mental health counselors in not only
reducing symptoms and combating stigma through psychoeducation and rapport-building but
also fostering trust with culturally responsive and inclusive therapeutic interventions
(Breland-Noble et al., 2010; Watson-Coleman, 2022). Contemporary scholars advocate for a shift
away from the historically dominant Euro-centric treatment paradigms, urging a more
collaborative and empathic approach that honors the diverse narratives and experiences of
African American youth (Kim & Zane, 2016; Hall, 2020; Horn et al., 2012; Fontanella et al.,
2013; Maura & Weisman de Mamani, 2017). This inclusive mental health landscape would
ideally be rooted in understanding and empathically embracing the diverse narratives of African
American youth.
The role of African American parents and families
African American parents and families stand as essential stakeholders, navigating a
landscape where racialized narratives and structural barriers significantly affect the mental health
of young African American children (Lloyd et al., 2021). They witness firsthand the increasing
rates of mental health issues in their children, a challenge exacerbated by the prevailing
discrimination both the parents and children encounter when seeking services (Anderson et al.,
Samudio 14
2018). Moreover, they prefer solutions rooted in community and religious engagements, which
have been shown to yield positive outcomes in handling the mental and emotional well-being of
the children (Ward et al., 2013; Champagnie, 2011). Therefore, including parents in the mental
health journey of African American youth acknowledges their central role and has also been
associated with improved outcomes (Lloyd et al., 2021; Jackson et al., 2013).
Challenges and obligations of MHCs
The historical relationship between African American families and mental health service
providers has been fraught with barriers and mistrust, fueled partly by treatment methodologies
grounded in European paradigms (Kim & Zane, 2016; Hall, 2020). There is a pressing call for
service providers to acknowledge and work to overcome barriers such as racial mismatching,
non-inclusive approaches, and lack of cultural adaptability in treatments, as these significantly
affect the therapeutic outcomes (Fontanella et al., 2013; Maura & Weisman de Mamani, 2017;
Williams, 2011). To foster better mental health outcomes, it is incumbent upon service providers
to enhance understanding, build trust, and integrate culturally sensitive treatments, thereby
steering toward a hopeful future for African American children (Kataoka et al., 2010; Ibaraki &
Hall, 2014; Kim, 2022; Seervai, 2022).
Solution Landscape
Community and religious alliances have become critical in promoting the well-being of
African American youth (AAY), underscoring the pivotal role of parents in this curriculum
(Ward et al., 2013; Elmore & Gaylord-Harden, 2013; Jackson et al., 2013). Favorable mental
health outcomes in AAY are linked to culturally sensitive approaches that honor the voices and
perspectives of both the youth and their parents, engaging them in community-based support and
intervention programs designed to address their specific needs and foster help-seeking behaviors
Samudio 15
(Kataoka et al., 2010; Hall et al., 2016; Kim, 2022; Anderson et al., 2010; Chakawa, 2022;
Breland-Noble et al., 2006, 2012). Moreover, training clinical providers to recognize PTSD and
race-based traumatic experiences in people of color is essential (Williams et al., 2018). However,
a considerable gap exists in the cultural understanding between mental health counselors
(MHCs) and the families they assist, which potentially aggravates mental health issues, with
many MHCs expressing inadequate confidence in culturally adapting interventions despite
assuming they are equipped to support diverse families (Kim, 2022; Samudio, 2022).
Consequently, the integration of cultural sensitivity into health provision is not only
indispensable but mandates a shift towards comprehensive, culturally sensitive interventions to
enhance the mental health outcomes for AAY, accentuating community engagement and reduced
bias as vital elements in this transformation (Anderson et al., 2020; Richmond & Mandara, 2013;
Chakawa, 2022). In light of this literature, a concerted effort to devise culturally sensitive and
community-anchored solutions has gained momentum. The EAAF curriculum is designed as a
direct response to the wicked problem of mitigating AAY’s mental health outcomes, representing
a synthesis of knowledge and strategies dedicated to equipping MHCs with the requisite tools for
offering culturally proficient treatment to African American preteens and their families (Hall et
al., 2016; Lanier, 2020; Seervai, 2022, Samudio, 2023b).
Launched initially as a three-day curriculum in June 2023, the EAAF curriculum has
evolved into a 2-day curriculum based on candid stakeholder feedback, surveys, interviews, and
analysis of pilot data, aiming to enhance content delivery without compromising its core ethos
(Henderson et al., 2016; Samudio, 2023a). This iterative design is grounded in design justice
principles that promote community collaboration and create space to understand historical and
societal contexts (Costanza-Chock, 2020). This denotes a commitment to a fluid and relevant
Samudio 16
curriculum that stands up to the evolving demands of the field (Kirmayer & Jarvis, 2019; Vreuls
et al., 2022). Participants have noted an enhanced understanding of African American history
and a bolstered confidence in tailoring interventions for African American families, which the
literature denotes can support MHCs in integrating knowledge and translating it into practical
applications (Kumpfer & Alvarado, 2003; Watson-Singleton et al., 2019; Attendee feedback,
personal communication, 2023). Integrating the Implicit Bias Test in pre- and post-test formats
and follow-up sessions aims to sustain a learning ecosystem characterized by continuous
improvement and feedback (Liu et al., 2022).
The EAAF program's mission to equip mental health clinicians (MHCs) with culturally
appropriate treatment tools aligns with the pressing need to address mental health disparities in
AAY (Whitney & Peterson, 2019). As the curriculum has evolved, key assessment tools (such as
the Adverse Childhood Experiences (ACEs) questionnaire, Trauma Symptoms Checklist
(TSCC), and the UNRESTs assessment) have been added to the curriculum for their discriminant
validity in African American families, ensuring that cultural nuances are accurately captured; as
well as to measure the long-term effects of the curriculum on AAY mental health outcomes (De
Los Reyes et al., 2015; Murphy et al., 2016; Williams et al., 2018; Morelli et al., 2020).
Similarly, parent/guardian reports have been included in the digital workbook alongside the other
assessment tools for their significance in capturing the lived experiences and parenting practices
unique to this demographic (American Psychiatric Association (APA), 2013; Breland-Noble et
al., 2012; Elmore & Gaylord-Harden, 2013). These culturally sensitive and adapted tools are
paramount in bridging the mental health care gap for African American families, reinforcing the
EAAF program's pivotal role in this endeavor.
Samudio 17
As the EAAF curriculum continues to evolve, it remains steadfast in its mission: to guide
MHCs from a stance of judgment to one of empathy, fostering a space of culturally sensitive
therapy that aligns with the mental well-being needs of African American families, and thus
paving a pathway toward healthier, more understanding therapeutic environments. It aspires to
be a cornerstone in a future where MHCs can navigate the therapeutic landscape with a
cultivated sensitivity rooted in a rich understanding of the historical and cultural tapestries that
constitute the lived experiences of AAY and their families.
Conceptual and Theoretical Framework
Definition of Intersectionality
Intersectionality is a theoretical framework emphasizing the interconnectedness of
multiple social identities, highlighting the overlapping and compounded systems of
discrimination or advantage that arise due to the interplay of these identities (Seaton et al., 2010;
Siddick, 2018). Encompassing facets such as race, class, gender identity, sexual identity,
disability, and others, this framework allows for a more comprehensive understanding of an
individual's lived experiences and the structural systems that impact them (Crenshaw, 1991;
Collins, 2022).
Application in the EAAF curriculum
The EAAF curriculum adopts intersectionality as its conceptual compass. Addressing the
intricacies of racism within the mental healthcare system, especially for AAY aged 9-12,
demands an intricate understanding of their layered identities. This lens ensures that the
curriculum's content and methodologies resonate deeply with the unique challenges and systemic
barriers these youth face. Through this, the EAAF curriculum endeavors to equip mental health
clinicians with cultural competence through analyzing a case study, interactive group discussion,
Samudio 18
and learning how to adapt assessments and interventions for African American families (see
Appendix A; Smith et al., 2013; Ibaraki & Hall, 2014; Hall et al., 2016; Dail, 2023). By
recognizing and addressing these intersecting identities and the disparities they can cause, the
curriculum aligns with empirical evidence about race-based trauma, showcasing the tangible
benefits of such an approach (Lanier, 2020; Pickett, 2020). For example, attendees participate in
the Social Location activity that illustrates how intersectionality can be woven into their learning
and skills (see Appendix A). In the activity, attendees spend time contemplating the various
identities (like ethnicity/race) they inhabit at different social locations (like age), thus
highlighting how our identities are highly intersectional with our social locations (Monroy,
2022). By making intersectionality central, the EAAF curriculum is better poised to understand
and mitigate AAY mental health challenges, making it a potent tool for change in the mental
health ecosystem (Barnett et al., 2011; Pickett, 2020; Maynard et al., 2022).
Theoretical Grounding
Intersectionality's foundations are deeply rooted in academic scholarship. Its origins trace
back to Crenshaw's (1989) work, which has since been expanded upon by various scholars,
validating its application in contemporary settings like the EAAF curriculum. Scholars such as
Collins (2022) have further explored the intricate interplay of these identities, providing a robust
theoretical base for the curriculum's methodologies. By merging theory with practice, the EAAF
curriculum ensures its interventions are grounded and practical, aiming for a transformative
impact on mental health outcomes for African American youth.
Proposed Solution
Description of EAAF curriculum
Samudio 19
Informed by intersectional theory (Crenshaw, 1991), the EAAF curriculum is a two-day
continuing education curriculum designed to empower MHCs to bring cultural sensitivity to the
clinical treatment of AAY and their families. The curriculum prioritizes developing the cultural
competence of MHCs and challenges systemic issues, such as racism and historical trauma,
through interactive activities interspersed throughout the curriculum (see Appendix A; Hall et al.,
2016; Lanier, 2020). Given the historical and ongoing disparities faced by AAY, such as higher
trauma exposure and systemic inequalities (Anderson et al., 2020; Lanier, 2020; Samudio, 2022),
this curriculum aims to address these challenges directly, promoting healthier developmental
milestones in line with the Grand Challenge of ensuring healthy development of all youth.
The curriculum is built upon human-centered design thinking principles, which prioritize
understanding and addressing the needs of the end-users. These principles emphasize cultural
sensitivity and community collaboration, rooted in a deep understanding of historical contexts
affecting AAY's mental health (Kim & Zane, 2016; Hall, 2020). The curriculum ensures a
holistic approach by integrating the design thinking steps—empathizing with AAYmental health
outcomes, defining their needs through research and communicating with stakeholders, ideating
possible solutions from gaps in addressing this issue, prototyping practical solutions based on
data and feedback, and then pilot testing concepts in the real world (Liedtka & Ogilvie, 2011). It
embodies interactive and reflective learning strategies (e.g., Social Location activity; see
Appendix A.1) to foster the type of empathetic therapeutic environment needed for learning and
digesting content (Comas-Díaz, 2016; Sue, 2015; Thyer, 2015; Sandrone et al., 2020) Lastly,
curriculum objectives focus on fostering cultural competency in MHCs, understanding racism's
historical influence, exploring assessment, connection, and treatment (A.C.T.) strategies for
clinical intervention, assessing racial trauma, and the practical application of concepts like the
Samudio 20
clinical analysis of "The Alexander Family" case study (Malott & Schaefle, 2015; Samudio,
2023).
EAAF’s Relevancy to the Field
The curriculum draws inspiration from efficacious community-based models like
Bridging the Gap (Chakawa, 2022) and motivational interviewing (Breland-Noble et al., 2006),
emphasizing parental engagement (Champagnie, 2011), mitigating stigma (Williams, 2011),
mindfulness strategies to counters MHC biases (Liu et al., 2022; Ransom et al., 2021), and
strengthening therapeutic alliances (Breland-Noble et al., 2010). Addressing the challenge of
ensuring healthy development for all youth necessitates a deep understanding of the unique
challenges AAY encounters. This curriculum equips professionals with the skills to recognize
and mitigate these challenges, fostering an environment that promotes the healthy development
of AAY.
Informed by policies and research, such as Watson-Coleman's (2019) emphasis on
trauma-informed care for Black youth and Abdi and Sanders' (2022) call for racial equity and
service accessibility, a curriculum like the EAAF can provide clinicians with comprehensive
insights and actionable skills tailored for AAY's mental health needs. This integrated approach
ensures that clinicians are well-equipped to enhance mental health outcomes for African
American youth, emphasizing the crucial intersection of informed policy, rigorous research, and
effective clinical practice (Bartlett and Stratford, 2021; (Office of the Assistant Secretary for
Health (OASH), 2022).
Theory of Change for the EAAF curriculum
Mental health professionals face challenges in discerning and countering racial biases
that influence their therapeutic strategies. The Transtheoretical Model (TTM) offers a methodical
Samudio 21
framework to gauge a professional's readiness to confront and modify racial biases (Pacheo,
2012). For example, those in the pre-contemplation stage might be oblivious to their biases.
However, as they navigate the TTM stages, professionals can discern barriers to addressing these
biases and strategize to surmount them (Pacheo, 2012). The EAAF curriculum capacitates MHCs
with the acumen to adapt interventions suitably for African American families (SAMHSA, 2022;
Samudio, 2023b). Employing the TTM as a foundational model for assessing change readiness,
EAAF underpins the imperative for culturally tailored mental health strategies, aligning with
contemporary calls in the field (Hall, 2020). The curriculum harnesses tools like the Implicit Bias
Test for introspective examination (Liu et al., 2022; Toney, 2023) and underlines empirical
findings that support the efficacy of training in elevating cultural competence (Smith et al.,
2013). Further magnifying its outreach and influence, the EAAF is a continuing education
curriculum for MHCs to support their professional development, which the literature highlights
as a key feature in the long-term success of similar curriculums (Vreuls et al., 2022). The author
has collaborated with a local community mental health agency, leveraging its vast network and
pedigree in professional development for MHCs (Center for Discovery, 2021). This collaboration
cements the theory of change as MHCs participate in professional development as they develop
their clinical knowledge and skills (Malott & Schaefle, 2015).
Prototype Description
The EAAF curriculum is a continuing education curriculum designed to enhance cultural
competence for mental health clinicians (MHCs) when treating African American youth (AAY)
and their families (AAF). The curriculum, designed in a two-day format and a comprehensive
digital workbook, underwent refinement based on iterative feedback to enhance understanding of
African American history and confidence in designing interventions for African American
Samudio 22
families for MHCs (Samudio, 2023a). The curriculum has a design justice lens, emphasizing the
importance of challenging the privilege and power structures that shape design, advocating for
the fair distribution of design's benefits and burdens, and recognizing the role of design in
reproducing or challenging systems of oppression (Costanza-Chock, 2020). This means that the
EAAF curriculum will enhance mental health interventions and directly contribute to healthier
mental health outcomes for AAY, addressing a core objective of the Grand Challenge (The
Coalition for the Promotion of Behavioral Health, 2021).
Drawing inspiration from human design thinking principles (such as empathizing with,
and defining, the AAY mental wellness journey and creating solutions with this in mind), it
underscores cultural sensitivity, community collaboration, and historical contexts (Wallerstein &
Duran, 2010; Comas-Díaz, 2016; Sue, 2015; Thyer, 2015; Sandrone et al., 2020; Subu et al.,
2022). It initially debuted in June 2023 with a three-day virtual workshop but currently exists as
a two-day virtual workshop, including an interactive digital workbook with assessment tools,
coping skills worksheets and scripts, and foundation research. Testimonials, highlighted below,
illustrate an improved understanding of African American history and increased confidence in
designing interventions for African American families. The EAAF curriculum's enduring
mission is to cultivate a therapeutic environment rich in cultural sensitivity was developed with
attendee, stakeholder, and design team feedback that adeptly navigates the therapeutic domain
and recognizes the intricate experiences of African American preteens and their families
(Rodriguez et al., 2014); Samudio, 2022, 2023b).
Attendee Feedback on the EAAF Curriculum's Impact
The effectiveness of the EAAF curriculum transcends theoretical frameworks,
manifesting in the experiences and reflections of its participants. For instance, RC, an LMFT,
Samudio 23
lauded the curriculum's mindfulness tools, affirming, "The inner mentor, calm gazing and
mental drop box were all so helpful in keeping me grounded" (RC, LMFT, personal
communication, June 13, 2023). In practical terms, RC integrated the "social location" tool to
foster a sense of visibility and acknowledgment in her work with African American families.
Similarly, MR, a Play Therapist, underscored the curriculum's efficacy in offering nuanced
insights into the distinct challenges faced by African Americans. MR elaborated, “I was able to
sit with the request of this African American woman who wanted to address her trauma before
adopting as a single parent” (MR, personal communication, June 15, 2023). MR's observation
amplifies the curriculum's focus on historical contextualization, an essential aspect in informed
therapeutic interventions. KL, an LMFT, captured the curriculum's comprehensive reach,
indicating, “I am going to share this with my colleagues as we often work with African
American families. I carry with me the content, new clinical skills and tools, a wealth of
resources, and deepened awareness” (KL, personal communication, June 20, 2023). KL's
feedback emphasizes the curriculum's role as a conduit for both knowledge acquisition and
professional growth. Lastly, the curriculum's emphasis on inclusivity and a holistic
understanding of identity resonated with MP, an LMFT, who appreciated the interweaving of
intersectionality throughout the content and celebrated the creation of a "safe learning
environment" (MP, LMFT, personal communication, July 5, 2023). Such feedback underscores
the curriculum's alignment with best practices in culturally competent mental health education.
Implementation and Pilot Sites for the EAAF Program
The importance of developing culturally sensitive interventions to address the challenges
faced by African American youth in the mental health system cannot be overstated (Pickett,
2020). The curriculum proposal was submitted to the Center for Discovery in March 2023, with
Samudio 24
curriculum refinement through stakeholder feedback in April-May 2023. A pilot program was
conducted in June 2023 with a small group of MHCs in Orange County, CA, followed by
revisions based on insights in July-August 2023. Subsequent program cycles are planned for
February 2024 with the Center for Discovery’s adolescent inpatient program, Discovery Mood,
with iterations and feedback designed for up to two years. These strategic choices align with the
program's goals and provide opportunities for assessing its universal applicability. The Center for
Discovery is recognized for its leadership in mental health treatment and commitment to
professional development (Center for Discovery (CfD), 2022). Offering the proposed course
through this organization guarantees exposure to a broad spectrum of committed mental health
professionals as part of their program for MHCs to be trained in culturally relevant interventions
and modalities (CfD, 2022). With a focus on adolescent mental health, Discovery Mood
emphasizes comprehensive, individualized care (CfD, 2021). This aligns seamlessly with the
goals of the EAAF program. Furthermore, their reach, characterized by diverse locations and
clientele, provides a rich environment to assess the program's universal applicability (CfD,
2021).
Logic Model of EAAF
The EAAF program utilizes the logic model, a revered tool in program development and
evaluation, to delineate its systematic progression from foundational resources to intended
impact (Milstein & Chapel, 2019). Central to the EAAF logic model (Appendix B) are its
foundational inputs, such as empirical research on the distinct mental health challenges of
African American youth (Pickett, 2020; Lanier, 2020; Hall et al., 2016; Ransom et al., 2021), and
invaluable partnerships with organizations like Center for Discovery’s Discovery Mood. These
resources propel activities, such as curriculum development, yielding outputs like trained
Samudio 25
clinicians and disseminated resources. Immediate outcomes manifest as enhanced clinician
cultural understanding, evidenced by their adeptness in recognizing African American cultural
contexts (Williams et al., 2018; Breland-Noble et al., 2010). As clinicians progressively integrate
culturally sensitive techniques, intermediate and long-term benefits emerge, accentuating the
nuanced needs of African American youth in the broader mental health discourse (Ward et al.,
2013; Turner et al., 2015).
The ultimate goal of the EAAF curriculum is to contribute tangibly to the Grand
Challenge of ensuring healthy development for all youth, culminating in fostering systemic shifts
toward culturally competent care for AAY, thus enhancing mental health outcomes (Abdi &
Sanders, 2022). By fostering systemic shifts toward culturally competent care for AAYs, the
curriculum will bridge the gap in mental health outcomes, ensuring that AAYs and their families
have the tools, resources, and support they need to thrive. This transformative trajectory
underscores the logic model's importance in charting EAAF's journey from resources to
sustainable impact.
Methodology
Human-Centered Design
The EAAF curriculum transforms the mental health landscape by utilizing a continuing
education cultural competence curriculum for MHCs targeted toward African American
preteens and their families (Gopalkrishnan, 2019; McGregor et al., 2019). The project uses the
human-centered design thinking by employing tools such as surveys, empirical evidence of
solution gaps, and interviews to help empathize with and define the wicked problem
acknowledging AAYs poor mental health outcomes (Samudio, 2022). Then, as ideation created
a pathway for recognizing areas for innovation, the curriculum was designed through rapid
Samudio 26
prototyping, anchoring itself in the lived experiences and expectations of the target community
(see Appendix D; Liedtka & Ogilvie, 2011; IDEO.org, 2015). Feedback from stakeholders
during the prototyping and testing phases, including AAY parents, MHCs, and clinical
directors, was pivotal in refining the curriculum to resonate with field norms and gaps, bringing
the design thinking principles full circle as reintegration will require more empathy, defining,
ideation and testing of future designs of the curriculum (Breland-Noble et al., 2016;
Comas-Diaz, 2016).
Design Process
In shaping the curriculum, facilitating real-world testing and iterative development
(Liedtka & Ogilvie, 2011) meant that throughout the design process, feedback remained a
cornerstone. Attendees highlighted refinement, from the session's pace to the inclusion of
worksheets (Attendee feedback, personal communication, June 2023). Such insights necessitated
a more engaging multimedia experience, encompassing more activities, meditation, and
interactive group sessions (Bruce et al., 2022; Badawi et al., 2023). Design team members
provided deeper insights, suggesting a more tailored approach based on the MHCs' experience
level and using the Implicit Bias Test as a pre-and post-test to gauge shifts in biases
post-curriculum ( Design team meeting, personal communication, July 2023). Additionally,
feedback emerged from partners like the clinical director of Discovery Mood, indicating broader
horizons for the curriculum in specialized settings (Partner feedback, personal communication,
July 2023). Using social media platforms aided in integrating contemporary discussions and
narratives into the curriculum, thus maintaining a dynamic alignment with the community
(Lindsey et al., 2010; Snider, 2019). Feedback analysis from these platforms ensured the content
Samudio 27
remained topical, responsive, and empathetically aligned to the nuances of the target audience,
thus promising a curriculum reflective of contemporary societal dynamics (Bicchieri, 2017).
Design Criteria
In developing the curriculum, defining the needs of AAY receiving treatment was
facilitated by integrating empirically supported methods and theories grounded in recent
literature, focusing on the stakeholder needs as detailed in Appendix D.1 (Breland-Noble et al.,
2006; Liu et al., 2022). Appendix D.2 further delineates the solution landscape to address the
mental health outcomes for AAY, spotlighting the essence of cultural humility in treatment and
supporting mental health while fostering resilience within (Williams et al., 2018; Liu et al.,
2022). In response to the stakeholder feedback, several critical changes were implemented: the
inclusion of the Implicit Bias Test (Liu et al., 2022), a revamped two-day format with CE credits
supporting MHCs' professional growth, a digital workbook redesign amplifying attendee
engagement, prioritizing only actionable assessments (Smith et al., 2013; Ibaraki & Hall, 2014;
Hall et al., 2016; Dail, 2023), optimizing content clarity and retention, and adding a family case
study and detailed activity scripts to bolsters comprehension and relatability (Bicchieri, 2017).
Consequently, these evidence-backed adjustments, rooted in stakeholder feedback, have
elevated the curriculum's potential as a transformative tool in mental health discourse for African
American youth and their families (Rodriguez et al., 2014; Williams et al., 2018; Whitney &
Peterson, 2019). By leveraging the human-centered design thinking principles of defining AAY’s
needs and ideating solutions based on them, this curriculum creates a nurturing learning
environment, finely tuned to address the distinct challenges and nuances prevalent in the mental
health discourse of African American youth and their families.
Samudio 28
Implementation Plan
EPIS Exploration of EAAF
Using the EPIS Implementation Framework (Aarons et al., 2010), the EAAF curriculum's
foundational premise was solidified during an in-depth Exploration phase. This phase recognized
the pressing need for mental health clinicians (MHCs) to adopt culturally appropriate tools,
particularly in addressing the unique mental health issues encountered by African American
preteens and their families. Transitioning into the Preparation phase, we fortified our strategy by
proposing the workshop to the Center for Discovery’s adolescent residential program, a decision
influenced by attendee and design team feedback emphasizing outreach to more community
partners (Samudio, 2023). With support from a collaboration grant from our community partner,
the Center for Discovery, we've crafted crucial resources, including a digital workbook and
curriculum slides. We are also planning more curriculum launches, with February 2024 as a
target start date. These launches come after a successful pilot in June 2023 (Samudio, 2023).
During the Implementation phase, we amalgamated powerful tools like the Implicit Bias Test as
the pre-and post-tests to evaluate the curriculum's immediate impact (Aarons et al., 2010; Liu et
al., 2010). To bolster sustainability, we've incorporated follow-up sessions and actively explored
other funding avenues to ensure the curriculum’s longevity and continued relevance (Mendel et
al., 2007).
EAAF Market/Sector Analysis
Recent data has underscored the escalating awareness of systemic racism and its
profound effects on mental health, signaling an urgent market demand for specialized training
programs (Malott & Schaefle, 2015). The EAAF curriculum, with its holistic integration of
cultural, historical, and therapeutic insights, is uniquely positioned to bridge the gap in the
Samudio 29
current landscape of training modules for MHCs. Notably, our curriculum highlights authentic
clinical scenarios, a feature that distinguished it during our initial pilot in June 2023 (Samudio,
2023a). The pervasive issue of cultural insensitivity in the mental health sector, especially
concerning AAY, accentuates the need for solutions (Søvold et al., 2021). The EAAF
curriculum's collaboration with the Center for Discovery and its innovative curriculum
emphasizes clinical skills knowledge transfer, experiential learning, and cultural immersion
(Subu et al., 2022). This dynamic approach addresses the intricate interplay of historical,
societal, and cultural factors impacting AAY's mental well-being, positioning the curriculum as
a transformative force in mental health care (Wallerstein & Duran, 2010).
EAAF Financial Plans
The financial strategy for the EAAF curriculum emphasizes a balance between cost
efficiency and pedagogical, therapeutic value. In line with guidelines from Boud (2015)
emphasizing effective digital learning environments, resources are channeled into technology,
ensuring a smooth digital curriculum delivery and the development of comprehensive learning
materials. This decision mirrors the trend Means et al. (2013) highlighted about the rise and
success of digital platforms in professional education. Moreover, our allocation of funds for
marketing, especially on social media, aligns with research indicating the instrumental role of
digital platforms in enhancing program visibility and participant engagement (Tiago &
Veríssimo, 2014). Appendix C outlines the budget for the EAAF curriculum, targeting 50
participants over 2 years with a collaboration grant from the Center for Discovery.
EAAF Stakeholder Involvement
Stakeholder engagement is integral to the EAAF project's success, underscoring the
ethical significance of involving service users and other stakeholders. To ensure our program's
Samudio 30
relevance and effectiveness, we actively involve key stakeholders such as mental health
clinicians, African American Youth (AAY) representatives, and partnering organizations
through regular consultation and feedback mechanisms (e.g., quarterly town halls with AAY
and their families; Rodriguez et al., 2014).
EAAF Communication Strategies
Acknowledging the ubiquity of digital communication in contemporary society
(Chaffey & Ellis-Chadwick, 2019), the EAAF curriculum leverages digital platforms for
marketing and engagement, utilizing advanced targeting techniques to reach its intended
audience effectively. The comprehensive digital marketing strategy encompasses social media
advertising campaigns targeting MHCs and relevant institutions (see Appendix E.1). We have
developed tailored communication materials, including infographics, to convey the wicked
problem existence and MHCs involvement with addressing it (see Appendix E.2). Additionally,
to maintain consistent communication with participants and stakeholders, we have planned a
series of regular newsletters, follow-up sessions, and collaboration via social media (e.g., live
videos).
EAAF Impact Assessment
The curriculum’s commitment to driving tangible social change is reflected in our
comprehensive assessment strategy, incorporating evaluation methods that enable us to assess
the immediate and sustained impacts of the curriculum (Bamberger et al., 2016). These
methods include tools such as the Implicit Association Test (IAT) assessments to measure the
evolution of cultural humility among participants (Liu et al., 2022). Furthermore, periodic
follow-up sessions at 1, 3, and 6 months post-curriculum provide insights into the long-term
assimilation and application of acquired skills.
Samudio 31
EAAF Likelihood of Success
The success of the EAAF curriculum hinges on two primary outcomes: the
demonstrable enhancement of cultural competence among MHCs and the subsequent
improvement in mental health outcomes for African American Youth. Our extensive market
research aligns with global trends, indicating an increasing demand for specialized training that
supports culturally sensitive mental health practices (Patel et al., 2018). Follow-up sessions
with attendees and town halls with African American families will provide more data to explore
long-term success.
EAAF Challenges and Leadership Strategies
The transformative nature of the EAAF program may encounter resistance from MHCs,
especially those accustomed to traditional perspectives on mental healthcare (Subu et al., 2022).
This resistance could be due to a reluctance to confront personal biases or adapt to innovative
training methodologies (De Los Reyes et al., 2015). Additionally, given the increasing reliance
on technology, logistical challenges in digital delivery might pose difficulties, especially for
those less tech-savvy (Prensky, 2009). While the EAAF curriculum emphasizes enhancing
MHCs' cultural competency, potential external challenges could affect its capacity to address
disparities in mental health outcomes (Patel et al., 2018). Fortified by continuous evaluations,
feedback, and community engagement, the robust curriculum might require periodic
refinements to address real-world challenges (SAMHSA, 2014). To counteract these obstacles,
ongoing training, varied format options, and active community engagement will be
instrumental (Berry et al., 2018). Open communication channels and flexible adaptation
strategies will be essential in navigating the foreseen challenges and ensuring the program's
resilience and success. These strategies foster a culture of continuous learning, adaptability, and
Samudio 32
collaboration, ensuring that all stakeholders feel valued and integral to the project's journey.
EAAF Design Justice Principles and Ethics
The EAAF program adheres meticulously to the ethical guidelines outlined by NASW
(2017) to maintain an ethical foundation based on the curriculum facilitator's professional
designation as a social worker. A notable feature of the curriculum is its alignment with design
justice principles (such as empathetically defining AAY’s issues and using stakeholder
feedback to design and test solutions), emphasizing a commitment to amplify the voices and
address the needs of marginalized communities, ensuring that our solutions are effective and
deeply resonate with the communities they aim to serve (Costanza-Chock, 2020).
Conclusion and Implications
In this section, we provide a comprehensive summary of the key findings and outcomes
of the Engaging African American Families (EAAF) program and discuss the implications of
this innovative curriculum. We explore how the EAAF program influences practice and the
mental health clinical training ecosystem, its potential implications for the mental health
outcomes of African American youth (ages 9-12), and outline a concrete plan for advancing the
next steps in its implementation. Furthermore, we discuss our plans to scale this innovative
program, recognizing its transformative potential.
Implications for the Mental Health Ecosystem and the Mental Health Outcomes of AAY
The EAAF program has effectively enhanced the cultural competence of mental health
clinicians (MHCs) by weaving cultural sensitivity and intersectionality into its curriculum (De
Los Reyes et al., 2015). This places MHCs uniquely positioned to support African American
youth and their families, marking a transformative shift in mental health clinical training
(Wheeler & Kelly, 2019; Costanza-Chock, 2020). By addressing the entrenched issue of cultural
Samudio 33
insensitivity in the mental healthcare system (Anderson et al., 2020), the EAAF program not
only aims to elevate the standard of care offered to AAY but also narrows the existing mental
health outcome disparities by training MHCs to recognize and address racial trauma in the AAYs
they treat (Lanier, 2020; Patel et al., 2018).
Focused on providing tailored interventions and culturally attuned assessment tools, the
EAAF program illuminates the path for effective early interventions for African American
families (Breland-Noble et al., 2010). This focus, paired with an active approach to measure
long-term impacts using baseline data (DeCorby-Watson et al., 2015), periodic check-ins,
feedback mechanisms (Søvold et al., 2021), and both quantitative and qualitative assessments
(Smith et al., 2013; Ibaraki & Hall, 2014; SAMHSA, 2014; Hall et al., 2016; Dail, 2023), aims to
bolster the mental well-being trajectory of African American youth. The iterative nature of the
program, informed by consistent feedback (Yates et al., 2016), community engagement
(Wallerstein & Duran, 2010; Chakawa, 2022; Subu et al., 2022), and strategic collaborations
(Kim & Zane, 2016; Hall, 2020), ensures it remains relevant and potent in addressing the
intricate needs of this demographic.
Concrete Plan for Next Steps
To advance the next steps in implementing the EAAF program, we have devised a
concrete plan:
● Reiteration of curriculum with stakeholders. We plan to collaborate with the Center for
Discovery to facilitate the curriculum in 2024. These reiterations will serve as a platform
for further refining and disseminating the EAAF program.
● Continuing Education for MHCs: To ensure the ongoing professional development of
MHCs, we will maintain continuing education unit approval (Smith et al., 2019),
Samudio 34
providing opportunities for MHCs to deepen their understanding of cultural competence
and the specific needs of AAYs in mental health treatment.
● Stakeholder Engagement: We will continue to engage with stakeholders through quarterly
roundtable discussions, actively involving African American youth and their families
(Vreuls et al., 2022). Insights from these discussions will be integrated into the
certification program, ensuring community input.
● Long-Term Training: Over the next two years, we plan to facilitate the curriculum at the
Center for Discovery for multiple cohorts, enabling MHCs in this organization to learn
the EAAF curriculum and work with African American families confidently (Wallerstein
& Duran, 2010). This long-term strategy aims to extend the program's impact.
Plans to Scale Innovation
To maximize the program's efficacy, a comprehensive evaluation mechanism, including
short-term and long-term assessments, has been implemented (Bamberger et al., 2016). Tools
like the Implicit Association Test (IAT) measure participants' progression in cultural humility.
Scheduled evaluations post-curriculum at 1, 3, and 6-month intervals provide insights into the
sustainable use of learned skills. The EAAF program incorporates cultural competency strategies
(such as Social Location), facilitating adaptability and ongoing growth (De Los Reyes et al.,
2015). Commitment to the ethical guidelines of the NASW (2017) ensures trustworthiness and
alignment with human-centered design justice principles of empathizing and designing solutions
with stakeholder problems in mind (Willmott, 2013), demonstrating dedication to inclusivity and
representation. Utilizing transformative leadership approaches, we address potential challenges
such as resistance from clinicians and digital delivery issues (Prensky, 2009; Dail, 2023),
Samudio 35
fostering an environment of continuous learning and collaboration where stakeholders are valued
and integral to the project's trajectory.
Lessons Learned
The development journey underscored the author's innovation capability and the
challenges inherent in bringing theoretical constructs to fruition. Fostering collaborations and
maintaining focus were pivotal learning moments, especially when overwhelmed by extensive
literature or task volume. Interactions during the workshop provided clarity, while feedback
post-workshop emphasized areas of improvement and the curriculum's positive impact. The
curriculum serves as a bridge, addressing the disconnect between African American families'
experiences and mental health professionals' competencies. While it makes significant strides in
highlighting the role of racism, it acknowledges the broader spectrum of issues and hints at its
evolution, potentially leading to a more comprehensive certification program.
Samudio 36
Appendix A. Final Prototype
The final prototype is a full digital workbook. It can be viewed here:
https://drive.google.com/file/d/1Y6APqmwIiCTcNs5Z99uNY7p5SSJGRiWR/view?usp=drive_li
nk
Here is a preview of what the workbook includes:
Samudio 37
Appendix B. Logic Model
The EAAF curriculum addresses is the gap in cultural proficiency (CP) among Mental Health
Clinicians (MHCs) when managing the unique mental health needs of African American youth
and their families, particularly against the backdrop of historical traumas and systemic racism.
A larger version of this model can be viewed here:
https://docs.google.com/presentation/d/1tVij_1guHsIihCJOUxpYATL-hRwPn2gFjmIVzondRVw
/edit?usp=drive_link
Samudio 38
Appendix C. Financial Plan
The plan detailed below is for up to one year (one facilitation) of the curriculum. This will be
delivered to approximately 50 clinicians at each facilitation. Center for Discovery is covering
the cost of this program through a collaboration grant. Projections based on this budget will be
used for year two and beyond.
Item Cost per Item Quantity/Duration Total Out ($)
Expenses
Zoom Webinar
Technology
$1,500/per year Annual Subscription $1,500
Digital
Workbook
$100/per person 50 units/per facilitation $5,000 (for one
facilitation)
Facilatators $700/per facilitation 3 facilatators $2,100 (for one
facilitation)
EAAF
Workshop Tools
$1,600/per facilitation 50 workshop packs for
attendees
$1,600 (for one
facilitation)
Marketing $667/per facilitation 3 campaigns $1,500 (for one
facilitation)
Miscellaneous
Admin
$1,500/per facilitation Bi-annual/Annual $1,500 (for one
facilitation)
Survey Platform $450/per year Annual Subscription $450 (for one
facilitation)
Revenue
Center for
Discovery
Collaboration
$15,000/per facilitation One time collaborative
grant
$15,000 (for one
facilitation;
opportunity to
renew)
Total Expense $13,650
Total Revenue $15,000
Surplus/Deficit +$1,350
Samudio 39
Appendix D. Design Landscape
The following appendix details the design landscape for developing the EAAF curriculum.
Appendix D.1. Design Criteria
Criteria Wide Open Space
Must
● Use of community supports in
treatment
● Awareness of implicit bias in
treatment with
African-American youth and
their families
● Dynamic between
African-American parents and
mental health service
professionals
● Allyship for African-American
families
● Mindfulness for managing
trauma (racial and otherwise)
● Train mental health service professionals
on how to engage with community (e.g.
Breland-Noble (2006) model)
● Provide training with professionals on how
to identify racial trauma (e.g., Williams et
al. (2018) training on PTSD in
African-Americans)
● Train mental health professionals on
moving through the stages of treatment
(e.g., Pacheo, 2012)
● Explore countertransference and implicit
bias (e.g., Lui et al., 2022)
● Add RAIN method (Brach, 2019) to
trainings developmented
Should
● Parent involvement in
treatment
● “Youth-friendly “mental health
professional
● Support from schools and
healthcare professionals
● Self-reports for
African-American youth to
assess mental health symptoms
● Community, strategy, and
mastery for African-American
families
● Intersectionality using
Brainspotting
● Policies that support recruitment of
minority mental health service providers
● Psychoeducation for parents re: mental
health and treatment
● Define “youth-friendly” via research and
observation to develop more awareness
● Provide training with schools and
healthcare professionals on how to identify
racial trauma (e.g., Williams et al. (2018)
training on PTSD in African-Americans)
● Assessment tool (or even app) that allows
tweens/teens to gain information about
mental health (including symptoms and
how to seek help)
● Develop parenting programs addressing
community and strategies for mental
health skills
Samudio 40
● Attend Intersectionality and Brainspotting
training
Could
● Psychoeducation
● Diversifying mental health
field
● Parent involvement in
treatment
● Hire more mental health
professionals (especially from
diverse social locations)
● Screening for mental health
concerns by age 8
● Educate the community (e.g., religious
leaders, teachers, etc).
● Educate parents and close family members
● Educate peers in school or extracurricular
settings
● Recruit BIPOC mental health service
providers from social science and
psychology programs
● Train primary care physicians on
assessment measures for mental health
screenings
Won’t
● Diverse mental health field
● Cultural matching (e.g., ethnic,
cultural, language matching
with clinicians)
● Policies specifically targeting
African-American mental
health treatment
● Diversity hires make it undesirable for
BIPOC mental health professionals to stay
in the field
● Burnout creates high turnover rates for
mental health professionals
● Even with focus on cultural matching still
cannot hire enough to meet demands
● Limited research to define problem
● Funding requires policies and data to
continue
Samudio 41
Appendix D.2. Solution Landscape
Design Criteria
Mental Health
Clinician (MHC)
Training
Community
Supports
Training
Parent/Family
Training
Mental Health
App for
Youth
Engage community
support X X X X
Cultural humility
in treatment X X
Mindfulness
strategies (e.g.
RAIN)
X X X X
Mental health
psychoeducation X
Developing
innovative coping
strategies
X X X X
Samudio 42
Appendix E. Marketing
Appendix E.1. Marketing Flyer
Samudio 43
Appendix E.2. African American Youth Mental Health Statistics Infographic
Samudio 44
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Creator
Samudio, Mercedes Marie
(author)
Core Title
Engaging African American families: assessment, connection, and treatment strategies for lasting change
School
Suzanne Dworak-Peck School of Social Work
Degree
Doctor of Social Work
Degree Program
Social Work
Degree Conferral Date
2023-12
Publication Date
11/16/2023
Defense Date
11/13/2023
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Tag
African American family,African American youth,ensure healthy development for all youth,Grand Challenges of Social Work,mental health,mental health clinicial skills,mental health clinician,mental health outcomes,OAI-PMH Harvest,racial discrimination
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Tags
African American family
ensure healthy development for all youth
Grand Challenges of Social Work
mental health
mental health clinicial skills
mental health clinician
mental health outcomes