The successes of experienced rural counselor supervisors and their recommendations for rural mental health.

McNichols, Christine; Witt, Karl J.; Gatewood, Donna C.

doi:10.1037/rmh0000058

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Feedback from participants also suggested considering a hybrid program that might include in-person booster sessions for skills practice. Researchers have demonstrated that community connections and trust are important factors in building relationships with mental health providers in rural settings (McNichols et al, 2016). Therefore, in addition to translating booster sessions to a technology-based format, it may also be important to provide an in-person format so that school personnel can select the delivery modality that is best suited for the needs of their school.…”

Section: Discussionmentioning

confidence: 99%

Technology-based bullying intervention for rural schools: Perspectives on needs, challenges, and design.

Midgett

Doumas

Myers

et al. 2021

Journal of Rural Mental Health

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Bullying is a significant problem in the United States, with 26.7% of middle school students reporting bullying victimization. The majority of bullying programs are comprehensive, schoolwide interventions that require significant resources for implementation, creating barriers and challenges for schools in rural and low-income communities. To increase access for these schools, we propose to translate a brief, bystander bullying intervention (STAC) into a technology-based format. Using consensual qualitative research, we aimed to understand the needs of school personnel and perceived challenges to program implementation to provide information on how to best serve middle schools in rural and low-income communities. We conducted interviews and focus groups with key school personnel at three middle schools in rural, lowincome communities (N ϭ 15). Participants indicated a strong interest in a technologybased bullying intervention and reported positive conditions for implementation, including administrative support and technology-readiness. Participants identified program efficacy, flexibility of delivery, and parental involvement as important components of bullying prevention and identified implementation challenges, which included time, financial resources, and teacher buy-in. Perceived strengths of the STAC intervention included providing a clear definition of bullying, skills training and practice, and a certificate of completion. Feedback related to translating the intervention to a technology-based format included the use of virtual interaction and a hybrid virtual/in-person program, particularly for booster sessions. Findings from this study support the need for the proposed technology-based STAC intervention and provide feedback on both the needs and challenges that need to be addressed for successful implementation in middle schools in rural and low-income communities.

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Section: Discussionmentioning

confidence: 99%

Technology-based bullying intervention for rural schools: Perspectives on needs, challenges, and design.

Midgett

Doumas

Myers

et al. 2021

Journal of Rural Mental Health

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“…In the second half, we show how domestic violence center staff are key, albeit ad hoc, providers of mental health services to women experiencing IPV—as well as under- or unrecognized authorities in mitigating the social and emotional impacts of domestic violence. We draw on these advocates’ perspectives as experts in understanding disparities in mental health care and as guides in identifying spatially and culturally relevant interventions (see also McNichols, Witt, and Gatewood 2016).…”

Section: Resultsmentioning

confidence: 99%

Rurality as Concordance: Mental Health Service Delivery for Rural Survivors of Intimate Partner Violence

Statz

Billings

Wolf

2021

Sociological Perspectives

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This manuscript examines how a shared sociospatial or “rural” identity may uniquely facilitate mental health care delivery. In particular, we consider the significant but largely unexplored role that domestic violence center staff, whom we term “Reputational Provider-Experts” or RPEs, play in addressing the mental health needs of rural women who have experienced intimate partner violence. Using data collected through semi-structured individual and focus group interviews with RPEs across 12 counties and four tribal reservations in northern Wisconsin ( N = 15), we detail the sociospatial commonalities that enable RPEs to provide trusted, sustained mental health support to rural women. Because these advocates are rural community members whose approach implicitly appeals to local norms and values, we argue that they represent rurally concordant providers. In this way, rurality emerges as a meaningful and novel form of patient-provider concordance, one with critical relevance to addressing the rural mental health crisis in the United States.

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“…A significant amount of the existing research on competent mental health care in rural areas is focused on navigating community involvement and personal and professional boundaries (Breen & Drew, 2012; McNichols et al, 2016). However, research suggests that understanding rural culture and the unique concerns of residents in rural areas is also vital to engaging in competent practice in rural areas (Bischoff et al, 2014; Breen & Drew, 2012; McNichols et al, 2016). The history, geography, population, economics, and sociopolitical contexts of a rural area can influence perceptions of mental health and mental health services (Murray et al, 2004; Philo et al, 2003).…”

Section: Research Questionsmentioning

confidence: 99%

Addressing religion and spirituality in counseling in rural Iowa.

Walsh¹,

Snodgrass²,

Stewart‐Sicking³

et al. 2021

Journal of Rural Mental Health

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Rural cultures and nonrural cultures are distinctive in numerous ways, including how religion and spirituality are lived and experienced (Aten et al., 2012;Campbell & Gordon, 2003;Hastings & Cohn, 2013). Culturally competent mental health care in rural settings necessitates addressing the uniqueness of life in rural cultures, which includes the role of religion and spirituality in clients' lives. This study utilized interpretative phenomenological analysis (IPA), a qualitative research method, in an effort to uncover the lived experiences of 10 counselors in rural Iowa and their experience of religion and spirituality in clinical practice. Two superordinate themes emerged. Participants described how the culture of rural Iowa impacts mental health care and counseling. The results indicate specific barriers counselors face in addressing clients' religious and spiritual beliefs, values, and practices in counseling. These results were analyzed through the lens of multicultural competence in counseling, and implications for counselors given. Suggestions for the future research are posited.

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The successes of experienced rural counselor supervisors and their recommendations for rural mental health.

Cited by 6 publications

References 14 publications

Technology-based bullying intervention for rural schools: Perspectives on needs, challenges, and design.

Technology-based bullying intervention for rural schools: Perspectives on needs, challenges, and design.

Rurality as Concordance: Mental Health Service Delivery for Rural Survivors of Intimate Partner Violence

Addressing religion and spirituality in counseling in rural Iowa.

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