Graduate Assistant University of Maryland, Baltimore County Raleigh, North Carolina, United States
Abstract Body
Background: Schizophrenia affects interpersonal relationships, especially within Black American families, who face barriers to quality care due to systemic racism, disparities in mental health services, and cultural stigma. Despite the crucial role families play, research on their specific needs remains lacking. Thus, innovative approaches emphasizing cultural sensitivity and familial support are essential. The current study consists of two projects aimed to identify recommendations to improve care for Black Americans with first-episode psychosis and their family members.
Methods: Study 1 was a qualitative study, in which interviews and focus groups were used to gather data for 42 stakeholders in four CSC clinics in North Carolina: 16 Black clients, 5 family members, and 21 providers. Family members participated in an individual interview and focus group, sharing their clinic experiences, identifying effective treatments, and suggesting improvements. Thematic analysis was utilized to examine the data.
Results: The following key findings were identified: (a) clinicians struggled to engage Black families due to familial responsibilities redirecting focus from the client's recovery; (b) stigma surrounding mental illness hindered access to resources and psychoeducation within Black communities; (c) difficulties accessing clinic information impeded support-seeking during crises; (d) staff turnover affected the family's ability to maintain connections and stay informed; and (e) the lack of relatability of non-Black providers posed concerns for Black families.
Conclusions: Based on the above findings, we recommend: (a) establishing Black-only family support groups; (b) fostering partnerships between clinics and Black community organizations; (c) providing cultural humility training for staff; (d) enhancing access to clinic information; and (e) diversifying the workforce to better represent the population served.