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Dissertation

Evaluation of Psycho-Educational Interventions in Treating Traumatized Latinas: Awareness, Coping, and Behavior Change

30 March 2011

Abstract

The current study is descriptive and takes a look at the Saber es Poder, or SEP curriculum. The treatment groups were offered in the Portland, Oregon Metropolitan Area, at 4 outpatient mental health clinics. Data was gathered 4 times; once at baseline and at the end of each treatment phase. The Posttraumatic Diagnostic Scale (PDS), the Brief Symptoms Inventory-18 Questions (BSI-18), The Trauma Recovery and Empowerment Scale (TRES), The Trauma Recovery and Empowerment Protocol (TREP) were the published measures used. Other measures were the Culture, the Participant Satisfaction, the Awareness, Coping, and Behavior Scales. A fidelity measure was also used to test adherence.

Hypothesis 1 said SEP groups could be held performed to fidelity (>70%). One group exceeded the fidelity requirement at 73% or above. Three groups failed to complete the 25-session protocol and could not be ranked.

Hypothesis 2 said participants would experience an increase in awareness, coping and pro-recovery behavior. The completing group (n=5) showed mixed results. Two showed overall gains in the pro-recovery direction. Three show gains on only some scales. Context factors that inform score interpretation are discussed

Hypothesis 3 and 4, which related to customer satisfaction, attendance and symptom reduction, could not be adequately explored due to low n. However preliminary data does appear to support a positive relationship between attendance and satisfaction, as well as attendance and symptom relief, particularly when participation is defined as not only attendance but also by “showing up” in a cognitive sense. Further research into the qualitative experience of trauma related distress for Latinas, as well as review and clarification of scale construction should be addressed in future research.


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