An undergraduate multicultural psychology class that aimed to promote shifts in the cultural competence domains of self-awareness, knowledge, and skills was offered online and face-to-face. Upon comparison of pre-and post-self-report measures for 155 students across the two modalities, we found significant between-group differences for gender, Wilks' ⌳ ϭ .821, F(6, 146) ϭ 5.291, p Ͻ .001, p 2 ϭ .179, with women reflecting more favorable scores than men. Within groups, we found a main effect for time, Wilks' ⌳ ϭ .726, F(6, 146) ϭ 9.203, p Ͻ .001, p 2 ϭ .274 -specifically, more favorable scores at Time 2 compared to Time 1 in ethnocultural empathy, color-blind racial attitudes, and multicultural experiences. Notably, the main effect for modality was statistically nonsignificant, Wilks' ⌳ ϭ .988, F(6, 146) ϭ 0.291, p ϭ .940, p 2 ϭ .012, reflecting similar general gains across modalities. However, a significant time by modality interaction within groups, Wilks' ⌳ ϭ .888, F(6, 146) ϭ 3.063, p ϭ .007, p 2 ϭ .112, suggested that in-person students had more favorable movement than online students between Time 1 and Time 2 on specific measures of ethnocultural empathy and color-blind racial attitudes. Results show that shifts in multicultural domains can be possible through mirroring gold standard courses in multicultural psychology regardless of the teaching modality. Results appear to be somewhat attenuated for online compared to in-person students. Recommendations for changes in teaching strategies and further evaluation are discussed. What is the significance of this article for the general public?College courses shape minds through knowledge. Our findings suggest that a college class on multicultural psychology showed promise in also shaping attitudes and behaviors that advance diversity and inclusion when taught in-person and online. Online teaching holds promise for reaching a wide audience.

has the potential to provide a safe method of addressing mental health problems among Latinx youth during the coronavirus pandemic. However, the extent to which Latinx caregivers are accessing telepsychology services for their child and whether this format is perceived to be an appropriate method of addressing youth psychopathology is unknown. The present study examined indicators of youth psychopathology and external stressors in relation to Latinx caregivers' perceived need for and utilization of youth telepsychology during the coronavirus pandemic. The sample consisted of 598 Latinx caregivers of school-age youths (M Age = 11.9, SD = 3.4) from across the United States recruited through an online survey panel. Caregivers reported on a wide array of factors associated with their ability to access mental health services and their perceived need for and utilization of youth telepsychology in the last year. Our findings suggest that telepsychology is a less preferred but acceptable intervention format. Despite this, significant unmet need for telepsychology services was found among Latinx youths with clinically elevated problems. Latinx caregivers were especially likely to perceive a need for and utilize telepsychology in response to parenting stress and youth internalizing problems. Clinical externalizing problems were not significantly associated with telepsychology need or utilization after controlling for other variables. Disparities in accessing telepsychology raise concerns regarding the long-term psychological impact of unmet mental health service need among Latinx youths. Efforts are needed to identify and eliminate barriers to accessing youth telepsychology services among Latinxs. Public Significance StatementThe coronavirus pandemic has exacerbated mental health problems among Latinx youth and limited their access to preferred sources of support within their communities. Latinx caregivers perceived telepsychology as a less preferred yet acceptable method of delivery for mental health services. Despite acceptability, access seems to be lower than the demand warrants, a finding that points to the importance of understanding barriers to utilization of telepsychology services for Latinx youths.

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Background Knowledge regarding barriers faced by Latina/o/x caregivers in accessing youth mental health services (MHS) have largely depended on resource intensive interviewbased assessments. Objective We evaluated a questionnaire for Latina/o/x caregivers of youths that presents a briefer and more feasible alternative. Method We conducted a psychometric evaluation of the Barriers to Treatment Questionnaire -Latina/o/x Caregivers (BTQ-LC) with a sample of 598 Latina/o/x caregivers from across the United States. Descriptive statistics and confirmatory factor analyses were used to identify common barriers to services, confirm the factor structure of the scale, and establish construct validity. Results Descriptive statistics suggest that not knowing where and how to access services, and normalization of youth psychopathology were the most frequently reported barriers among caregivers of youth with clinically elevated problems on the CBCL. Confirmatory factor analysis suggests that the BTQ-LC was best represented by a three-factor structure:(1) structural, (2) perceptions regarding mental health problems, and (3) services. Our finding suggest that the BTQ-LC could also be used as a single factor as fit indices ranged from acceptable to poor. BTQ-LC scales were all negatively correlated with the utilization of common youth MHS (i.e., psychological counseling, medical doctors, school professionals). Conclusions The BTQ-LC represents an important step towards improving our understanding and assessment of barriers to services contributing to mental health disparities among Latina/o/x youths.

Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.