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Creating Confianza : Addressing Stigma through Trust and Access

Learn how the Confianza project addresses stigma to provide mental health services for immigrant youth and families. Discover the challenges and solutions in accessing care to support marginalized communities. Presented by Mimi V. Chapman, MSW, Ph.D., on behalf of the UNC Chapel Hill, El Futuro, and Chatham County Schools team. Funding by the Robert Wood Johnson Foundation's Caring Across Communities Initiative.

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Creating Confianza : Addressing Stigma through Trust and Access

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  1. Creating Confianza: Addressing Stigma through Trust and Access Mimi V. Chapman, MSW, Ph.D. presenting on behalf of the Confianza Team: UNC Chapel Hill, El Futuro and Chatham County Schools Funded by the Robert Wood Johnson Foundation, Caring Across Communities Initiative

  2. Our Purpose • The goal of Confianza is to design a new service delivery system for new immigrant and Spanish-speaking middle and high school youth and their families.

  3. School Characteristics • Chatham Middle School • 64% Latino students • 8% Latino teachers • 89% of students qualify for free/reduced lunch • Jordan Matthews High School • 36% Latino Students • 6% Latino teachers • 58% of students qualify for free/reduced lunch

  4. Service Use Patterns (n=164) • Importance of Getting Help • 98% say that it’s important to get help for emotional and behavioral problems • 99% say would probably get help for kid displaying problems • Barriers to getting Intervention • Time • 77% worried that they would not have enough time in general • 94% worried they would not have enough time to go to appointments • 70% reported that they would have to miss work to take their adolescent • Cost • 72% worried about the cost of services • Of those who were concerned about the cost: • 76% had no insurance • 17% worried that their insurance would not cover services • Information • 80% stated that they did not know who in their community helped adolescents • 40% wished that their community offered different types of services. Of those: • 35% wished for more professional helpers/career counseling, • 27% for more recreational • 28% prevention programs, • 0% said traditional/cultural healer

  5. Service Use (Continued) • Culture • 27% would find it difficult to speak with someone outside their family about personal issues • 22% said it was difficult to ask for help • 23% said they would feel shame asking for help • 12% worried about what their family would think • 10% worried about what their friends would think • 11% worried about what other people would think • To Best Help, Helpers Should: • Speak their language • 81% say language is important or very important • 9% say language is not important at all • Understand their culture • 68% say cultural understanding is important or very • 21% say it would not be important at all

  6. Are they getting services? Only 3% of parents said adolescents have received mental health services.

  7. Confianza Update • 150 students served • 3 additional schools • 5 Parent Nights (20-30 parents attending) • Newsletter – Spanish/English • Finalist for additional Teacher Training funding • Sustainability discussions beginning.

  8. Pregnancy Inhalant Use Cutting Depression Pre-gang involvement Anxiety ADHD Trauma Adjustment to a New Environment Family Concerns Parent Concerns Child Maltreatment Domestic Violence Parental Substance Abuse Unaccompanied Minors What Types of Student & Family Needs?

  9. The Past is Always Present…

  10. Caring Across Communities? Latino Community? Students? Other Agencies in the Community? Parents? Teachers/School System?

  11. What makes a successful interventionist: Boundary Spanning. • Concept from organizational theorists. • Successful organizations have porous boundaries that incorporate new information. • Boundary spanners are people who link their organization to the external environment.

  12. Systems thinkers Abstract thinkers. High Tolerance for Ambiguity. Negotiate goals with outsiders. Meaning-Makers Stimulate reflection, assessment, & creativity. Leadership Must have authority to implement their ideas. Speak multiple “languages”. Qualities of Effective Boundary Spanners.

  13. Changing the Environment: What We Planned to Do… • A training directed to teachers and other school personnel to create a school environment that is receptive to newcomers. • Beyond Diversity/ Courageous Conversations by Pacific Education Group • “consider the implications of racism, exclusion, and prejudice” on students by focusing on personal self-awareness.” • Personal views of power, privilege, and the impact on school climate.

  14. What Actually Happened... • Riding around with the school resource officer. • Having meetings in Spanish with key staff members listening through simultaneous translation. • Helping a new ESL teacher know how to respond to charges of “racism.” • Telling teachers youth stories when youth can’t tell their own. • Change in school leadership.

  15. Thank You! Questions and Comments?

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