An Exploratory Evaluation Case Study on Latinx-Maternal Acceptance Promotion of LGBTQ+ Youth Using Participatory Culture-Specific Intervention Modeling (PCSIM) Methods
Abstract
:1. Introduction
1.1. Family and Maternal Acceptance of LGBTQ+ Youth
Family Acceptance Programs
1.2. Intersectionality: Family Acceptance of LGBTQ+ Youth among Latinx Families
1.3. Latinx Values That Contextualize Parent-LGBTQ+ Child Relationships and Engagement with Medical/Therapeutic Care
1.4. Culturally Responsive Programming: Family Acceptance among Latinx Families of LGBTQ+ Youth
1.5. Guiding Frameworks: Cultural Humility, Participatory Culture-Specific Intervention Modeling, and Mixed Methods
1.6. Current Study and Research Questions
2. Materials and Methods
2.1. The Development Process of Brief Programming Aimed at Promoting Maternal Acceptance of LGBTQ+ Youth Using PCSIM Methods
2.1.1. PCSIM Phase 1: Systems Entry
2.1.2. PCSIM Phase 2: Culture-Specific Model Development
2.1.3. PCSIM Phase 3: Culture-Specific Program Development
Evaluation Methods and Data Analysis
Quantitative Data and Analysis
Qualitative Data and Analysis
Mixed Methods Analysis: Triangulation
2.1.4. PCSIM Phase 4: Program Continuation, and Extension
3. Results
3.1. Participant Demographics
3.2. Efficacy Findings
3.2.1. Efficacy Quantitative Findings
3.2.2. Efficacy Qualitative Findings
3.3. Acceptability Findings
3.3.1. Acceptability Quantitative Findings
3.3.2. Acceptability Qualitative Findings
3.4. Mixed Methods Convergence of Findings: Triangulated Qualitative and Quantitative Efficacy and Acceptability Data
4. Discussion
4.1. Researcher’s Reflection on Using a PCSIM-Informed Approach to Develop Programming
4.2. Researcher’s Reflection on Limitations and Future Directions of the Program Development, Implementation, and Evaluation
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Phase | Name & Description |
---|---|
Phase 1 | System Entry |
Phase 2 | Developing trusting relationships with community members and learning culture-specific knowledge of the partnering community, while maintaining awareness of personal worldviews. Culture-Specific Model Development |
Phase 3 | Working collaboratively to understand how SEB screening will facilitate identification, intervention, and knowledge about culture-specific student mental health and wellness. Phase two ultimately leads to an overall understanding—or a working model—of what values should be addressed in the programming. Culture-Specific Program Development |
Phase 4 | Developing programming in an ongoing partnership with community members and cultural brokers to yield culture-responsive results. Program Continuation or Extension |
Building a sustained programming capacity so efforts can continue to be implemented and transcend the research partnership. |
Qualitative Theme | Summary of Cultural Broker’s Commentary | Included Content to Address Theme in Programming (with Empirical and Evidence Base) |
---|---|---|
Theme 1: Parents experiencing grief and denial of their children being LGBTQ+ | Some parents may not be ready to acknowledge their children are LGBTQ+, or genuinely do not know because their children are not out to them. Some parents have voiced anticipating a grieving process if their children come out as LGBTQ+, where they mourn assumptions of the lives their children would lead (e.g., being married to someone of the opposite sex and having children). | Grief validation to validate their feelings are real. Reframe through cognitive behavioral therapy, and talk about topics not assuming families have LGBTQ+ youth in their homes, but assuming their more general curiosity [23,45] |
Theme 2: Need Basic introduction to what is LGBTQ+? | Families know little about the LGBTQ+ community, proper terminology, and need basic myths dispelled. | Psychoeducation: terminology and myth busting! [3,23,45] |
Theme 3: What is wrong with LGBTQ+ people? Nothing! | Families have expressed wanting to know if anything is wrong with LGBTQ+ people and why “problems” such as “dressing different” or “being depressed” exist. | Psychoeducation: minority stress theory (stressors and outcomes [3,5,45] |
Theme 4: Why are LGBTQ+ youth picked on? | Families have endorsed seeing people they think are LGBTQ+ get bullied in their own community and do not know what to do or why it is happening, besides them being thought of as “different.” | Psychoeducation: bullying as a minority stress [1,5,45] Psychoeducation: how can I help? By being an upstander. |
Theme 5: What can we do? | Families have shared not knowing the best way to respond to LGBTQ+ youth, not knowing if it is okay to condone LGBTQ+ identities and want to know how to support. They report wanting their children to be healthy and happy. Parents uncertain how to support their children, while also being uncomfortable and nervous about whether they are doing good by their children and families. | Psychoeducation and affirmative cognitive behavioral therapy recommendations: affirm, listen, and promise unconditional love and willingness to learn [23,26,45]. Authenticity, with beneficent intent and honoring dialectically that two opposites of wanting to support and feeling nervous about doing so can be true at the same time (e.g., “I don’t know what you’re going through and I’m nervous I’ll make mistakes by not saying the right thing, but I want to learn how to support you” [45,54]. |
Theme 6: Familismo & Machismo | Families want to learn how to incorporate validation of LGBTQ+ youth with conflicting values of religion and machismo. | Acknowledge cultural values as strengths (e.g., familismo). Validate where it may be more challenging to work through affirming LGBTQ+ diversity, and recognize dialectically (e.g., machismo [45,54]). |
Theme 7: Brief programming | The cultural broker thought families would benefit from initial brief programming that would evoke thought and willingness to change, prior to families committing to ongoing programming. Endorsed that a “brief” one-time session would be a great starting place. | Brief programming has demonstrated efficacy when the experience is perceived as meaningful and informative [55]. Motivational interviewing could be used to change behavior towards accepting LGBTQ+ youth [56]. |
Prompts | Pre-Test n | Pre-Test Mean (SD) | Post-Test n | Post-Test Mean (SD) | T Value | Sig |
---|---|---|---|---|---|---|
1. I talk with my child about their LGBTQ+ identity. | 13 | 2.31 (1.25) | 7 | 1.29 (0.76) | 2.05 | 0.09 |
2. I support my child’s LGBTQ+ identity even if I feel uncomfortable. | 12 | 2.17 (1.19) | 7 | 1.14 (0.38) | 2.05 | 0.86 |
3. I advocate for my child when they are mistreated because of their LGBTQ+ identity. | 12 | 1.67 (1.07) | 7 | 1.14 (0.38) | 1.08 | 0.32 |
4. I participate/attend LGBTQ+ events to support my child. | 11 | 2.45 (1.44) | 7 | 1.57 (1.13) | 2.17 | 0.08 |
5. I require that other family members respect my child’s identity. | 11 | 1.00 (0.00) | 7 | 1.14 (0.38) | -- | -- |
6. I support my child’s gender expression, even if it is not typical. | 12 | 1.25 (0.62) | 7 | 1.14 (0.38) | 1.00 | 0.36 |
7. I believe my child can have a happy future as an LGBTQ+ adult. | 9 | 1.33 (1.00) | 7 | 1.14 (0.38) | −1.00 | 0.37 |
8. I welcome my child bringing other LGBTQ+ people to my home. | 10 | 1.40 (0.96) | 7 | 1.00 (0.00) | -- | -- |
Qualitative Prompt | Pre-Test Themes and Direct Quotes | Post-Test Themes and Direct Quotes |
---|---|---|
What are some current beliefs you hold about the LGBTQ+ community? | Theme: LGBTQ+ youth are normal and typical “They are kind and regular people like any other.” Theme: “No se, I don’t know” “No se nada” Translation: I do not know anything. “No se” Translation: I don’t know. “I am new to this.” Theme: LGBTQ+ Youth are neat! “I think they are pretty neat.” | NOT ASKED |
What belief did you have before this experience, that you learned may have been inaccurate, false, or a misconception? | NOT ASKED | Theme: LGBTQ+ as a Choice “That being gay was a choice.” “I understand that their sexualities are not just a choice, and they are not confused.” Theme: Gender Expression and Clothing “Crossdressing would mean they are gay.” “That dressing as the opposite sex does not make you gay or lesbian.” Theme: Gender and Sexual Orientation as Different Constructs and Experiences “I didn’t know that sexual orientation is different.” Theme: I had incorrect information “Tenga informacion muy incorrectas” Translation: I had a lot of incorrect information. “La falta infomacion” Translation: [I had] lacking information. |
What are your concerns for LGBTQ+ youth? | Theme: The stressors to which LGBTQ+ individuals are exposed “My concern is that they are attacked without a cause.” “Lo respeto” Translation: Their respect “I’m concerned for those who come out to their parents and they kind don’t care about them anymore.” Theme: I don’t know and want to learn No se (I don’t know) Si me interesa quiero aprender | Theme: The stressors to which LGBTQ+ individuals are exposed, and corresponding adverse outcomes “The harassment” “La maltrado” Translation: The maltreatment “That they are misunderstood.” “Que no sean aceptadas. Que tengan ideas suicidal” Translation: That they aren’t accepted. That they have suicidal ideation. “Their depression and anxiety” Theme: Concerned with how I talk about LGBTQ+ topics with my kids “How to talk with her [my daughter]” |
What are your hopes for LGBTQ+ youth? | Theme: More acceptance of LGBTQ+ youth and less discrimination “That they are accepted in society like everyone else.” “Que no sean descrimimados” Translation: That they are not discriminated against. Theme: Equity “Que tengan las mismas oportunidades para salir Adelante” Translation: That they have the same opportunities to get ahead. Theme: LGBTQ+ Youth Mental Health “My hopes are that they feel happy and confident.” Theme: That I can learn more “Quiero aprender mas” Translation: I want to learn more. “Pues tengo 4 hijos y quisiera aprender” Translation: Well, I have four children, I would like to learn. | Theme: More Acceptance of LGBTQ+ youth “That everyone learns to respect them.” “To be treated like normal people.” “That more people get inform and learn to accept the lgbtq+ community.” “Más aceptacion” Translation: More acceptance Theme: Equity “Las mismas oportunidades como cualquier persona” Translation: [That they have] the same opportunities as anyone. Theme: LGBTQ+ Youth Mental health “That they are happy and confident.” Theme: Protect my kids “To be able to defend her” [my daughter] |
Quantitative Prompt | Respondents (n) | Mean (Standard Deviation) |
---|---|---|
This program was helpful. | 7 | 4.57 (1.13) |
I liked this program. | 7 | 4.43 (1.13) |
I would recommend this program to others. | 7 | 4.57 (1.13) |
Qualitative Prompt | Pre-Test Themes and Direct Quotes |
---|---|
What did you like about today’s program? | Theme: Everything “Everything” Theme: Learning LGBTQ+-specific content “I liked that we learned a bit more about LGBT+” Theme: How to support my child “Explanation on how to support my child.” Theme: Authentic Expression by Parents “That everyone expressed their true beliefs” |
What was helpful? | Theme: Everything “Everything” Theme: LGBTQ+-specific “I learned about how gender and gender expression are different.” Theme: Process of Programming “The way we got out questions answered” |
My favorite part of the program was | Theme: Everything “Everything” Theme: Process of Programming “My favorite part is when we talked about it as a group.” “Asking questions” “Learning.” “The support they gave.” Theme: Presentation of Digestible Content “The way everything was explained into words we could understand and relate |
My least favorite part of the programming was | Theme: Nothing “Nothing” Theme: Process of Programming “Make it more organized based on the questions.” |
What was not helpful? | Theme: Nothing “Nothing. I loved it.” “Everything was helpful.” Theme: Getting more individualized guidance “Ayudarme a mi si me encontrara en una situacion” Translation: Helping me if I find myself in a situation. |
Finding | Quantitative Statistic Result | Qualitative Experiences | Converge, Diverge, Expand |
---|---|---|---|
Acceptability | Mean value ranged from 4.43–4.57, meaning participants found this program helpful, likable, and worth recommending. | Mothers liked learning about LGBTQ+-specific content, how to support their children. | Converge |
Mothers wanted more organization and more time to process individualized problem solving for their specific family units. | Diverge | ||
Mothers appreciated attendees’ authenticity and vulnerability, sharing their experiences in session. Facilitators were viewed as answering questions effectively and in digestible ways. | Expand | ||
Efficacy | Paired t-tests were not significant, indicating limited generalizability about efficacy. Descriptively, and of clinical significance, all mean rating scores decreased, meaning families’ scores were more skewed in their perceived ability to accept their LGBTQ+ youth compared to the post-test. | Mothers endorsed wanting the best for their children, for them to feel happy and confident, and that they do not want them to have to experience hardships and stressors related to their LGBTQ+ identity. | Converge |
Mothers endorsed learning that being LGBTQ+ is not a choice, that opting for diverse gender expression does not mean someone is gay, and that gender and sexual orientation are different constructs. Families learned that LGBTQ+ youth are susceptible to depression and suicidal ideation due to stressors and not because there is something wrong with them. Mothers endorsed having minimal knowledge of LGBTQ+ community members and endorsed a lot of knowledge they originally thought was incorrect. | Expand |
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© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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Kiperman, S.; Brown, N.; Kelly, O.; Treisman, R. An Exploratory Evaluation Case Study on Latinx-Maternal Acceptance Promotion of LGBTQ+ Youth Using Participatory Culture-Specific Intervention Modeling (PCSIM) Methods. Youth 2023, 3, 777-799. https://doi.org/10.3390/youth3030050
Kiperman S, Brown N, Kelly O, Treisman R. An Exploratory Evaluation Case Study on Latinx-Maternal Acceptance Promotion of LGBTQ+ Youth Using Participatory Culture-Specific Intervention Modeling (PCSIM) Methods. Youth. 2023; 3(3):777-799. https://doi.org/10.3390/youth3030050
Chicago/Turabian StyleKiperman, Sarah, Nina Brown, Olivia Kelly, and Rebecca Treisman. 2023. "An Exploratory Evaluation Case Study on Latinx-Maternal Acceptance Promotion of LGBTQ+ Youth Using Participatory Culture-Specific Intervention Modeling (PCSIM) Methods" Youth 3, no. 3: 777-799. https://doi.org/10.3390/youth3030050