"White people stress me out all the time": Black students define racial trauma.

OBJECTIVE: Using a constructivist-interpretivist paradigm and a Black feminist qualitative framework, this study investigated how Black students at a predominantly White university in the southeast defined racial trauma. METHOD: A purposive sample of 26 participants (10 men and 16 women, aged 18-27) participated in a semistructured interview about their definitions of race-based stress and racial trauma. Data analysis consisted of a six-phase inductive, latent thematic analysis. Researcher reflexivity, interviews, observations, and research memos contributed to trustworthiness. RESULTS: Participants' understandings of race-based stress and racial trauma-informed two composite definitions of racial trauma. Participants conceptualized racial trauma and race-based stress as related and identified three salient components of racial trauma: (a) "Sticking with": temporal component, (b) "Suffering severely": intensity component, and (c) "Repeating regularly": frequency component. CONCLUSIONS: The findings of this study contribute to the existing literature by providing an academic and community definition of racial trauma grounded in the voices of Black collegians. These definitions of racial trauma may be used to inform future research, clinical services, and outreach. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Critical consciousness of anti-Black racism: A practical model to prevent and resist racial trauma.

The negative impacts of racism, including experiences of racial trauma, are well documented (e.g., Bryant-Davis & Ocampo, 2006; Carter, 2007). Because of the deleterious effects of racial trauma on Black people, interventions that facilitate the resistance and prevention of anti-Black racism are needed. Critical consciousness is one such intervention, as it is often seen as a prerequisite of resistance and liberation (Prilleltensky, 2003, 2008). To understand how individuals advance from being aware of anti-Black racism to engaging in actions to prevent and resist racial trauma, nonconfidential interviews with 12 Black Lives Matter activists were conducted. Using constructivist grounded theory (Charmaz, 2014) under critical-ideological and Black feminist-womanist lenses, a model of Critical Consciousness of Anti-Black Racism (CCABR) was co-constructed. The 3 processes involved in developing CCABR include: witnessing anti-Black racism, processing anti-Black racism, and acting critically against anti-Black racism. This model, including each of the categories and subcategories, are detailed herein and supported with quotations. The findings and discussion provide context-rich and practical approaches to help Black people, and counseling psychologists who serve them, prevent and resist racial trauma. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

"No One Can Make that Choice for You": Exploring Power in the Sexual Narratives of Black Collegians.

Power is enacted to oppress others, pursue wellness, or resist oppression. For Black people, societal and relational oppression influences racialized and gendered expressions of power within sexual encounters. The current study analyzed power dynamics within Black university students' first and most recent sexual encounters. Using narrative inquiry within a critical paradigm, five narrative strategies were identified within participants' interviews: 1) Offering a Peek into Powerlessness, 2) Detailing Disempowerment, 3) Privileging Stereotypical Power, 4) Reclaiming Power, and 5) Emphasizing Empowered Sex. Racialized, gendered sexual socialization among Black students is discussed. Counseling considerations to increase sexual wellness for Black people are explored.

Catchin' Feelings: Experiences of Intimacy During Black College Students' Sexual Encounters.

Research regarding intimacy within Black relationships is often deficiency-focused, reinforcing negative stereotypes about Black people's capacity to relate in sexual and romantic relationships. Utilizing social exchange theory and social learning theory as a combined framework, we examined intimacy-related narratives of 18 Black college students during their first and last sexual encounters. A thematic analysis constructed five themes: (a) limited knowledge of intimacy, (b) internal barriers to non-sexual intimacy, (c) external barriers to non-sexual intimacy, (d) seeking an emotional connection, and (e) experiencing intimacy. Findings suggest varying perspectives and experiences related to intimacy. Intimacy barriers and facilitators are discussed.

Patient feedback as a quality improvement strategy in an acute care, inpatient unit: An investigation of outcome and readmission rates.

High psychiatric readmission rates continue while evidence suggests that care is not perceived by patients as "patient centered." Research has focused on aftercare strategies with little attention to the inpatient treatment itself as an intervention to reduce readmission rates. Quality improvement strategies based on patient-centered care may offer an alternative. We evaluated outcomes and readmission rates using a benchmarking methodology with a naturalistic data set from an inpatient psychiatric facility (N = 2,247) that used a quality-improvement strategy called systematic patient feedback. Benchmarks were constructed using randomized clinical trials (RCTs) from inpatient treatment for depression, RCTs from patient feedback in outpatient settings, and national data on psychiatric hospital readmission rates. A systematic patient feedback system, the Partners for Change Outcome Management System (PCOMS), was used. Overall pre-post effect sizes were d = 1.33 and d = 1.38 for patients diagnosed with a mood disorder. These effect sizes were statistically equivalent to RCT benchmarks for feedback and depression. Readmission rates were 6.1% (30 days), 9.5% (60 days), and 16.4% (180 days), all lower than national benchmarks. We also found that patients who achieved clinically significant treatment outcomes were less likely to be readmitted. We tentatively suggest that a focus on real-time patient outcomes as well as care that is "patient centered" may provide a path toward lower readmission rates in addition to other evidence-based strategies after discharge. (PsycINFO Database Record (c) 2018 APA, all rights reserved).