Introduction to the Program

2018 ◽  
Author(s):  
Catherine Fuchsel
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Intervention Program ◽  
Group Discussion ◽  
Latina Women ◽  
Self Reflection ◽  
Educational Groups ◽  
Group Population ◽  
Large Group Discussion

This chapter introduces the Yes, I Can (Sí, Yo Puedo [SYP]) curriculum and program for bilingual Spanish-English speaking mental health professionals who want to offer psycho-educational groups in direct practice settings. The term graduate licensed mental health professional is used interchangeably with the term group facilitator throughout the SYP program manual/book. A discussion on how the SYP curriculum and program emphasizes cultural factors is addressed. An introduction to the group population—immigrant Latina women—and the challenges to accessing services are reviewed. This chapter also reviews the SYP curriculum and program as a type of group-format prevention and intervention program that community-based agencies with mental health professionals can use among immigrant Latina women. This chapter describes the SYP curriculum goals and outcomes. A table depicts the three parts of the SYP curriculum, weekly topics, types of large-group discussion for group facilitators, and self-reflection drawing and writing exercises for participants.

Yes I Can, (Sí, Yo Puedo)

2018 ◽  
Author(s):  
Catherine Fuchsel
Keyword(s):  
Mental Health ◽  
Domestic Violence ◽  
Mental Health Professionals ◽  
Group Discussion ◽  
The United States ◽  
Self Esteem ◽  
Latina Women ◽  
Healthy Relationships ◽  
Self Reflection ◽  
Cultural Concepts

The Sí, Yo Puedo (SYP) program manual/book is a culturally specific 11-week curriculum designed to provide education on domestic violence, promote self-esteem, prevent domestic violence, help participants understand healthy relationships within a cultural framework, and empower immigrant Latina women to access resources and support systems in their respective communities. The step-by-step and structured SYP program manual/book is intended for bilingual Spanish-English speaking licensed graduate mental health professionals who work with immigrant Latina women or Latina women in general across the United States and around the world in direct practice settings and who want to offer psycho-educational groups. Each week, immigrant Latina women meet for two hours in a group format setting.The SYP curriculum is divided into three parts: Part I: Awareness of Self, Part II: Knowledge of Relationships within Culture, and Part III: Impact of Factors on Relationships. The mental health professional (i.e., group facilitator) teaches and facilitates large-group discussion among group members on the following topics: (a) Introductions and Who Am I?; (b) Coping Strategies; (c) Self-Esteem; (d) Influences of Past Trauma; (e) Dating; (f) Cultural Concepts: Machismo, Familism, and Marianismo; (g) Healthy Relationships; (h) Domestic Violence; (i) Factors Influencing Relationships or Sexual Abuse; (j) Talking to Children; and (k) Resources and Graduation. Through group discussion and instruction, in-class drawing and writing self-reflection exercises, and peer support, immigrant Latina women are empowered to examine their identity, self-esteem, and current relationships and to potentially make changes in their lives.

scholarly journals Description and Evaluation of a French Grief-Workshop for Children and Adolescents Bereaved of a Sibling or Parent

2021 ◽  
Author(s):  
Ashley Ridley ◽  
Alexis Revet ◽  
Jean-Philippe Raynaud ◽  
Eric Bui ◽  
Agnès Suc
Keyword(s):  
Mental Health ◽  
Social Isolation ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Group Intervention ◽  
Online Survey ◽  
Group Discussion ◽  
Developmentally Appropriate ◽  
Synthesis Process ◽  
High Level

Abstract Background: Childhood bereavement is common, and is associated with elevated symptoms of grief with distress and impairment. However, few developmentally appropriate interventions to support grieving children are available to date. We developed an innovative 4-session group intervention to support grieving families and evaluated its feasibility and acceptability. Methods: The workshop consists of four sessions over four months, open to children bereaved of a sibling or parent, and co-facilitated by two mental health professionals. After an intake assessment, children were placed into closed groups according to age and relation to the deceased. The session content was balanced between creative activities and grief-related discussions. Overall satisfaction was evaluated in March-April of 2020 by an 8-question online survey of children and parents having participated between 2011 and 2019. Freeform commentaries were analysed using thematic synthesis process. Results: Of the 230 emails sent in March 2020, 46 children and 81 parents agreed to participate (55% response rate). The families reported an overall high level of satisfaction regarding the intervention that was rated as good to excellent. A majority of respondents considered their participation in the workshop helpful and in accordance with their expectations. Most would recommend the workshop to a friend, and would participate again in the group if needed. The group intervention helped reduce social isolation, facilitated grief expression, and supported the creation of a sense of community among bereaved families. Conclusions: Encouraging community and mutual support among grieving families is fundamental in bereavement care. Our 4-session workshop held over 4 months and led by mental health professionals aimed to help reduce social isolation and foster coping skills through artistic creation and group discussion. Our results highlight the potential need for family bereavement support over a longer period and a provision of a variety of services. Our intervention model is feasible for families, and further studies examining its efficacy are warranted.

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