Objective: Veterans of color represent a unique intersection of individuals at risk of experiencing racialized discrimination during their military service and of developing negative mental health outcomes. At the same time, there has been little guidance for Department of Veterans Affairs (VA) health-care providers in how to address these clinical issues in a culturally competent manner. This article describes a group-based intervention targeting race-based stress and trauma among veterans implemented at 4 different sites. Method: The authors describe the development and application of this intervention, including information about development of the group and general aims as well as the process of implementing the group across settings. Results: The authors address broad factors to consider when implementing the group, including navigating diversity dimensions within the group and addressing provider cultural competence and identity. Finally, the authors review recommendations for future directions for implementing the group within and outside of a VA setting, seeking institutional support for the group, and developing measures to assess the efficacy of the group. Conclusions: The intervention described in this article has the potential to serve as a model for development of similar interventions both within VA health-care centers and non-VA health-care settings.
There is a dearth of research regarding the influence of family members on adolescent dating. This study explored messages that African American adolescents received from family members regarding dating attitudes, norms and behaviors. Qualitative interviews were conducted with sexually experienced urban African American heterosexual adolescents (N = 51) between the ages of 15–17. Analyses revealed that participants received a diversity of messages from a range of both nuclear and extended family members, and that these messages were organized around three temporal phases of dating: initiation, maintenance, and termination. Types and sources of messages are discussed, as well as implications for intervention development.
Thanks to Liz Keys for her enduring support, to Irma Serrano-García and Meg A. Bond for their excellent editing, and to DePaul University for its student assistantships.
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