Objectives: This study explored the perspectives of mental health practitioners servingLGBTQ+ forced migrants, LGBTQ+ individuals, and forced migrants not identifying asLGBTQ+ to understand the clinical frameworks guiding their practice and how they approached clients whose identities were similar to or different than their own. Methods: Twenty-eight mental health practitioners from three Canadian cities participated in qualitative interviews. The sample comprised practitioners serving LGBTQ+ forced migrants (n=11); forced migrants not identifying as LGBTQ+ (n=9); and non-migrant LGBTQ+ clients (n=8). Thirteen providers identified as white; 3 as Middle-Eastern/North African, 3 as Latinx, 1 as West African, 1 as Indigenous, 1 as West Asian, and 1 as Other. Data were analyzed using constructivist grounded theory. Results: Practitioners across all three 3 sample groups used similar approaches, whether or not they worked with clients whose sexual orientations, gender identities, racial/ethnic backgrounds, or migration status were different than their own. Practitioners described using an eclectic approach, incorporating cultural competence, cultural humility, and LGBTQ+affirmative and anti-oppressive practices in their work. Practitioners also noted that lack of training for ancillary providers could lead to discrimination that negatively impacts clients, making establishing a therapeutic relationship challenging. Conclusions: Findings suggest that the concepts of cultural humility, cultural competence, and affirmative practice may not be mutually exclusive. The similarities in practice approaches across provider samples point to the salience of integrating these clinical practice concepts and frameworks when working withLGBTQ+ forced migrants, LGBTQ+ individuals with diverse cultural backgrounds, and forced migrants who do not identity as LGBTQ+.

Sexual violence is well documented as a major problem on college campuses, and the delivery of service and programs at institutions of higher education (IHE) has proliferated over recent years. However, the implementation of these efforts has often outpaced the field’s work in developing evaluation models. Many institutions depend on campus climate surveys for data to inform their efforts, yet there are multiple data points that can be accessed to provide a more holistic picture of efforts to address sexual violence on campus. The data ecosystem framework provided by Driver-Linn & Svenson (2017) offers a comprehensive approach for assessing efforts to address campus sexual violence (CSV), but implementation models are needed that connect evaluation and practice, take local context into account, and lead to changes on campus. This paper presents a case study from a multisite university to describe the process of implementing a “data ecosystem” to assess the institutions' efforts to effectively address CSV, and how the data was used by practitioners and administrators. The collaborative, utilization-driven model has provided valuable data to inform the delivery of services and programs across the university yet has limitations and requires a wide range of resources to sustain.

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Highlights• This study uses concept mapping to gather collective perspectives on DSV prevention strategies.• This study focuses on data collected across four rural Northern England towns.• Participants across four towns identified similar cluster solutions for prevention strategies.• Despite geographical similarities, towns require prevention initiatives tailored to their community.• Concept mapping can be used as an effective assessment tool to capture variations within communities.

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