Kate F. Blackman's research while affiliated with University of North Carolina at Chapel Hill and other places

... Most of these relied on community engagement for successful recruitment of research participants. Involvement of community personnel (n=46) 17-62 , feedback (n=22) 18,20,23,25,26,31,32,34,38,[42][43][44][45]49,[51][52][53][55][56][57]61,62 , and customization of recruitment materials and processes in accordance with the characteristics of the community (n=17) 19 19,23,31,33,35,37,42,44,48,49,51,54,58,61 and utilizing local spaces and events (n=15) 19,21,22,[28][29][30]38,39,42,46,56,[58][59][60]63 . Although the majority of articles did not discuss limitations of the recruitment strategies, a few mentioned some challenges, including issues regarding community personnel recruitment 55,61 , community personnel turnover 20,61 , study interval 54 , absence of educational programs 54 , and ineffective recruitment via faith-based organizations 55 . ...

... Prior research has sought to elucidate stakeholder perspectives on potential benefits of partnerships between community MH organizations and schools to expand MH services offered in school settings, as well as challenges that may occur when implementing these partnerships (Blackman et al., 2016;Mellin & Weist, 2011;Mellin et al., 2017;Powers et al., 2013). In a survey of 384 teachers, Mellin et al. (2017) identified several perceived benefits of these collaborative relationships; these perceived benefits included increased support for teachers to address student MH needs, increased MH programming available for students, improved MH care access for students and families, and improved family-school relationships (Mellin et al., 2017). ...

... In most of the identified studies, the intervention was delivered during school hours (59 out of 66 studies). However, researchers in three of the studies delivered the intervention in schools after school hours (Houck et al. 2016;Montañez et al. 2015;Whaley and McQueen 2004) and, in four studies, participants received the intervention either during and/or after school (Karcher 2008;Polleck 2011;Powers et al. 2014Powers et al. ,2016. In the August et al.'s study (2003), the school-based component was not a child-based SEL curricula, but involved a school advocate that worked with the teacher to support student development and in-school mentoring for students. ...

... For instance, many training programmes focused on a specific diagnosis or mental illness such as attention-deficit/hyperactivity disorder, depression, anxiety, or behavioral disorders, thus not fully addressing the needs of the participating teachers. Ohrt et al. (2020) noted that programmes that aimed to improve teachers' knowledge of mental health, in general, demonstrated significant increases in knowledge, attitudes, mental health literacy, and a decrease in stigma (Baum et al., 2009;Eustache et al., 2017;Hussein & Vostanis, 2013;Jorm et al., 2010;Kutcher et al., 2016;Powers et al., 2014). ...

... However, one critical stakeholder group when considering the implementation of school-based SEB supports is families. Although some studies have found that parents are supportive of school mental health promotion and intervention efforts (e.g., Wegmann, Powers, & Blackman, 2013), fear concerning stigma has been identified as one of the central barriers to families seeking help for mental health concerns (Murry, Heflinger, Suite, & Brody, 2011). Additionally, research involving adult populations has found both the positive attitudes (Greenley, Mechanic & Cleary, 1987) and negative responses (Leaf, Bruce, & Tischler, 1987) of family members to be predictive of mental health treatment use. ...

... Multi-system collaborative environments require flexibility of computation, data, interaction, and visualization [12,19]. The general idea is that devices should be dynamically reconfigurable according to a desired or emergent objective. ...

... 18 By photographing relevant features of their community, residents reflect on community strengths and challenges, exchange experiences, and learn about issues in group discus-not only challenges but also strengths and assets of their communities and to stimulate local action. 21 As such, Photovoice has been used successfully in health disparities research, 22,23 including studies on obesity in racial/ ethnic minority communities, both African American [24][25][26] and Latino. 27,28 The purpose of our study was twofold: 1) to identify community perceptions of factors associated with obesity in two urban municipalities in Alabama, one racially mixed (African American-White) and one predominantly African American; and 2) to explore community-driven solutions to the problem of obesity. ...