Latino children make up the largest ethnic group in the United States today. Latino children are also the ethnic group less likely to access and utilize mental health services. As a result, Latino children have higher rates of unmet mental health needs. There is limited research focusing on the mental health services needs of Latino children and lack of access and use of such services. This qualitative study explored barriers among Latino children in accessing and utilizing mental health services. This study conducted face-to-face and Skype interviews with eight mental health providers who work or have worked with Latino children with mental health needs. The eight interviews were transcribed and analyzed to identify common themes regarding barriers Latino children face in accessing and utilizing mental health services in participant responses. The major themes identified by this study included: cultural values, insurance, socioeconomic status, lack of bilingual providers, agency days and hours of operation, immigration status, and lack of awareness of mental health. Through identifying such barriers, this study may raise social worker awareness of barriers Latino children face and better equip social workers to plan and implement approaches to address identified barriers in efforts to increase Latino children’s access and use of mental health services to meet their mental health needs.

The purpose of this study was to identify barriers to receiving services for women suffering with Postpartum Depression (PPD) in the San Bernardino and Riverside County areas. 11 - 20% of mothers experience symptoms of PPD, which if left untreated can negatively impact the mother-infant relationship, ultimately affecting the entire family unit. Past studies have identified a variety of barriers to receiving treatment for PPD. However, research has not focused specifically on the obstacles mothers face in these two neighboring counties. The study utilized an online self-administered questionnaire developed by the researchers to identify barriers to treatment for PPD. There were 41 participants from San Bernardino and Riverside Counties. The questionnaire was intended to be distributed to service providers that come into contact with this vulnerable population; primarily social workers, licensed therapists, masters of social work (MSW) students student interns, physicians, registered nurses, and midwives. However, because a snowball sampling technique was used, it was possibly sent to other professionals who come into contact with this population. Our study found that most of the barriers identified in previous studies also applied to our participants. The barriers rated highest in terms of limiting access to PPD services were a physician’s lack of time with patients, knowledge of PDD symptoms, the patient’s relationship to physician, and limits in coverage, as well as knowledge of services covered, lack of emotional support from significant other and/or family members, and transportation challenges including distance from providers. Additional barriers that were recognized in the literature and in our research, were education barriers, cultural barriers, stigma associated with postpartum depression, fear of child welfare officials, lack of culturally sensitive screening tools, and fears surrounding the use of medication. The results from this study may help practitioners and researchers better understand the barriers women with PPD face in accessing services, and may help service providers tailor their treatments and services accordingly. Additionally, the knowledge gained from the research may also inspire policy changes to improve women’s access to PPD services.

Abstract THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions. Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STEM

The analysis of big data points and the use of data analytics have proven successful in improving corporate business efficiencies, growing profits, and increasing competitive advantages. The theory of academic capitalism, which holds that institutions of higher education are becoming more like corporations due to declining operating funds and the need to become more efficient, transparent, and competitive, guided this study. Despite the positive outcomes that analytic tools may produce in advanced efficiencies and competitive growth, college academic administrators have not yet adopted these tools, due in part to barriers facing the administrators. The purpose of this phenomenological study was to explore the nature of those barriers in a community college. Ten academic managers in 6 community college divisions who reported accountability for criterion-based key performance indicators were interviewed on their perceived use of academic analytic tools and barriers in adopting these tools. The interviews were collected and analyzed through preliminary grouping, reducing and eliminating outliers, clustering descriptions into categories, and constructing themes. The managers' narratives suggested that there were 4 perceived barriers that prevented the adoption of tools such as organizational bureaucracy (climate), restricted organizational data (policy), training, and infrastructure. An important area for further research involves identifying the strategies managers could use to overcome these barriers. The findings of this study will assist college administrators in implementing analytic tools. Such tools will improve key performance indicators, resulting in a more cohesive and cost-effective academic experience for students, faculty, administrators, and the community.

Posttraumatic stress disorder (PTSD) affects more than 60% of Cambodian immigrants in the United States. However, researchers do not yet know why less than 5% of Cambodian immigrants are accessing mental health services. This qualitative study involved investigation of participants' perceptions of how PTSD is manifested in the Cambodian immigrant community to understand barriers to mental health services access. The social ecological theory provided a frame for understanding how traditions, values, culture, and beliefs affect Cambodian immigrants' perceptions of PTSD and the mental health system. Data was collected from semi structured interviews of 13 participants, 18 to 70 years of age, residing in Stockton, California, who shared their perceptions of PTSD. NVIVO was used to organize each data category for thematic analysis. The themes included: (a) hearing of PTSD, (b) meaning of PTSD, (c) contributing factors, (d) healing practices, (e) recognition of PTSD, (f) reactions, (g) reasons most often given, (h) encouraging family members, (i) healing practices, (j) ways of helping, (k) counseling, (l) medications, (m) mental health support, (n) mental health resources, and (o) want more information. The findings indicated that stigma continues to be one of the barriers in accessing mental health services, and that Cambodian immigrants have a strong desire to learn more about mental health and mental health services in San Joaquin County. Results from this study contribute to an area of mental health research that is limited, and they may be used by researchers and mental health practitioners to improve cultural understanding and awareness among diverse communities and help reduce the stigma regarding mental health issues.

The retention of adult learners in rural educational settings throughout the United States is challenging for adult education instructors. Adult learners in rural areas encounter internal and external barriers, including lack of self-efficacy and minimal transportation. Research exists regarding the retention of adult learners, but little is known about the barriers to persistence among adult learners in rural areas, or the motivations experienced by students and instructors. The purpose of this qualitative case study was to identify perceived barriers to retention at a rural adult learning center in Georgia and to provide suggestions to improve adult education and literacy initiatives. Knowles' theory of andragogy was used to guide this investigation. The research questions examined instructors' and students' perceived and experienced barriers, motivations, and recommendations for better strategies. Responses were recorded from semistructured interviews with 3 instructors and 9 adult students who represented the various levels of Adult Basic Education or General Educational Development within the rural setting. Data were coded and sorted by themes using inductive thematic analysis. The participants' detailed narratives indicated that situational hardships were a perceived barrier and personal investment was a motivator. Based on participants' recommendations to improve time management and incorporate technology-based instruction, a professional development training program for learning center instructors was created. The training may promote positive social change by providing research based techniques, which may increase retention and graduation rates at the local site.

In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, labeled, and collapsed into themes on the teachers' perceived barriers towards teaching critical thinking. Interview data were triangulated using field notes that revealed that limited teacher pedagogy, lack of student application, and an overall scarcity of school support prevented educators from teaching critical thinking in writing. The findings indicated a lack of an understanding from students, teachers, and administration of the instructional elements needed to develop successful critical thinking in writing. This study promotes positive social change by illuminating the instructional barriers by these 4 high school English Language Arts teachers. In addition, a professional development program, informed by the findings of this inquiry, will present teachers and administrators with strategies to increase critical thinking and writing. These coaching and mentoring strategies comprise a sustainable systemic program that will improve student critical thinking and writing.

Many families, regardless of their ethnic and cultural background, find it challenging to raise a nonverbal child with autism. Parent-implemented behavioral interventions can contribute to positive behavior change related to joint attention, imitation, and communication. However, many parents face barriers that prevent them from implementing behavioral interventions in the home. Very little research has been conducted on fathers of nonverbal children with autism to ascertain their perspectives on these barriers. In this qualitative study, a phenomenological design was used to obtain input from 12 fathers of diverse ethnic and cultural backgrounds residing in New York City regarding barriers to implementing behavioral interventions in the home with their nonverbal child with autism. Behavioral and humanistic theories constituted the theoretical framework. Thematic analysis resulted in the identification of themes and patterns within and across cases. Recommendations for parents and professionals include on-going in-home parent training from preschool to age 21 that focuses on acquiring instructional control over behavior and establishing effective communication with the nonverbal child with autism in the home. Study findings may help psychologists, counselors, parents, advocates, and autism treatment organizations improve parent training and counseling methods with the goal of promoting positive therapeutic outcomes.

Social media marketing influences consumer trust in businesses, and trust accounts for about 37% of consumer purchasing decisions. The purpose of this multiple case study research was to identify the barriers to social media marketing that owners of small retail clothing businesses must overcome to be competitive. The conceptual framework was the technology acceptance model. Collected data consisted of company documents and semistructured interviews with 3 small retail clothing business owners in Chicago, Illinois, who had experience with social media marketing. Data analysis consisted of an open coding approach and member checking. The study revealed the small business owners who participated in this study had not experienced insurmountable barriers to their use of social media marketing. However, participants cited difficulties relating to the cost and time involved in social media marketing and the lack of suitable training. The 4 main themes that emerged relating to the perceived benefits of social media marketing were cost, convenience, ability to reach a large audience, and benefits relating to visual marketing. The study has implications for the success of the small business sector as well as the U.S. economy because data yielded insight into effective practice in social media marketing in the small retail clothing industry, as well as the types of barriers and difficulties that small business owners must overcome. This study has potential for social change because knowledge about the barriers to social media marketing could empower small businesses, especially in Chicago, to adopt strategies to overcome barriers, thereby remaining competitive and adding to the stability of small businesses as a significant source of jobs and economic growth.

Routine blood glucose monitoring by patients with Type 2 diabetes mellitus (T2DM) is needed for effective management of T2DM; however, 75% of monitoring logs are returned incomplete during monthly provider follow-up appointments. As a result, effective management of the patient's medical condition is limited. To better understand the reasons for noncompliance, a quality improvement project (QIP) was initiated between July 01, 2017 and September 30, 2017, to identify barriers that prevented patients from self-monitoring of blood glucose (SMBG). No formal assessment of the patients' responses had been done, and, as a result, the deidentified, qualitative responses from the QIP were obtained for this project. The purpose of this project was to explore barriers to SMBG and to use a literature search to identify strategies for improving compliance with SMBG. The health belief model was the framework used to guide the project. Secondary data obtained from the QIP (n = 19) were analyzed and coded. Results indicated that patients' financial concerns, social support, emotional needs, and lack of diabetes education were the main barriers to daily SMBG. Recommendations to the providers were to consider each barrier before ordering the use and frequency of SMBG and to consider an appropriate strategy for promoting SMBG adherence. Addressing low compliance with SMBG may promote positive social change through improved T2DM management, self-care, adherence to daily SMBG and treatment, and improved patient quality of life.