Patricia Stone Motes

Eating Attitudes in African-American Women: The Essence Eating Disorders Survey

Abstract This paper reports on the initial findings of the largest eating disorders study of African-Americans to date. The survey was conducted through a questionnaire in Essence, the largest African-American womens publication in the US. The questionnaire included the EAT-26, a body image distortion and dissatisfaction measure (BIDDE), and items on laxative use, depression, socioeconomic status, and cultural identity. We report on a sample of 600 of over 2,000 respondents. In comparing the results to the

Building Evaluation Capacity in Community-Based Organizations

Abstract This article presents the challenges and successes of a university-based empowerment evaluation team as they promoted community-based organizational (CBO) self-evaluation skills through a large community capacity building effort funded by a community foundation. Using a reflective inquiry approach, the teams approach to empowerment evaluation is discussed, and the hows, the whys, and the outcomes of the teams efforts are presented. Lessons learned emphasize the significance of training, role clarity, management of power relations, participant readiness, adequate resources, technology, coaching skill, and mutual support through a coaching network and interagency networks. Perhaps most significantly, clear and consistent communication between grantee and grantmaker, mediated by evaluation coaches, promoted evaluations that address internal and external stakeholder needs. The ideology of empowerment guided this project, and participatory research did prevail, but grantee self-direction was harder to enable. Likewise, consumer participation was woefully limited.

Ecologically oriented school‐based mental health services: Implications for service system reform

In the past several years, there has been a significant growth in the number and type of school-based and school-linked initiatives across the nation. Through work with several state agencies, local school districts, and local community mental health centers, an integrated school-based mental health services model was established in more than 20 pilot schools in largely rural, under-served communities in South Carolina. The ecologically oriented program model that resulted from this initiative will be presented. Evaluative findings and implications for service system reform for a statewide school-based system of mental health care will be discussed.

Factor Structure of the School Reinforcement Survey Schedule: School Is More Than Grades

The School Reinforcement Survey Schedule (SRSS) was administered to 5913 4th through 12th graders as part of an evaluation component of the University of South Carolinas Institute for Families in Societys School-Based Mental Health Project. A factor analysis of SRSS responses yielded six interpretable factors. Gender differences in responses showed that girls, as opposed to boys, find a wider variety of reinforcers associated with school to be pleasurable. A significant, but small, correlation was found between grades and school reinforcement.

Systems of Caregiving: The Promotion of Positive Mental Health Outcomes in Children and Adolescents

Promoting mental health and preventing mental disorders in children and adolescents is critical to the overall health of our country. National estimates indicate that about six to nine million children in the USA suffer from a major mental illness. Successful efforts in promoting mental health for children and adolescents require attention from a range of caregiving systems, including mental health, education, juvenile justice, child welfare, developmental disabilities, substance abuse, and the primary care sector. This chapter addresses research, practice, and policy implications as multiple caregiving systems work to promote positive mental health outcomes for children and adolescents.