Race and ethnicity are associated with a number unfavorable mental health outcomes, such as increased psychiatric hospitalization and longer periods of illness. One mechanism by which this may occur is believed to be due to racism, discrimination, and prejudice. The CMHD is working to elucidate these relationships through the study of racial differences in the counseling relationship, understanding the impact of stereotypes and microaggressions, and the role of cultural stigma on help-seeking. We are also interested in understanding resilience factors resulting from racial socialization.
Learn more about the Racial Microaggressions Project on Campus.
Growing diversity in America and the expanse of psychological inquiry cross-culturally requires diagnostic clarity and the use of quantifiable and reliable methods of collecting clinical and research data. It imperative that we are able to measure psychological constructs accurately for use in cross-cultural research. The CMHD is working to establish cross-cultural validity or equivalence among several popular diagnostic instruments. These have included:
Ching, T. H. W. & Williams, M. T. (2019). The role of ethnic identity in OC symptom dimensions among Asian Americans. Journal of Obsessive Compulsive & Related Disorders, 21, 112–120.
Williams, M. T., Duque, G., Chapman, L. K., Wetterneck, C. T., & DeLapp, R.C.T. (2018). Ethnic identity and regional differences in mental health in a national sample of African American young adults. Journal of Racial and Ethnic Health Disparities, 5 (2), 312–321. doi: 10.1007/s40615-017-0372-y
DeLapp, R. C. T., Chapman, L. K., & Williams, M. T. (2016). Psychometric properties of a brief version of the Penn State Worry Questionnaire in African Americans and European Americans. Psychological Assessment, 28(5), 499-508. doi: 10.1037/pas0000208
Williams, M. T., Chasson, G. S., & Davis, D. M. (2015). Anxiety and Affect in Racially Unmatched Dyads During Evaluation and Assessment. In A. M. Columbus (Ed.), Advances in Psychology Research. Hauppauge, NY: Nova Science Publishers. ISBN: 978-1-63482-460-6.
Williams, M. T., Davis, D., Thibodeau, M., & Bach, N. (2013). Psychometric Properties of the Obsessive-Compulsive Inventory Revised in African Americans with and without Obsessive-Compulsive Disorder. Journal of Obsessive-Compulsive & Related Disorders, 2(4), 399-405. doi: 10.1016/j.jocrd.2013.07.003
The Gentlemen’s Academy (GA) is a six-week intensive program designed specifically for young men between the ages of 12-17 that are considered at-risk. At-risk criteria include conduct disorders, exposure to violence, drug and alcohol use, general life stressors, and physical violence and aggression. GA combines group and individual mental health sessions, computer based academic curriculum, physical fitness training, job readiness, as well as community service.
The mental health component, Mindful Men at Promise (MMAP) focused on appropriate self-expression, conflict resolution, mindfulness awareness, interpersonal skills, as well as overall resiliency. Group and individual sessions were provided weekly to all participants focusing on the above listed skills. Coping skills, distress management, and skills training will be taught intensively over the period of six weeks. Skills such as conflict resolution and emotional regulation were implemented into session as well.
Academic courses with computer-based curriculum were taught in the areas of English, Mathematics, Physical Science, and Cultural History. These courses were designed to challenge participants at their own level of learning. Physical fitness focused on overall well being and emphasized not only exercise, but diet, hygiene, and general health. Part of the physical fitness component involved community service by canvassing areas via bike assessing the air quality. All participants engage in at minimum five hours of community service a month. Job placement and readiness was also provided over the duration of the program with possible job placement.
The Kentucky Senate Recognized the Center for Mental Health Disparities for services rendered to the Gentleman's Academy in 2013.
Williams, M., Bruce, S. L., Combs, J., & Alvey, H. (2014, November). Satisfaction with a Six-Week Intervention for At-Risk Juveniles: The Gentleman’s Academy Program. Report for the Louisville Metro Police Department and Greater Louisville Inc., Center for Mental Health Disparities, University of Louisville.
Ethnic identity is a multifaceted concept that describes how people develop and experience a sense of belonging to their culture. Traditions, customs, and feelings about one’s heritage are also important factors in ethnic identity development. Individuals progress through different stages as they learn to identify with their culture, whereby they come to understand the group customs and values, and ultimately identify with their ethnic group.
Learn more about Ethnic and Racial Identity and the Therapeutic Alliance in an article writen by Dr. Monnica Williams at Psychology Today.
Williams, M. T., Duque, G., & Wetterneck, C. T. (2015, November). Ethnic identity and regional differences as buffers against anxiety and depression in a national sample of African American young adults. In B. A. Feinstein & T. A. Hart (Chairs), The role of resilience in the health and well-being of minority populations. Symposium conducted at the Association of Behavioral and Cognitive Therapies, Chicago, IL.
Below is Parham's (2011) comparison of Afrocentric versus Eurocentric values. Understanding cultural differences can help in understanding people from different ethnic groups and the strength of their ethnic identity. Keep in mind however, that not every person in any cultural group ascribes to all of their group values.