Browsing by Author "Case Pease, Jenene"
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- Adolescent Trauma Treatment in Integrated Primary Care: A Modified Delphi StudyStephen Premo, Jessica Lynee (Virginia Tech, 2019-06-21)Early stressors like trauma can lead to developmental changes that have life-long negative health consequences (Merikangas et al., 2010; Anda et al., 2006). Approximately 1 in 4 youth experience substantial trauma during their developmental years (Merikangas et al., 2010; Duke, Pettingell, McMorris, and Borowsky, 2010). Such findings suggest the need for early intervention and treatment for adolescents exposed to traumatic events and adversity. Ideally, adolescents could be treated within primary care settings where parents overwhelmingly seek services for their children. Primary care settings are sought out at a 94% to 97% rate of services as compared to only a 4% to 33% rate of parents seeking out mental health services (Guevara et al., 2001). Unfortunately, no adolescent trauma-informed interventions have yet been adapted for use in primary care (Glowa, Olson, and Johnson, 2016). This study aimed to fill this critical gap between adolescent mental health issues associated with trauma and adverse childhood experiences and the lack of treatment in integrated primary care settings. The need for trauma-informed treatment for adolescents who have experienced trauma and adverse experiences is especially salient as evidence-based treatment for adolescents in this setting is limited. A modified Delphi approach was employed to address this gap in the research. Two rounds of questionnaires and focus groups were utilized with a panel of experts and youth stakeholders to gain consensus on treatment recommendations. Ultimately, expert panelists and youth stakeholders identified 59 recommendations for adolescent trauma treatment to be delivered in integrated primary care settings.
- How Award-Winning Family Therapy Educators Engage Their Students in Meaningful Family Therapy EducationEarl, Ryan Michael (Virginia Tech, 2017-06-07)Family therapy educators are currently challenged to teach their students in ways that facilitate competencies, but that are also meaningful to students. In this qualitative study, which serves as the second article of this dissertation, twelve award-winning family therapy educators were interviewed about how they facilitate educational practices that family therapy students have defined as meaningful to them. A thematic analysis of the interviews revealed seven primary themes: 1) relationship building, 2) attending to student development, 3) relevance, 4) actively engaging students in the process, 5) enthusiasm and curiosity, 6) providing and receiving honest feedback, and 7) transparency. The implications of these findings are discussed to support meaningful family therapy teaching practices as well as to offer specific suggestions for how family therapy educators can more deeply engage with their students.
- Individual Motivation To Seek Couple Therapy: An Application of the Health Belief ModelO'Connell, Lyn Moore (Virginia Tech, 2019-01-22)Despite the well-established effectiveness of couple therapy for reducing distress and improving relationship satisfaction (Cohen, 1988; Christensen and Heavey, 1999), less than a fourth of couples seek couple therapy prior to divorce (Albrecht, Bahr, and Goodman, 1983; Wolcott, 1986). Rather, the majority of couples wait over 5 years before seeking therapy (Johnson et al., 2002). Barriers to seeking individual therapy are well established and are associated with decreased rates of therapy attendance and the negative consequences of untreated distress and mental health problems (Corrigan, 2004; Killaspy, Banerjee, King, and Lloyd, 2000; Vogel, Wade and Hackler, 2007). It is unclear as to whether the same barriers exist for individuals who are seeking couple therapy. This study examined the applicability of the Health Belief Model (HBM; Rosenstock, 1966), with the addition of demographic characteristics (gender, income, education, and religion) and contextualizing individual factors (relational distress and perceived stigma), to predict an individual in a committed relationship's (N =158) motivation to seek couple therapy. When controlling for demographic variables and contextualizing factors, the Health Belief Model factors of lower barriers and lower benefits were predictive of higher motivation to seek couple therapy. Throughout all iterations of the model, lower income and lower relational distress were also associated with higher rates of motivation to seek couple therapy. This research indicates that barriers, including high levels of relational distress, impact an individual's motivation to seek couple therapy. Further investigation of the application of the HBM factors to mental health, including research into more systemic measurements of these factors, is needed. Future research should also identify other potentially contextualizing factors, as the overall model accounted for a relatively small amount of variation in the individual's motivation to seek couple therapy.
- Relationship Narratives: Appalachian Women's Experiences with Familial Process of ReentryO'Rourke, Kathleen Mary (Virginia Tech, 2019-08-20)The reentry process post incarceration has been identified to be difficult in the most ideal of situations and family support has been shown to be nearly essential to avoid re-incarceration (Bahr, Armstrong, Gibbs, Harris and Fisher, 2005; Visher and Travis, 2003). This study is a first attempt to delve into the nature of relationships between women in Appalachia specifically, and their male relative who is a formerly incarcerated person. Informed by an intersectional feminist framework and symbolic interactionism, this study interviews eight women who reported maintaining a relationship with a male relative who had been incarcerated and reported assisting in his reentry process, in effort to extract the essence of daily lived experience in the context of multiple identities and social locations. A feminist phenomenological approach based on Husserl's philosophy and van Manen's method was utilized, whereby the researcher employed bracketing prior to further data investigation and analysis, in attempt to distill the distinct experiences of these unheard women. Key findings included two prominent themes, and one overall essence of the lived experience of women interviewed. The essence of women's lived experience in Appalachia within the context of reentry is that family is everything, and exists at the center and above all else. Subsumed within this lived experience were the themes of family traditions, or how things are done in Appalachia, and the meaning of incarceration to these women.
- The transition to teletherapy in marriage and family therapy training settings during COVID-19: What do the data tell us?Morgan, Amy A.; Landers, Ashley L.; Simpson, Jessica E.; Russon, Jody M.; Case Pease, Jenene; Dolbin-MacNab, Megan L.; Bland, Krista N.; Jackson, Jeffrey B. (Wiley, 2021-03-20)In the wake of the COVID-19 pandemic, little is known about how university training programs transitioned to teletherapy. This study describes the transition of two university marriage and family therapy (i.e., master's and doctoral) training clinics to teletherapy and presents preliminary analyses of the types of clients and cases that converted to teletherapy. A series of chi-square analyses, a t-test, a logistic regression model, and a multiple linear regression model were employed. Four key findings emerged: (1) most cases converted to teletherapy; (2) Hispanic ethnicity was the only demographic characteristic to significantly predict conversion to teletherapy; (3) individual cases were significantly more likely to convert to teletherapy than relational cases; and (4) the number of prior in-person sessions attended significantly predicted conversion to teletherapy. Teletherapy conversion implications are discussed across four systemic levels: client, student trainee, supervision, and larger systems.