Dissertations / Theses on the topic 'Therapy with Hispanics'

This study utilized focus groups to assess the perceived needs and interests for marriage education among single and married Latino individuals residing in Utah County, Utah as well as the identification of common themes and differences for this population. Male and female groups at various points in the marital developmental life stage were studied including high school students (15-18 years of age), single never married young adults (19-30 years of age), committed (engaged or cohabiting) adults, married persons recently transitioning to parenting, and married people with children. The sample consisted of 10 groups, 5 female and 5 male. In addition, a professional group consisting of professionals who are in daily contact with the Latino population also participated (N=12). A total of 53 Latino individuals and 12 professionals were interviewed in the focus groups. The participants were asked 14 open-ended questions to assess various elements of marriage education including content, cost, convenient locations, sources of information, perceived barriers to getting services as well as strategies on how to get people involved in marriage education programs. The data from the focus groups were analyzed using inductive qualitative methods. The findings showed that most females were concerned about domestic violence and infidelity as topics in marriage education while males were more concerned about having financial stability, improving communication skills and increase their parenting skills. These results support the importance of conducting focus groups as a way to assess marriage education needs and interests of the Latino population. Limitations for future research are discussed, implications for marriage education programming for Latino couples as well as implications for marriage and family therapists.

This pilot study examined the effects of a program designed for Hispanic older adults to promote wellness and a health promoting lifestyle. Pre and post-tests were administered using the Health-Promoting Lifestyle Profile II (HPLP-II) to all participants in the experimental group (n=25) and in the control group (n=19). The experimental group participated in a 16 session health and wellness program that included lectures, activities, and discussions in the areas of health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations, and stress management. Participants in the program significantly improved their overall HPLP-II score, p < .001, as well as each of the HPLP-II areas. Participants in the program scored significantly higher than the control group on the overall HPLP-II score, p < .001, and in each of the HPLP-II areas. Health perception, although not significantly related to engagement in wellness and a health promoting lifestyle for participants in this study, was in the expected direction rs = 0.28, p = 0.062. Results indicate a culturally-relevant occupational health promotion program can improve wellness and a health promoting lifestyle for Hispanic older adults.

The purpose of this study was to examine the relation between acculturative stress and marital distress among Hispanic American women and to explore the potential mediating roles of variables believed to be important to marital functioning among ethnic minorities and immigrants (e.g., acculturation, ethnic identity, social support, etc.). Based on data from 103 Hispanic American married women, pressure to acculturate toward the dominant culture of the U.S. was found to significantly correlate with the amount of distress the women reported in their marital relationships. Two variables were found to partially mediate the correlation. Perceived social support and recent stressful life events attenuated the effect acculturative stress had on marital distress. The importance for mental health professionals to address acculturative stress with Hispanic women or couples in marital therapy, and other clinical implications of the findings, are discussed.
M.S.
Department of Psychology
Sciences
Psychology Clinical MS

This study employed a pretest/posttest control group design to investigate the achievement of second grade Hispanic students from a predominantly low socio-economic school in a large metropolitan city. The thirty Hispanic students with the lowest scores on the Gates MacGinitie Reading Test were randomly assigned to the experimental group (n =15) or the control group (n=15). The treatment consisted of 16, 30-minute sessions of play intervention--2 times per week for 8 weeks. The providers of play therapy were school personnel trained in the principles of child-centered play therapy including tracking, reflecting feelings, and setting limits. Instruments were administered to all subjects prior to the 8 week treatment period and in the two-week period following treatment and included the GMRT, the Joseph Pre-School Primary Self-Concept Test (JPPSCST) and the Child Behavior Checklist Teacher Report Form (CBCTRF). Statistical analyses included a (t-test; 2 tail; p > .05), discriminant analysis, and cross validation. The results indicated that children who received play therapy did not achieve notably higher mean scores in reading. However, play therapy did improve the experimental group's self-concept scores and their internal behavior scores, though not significantly. All differences between the experimental and the control groups were within 1 point except the JPPSCST self-concept mean scores were 1.53 in favor of the experimental group. The CBCTRF Internal behavior mean scores were 1.20 in favor of the experimental group indicating a positive trend. The CBCTRF External behavior scores were 2.74 in favor of the control group. None of the differences was statistically significant and the 4 null hypotheses were accepted. The sample size (N =30) suggests the need to exercise caution in interpreting these findings.Further research utilizing a longer time period between pretesting and posttesting is recommended and may provide more definite information regarding the impact of play therapy on children's reading, self-concept, and internal and external behavioral characteristics.

This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).

The lessons that psychologists acquire from their work with their clients has been somewhat overlooked in psychological research. Following the initial study of Hatcher et al. (2012), and the related investigation of Smith (2012), this cross-cultural investigation explores the narratives of psychologists who practice in different cultures with regard to their learning from clients. American, Mexican American, and psychologists from México participated in this study. This investigation has a tripartite objective as it seeks to expand the understanding of: (a) what psychologists learn from their work with clients across nine different areas: life lessons, relationships, ethical dilemmas, coping mechanisms, courage, personality styles and psychopathology, cultural differences, life stages and general wisdom; (b) to explore emic themes that reflect values, dimensions, professional experiences, and realities of therapists who work with bicultural Hispanic clients; and (c) to shed light on cross-cultural similarities and differences that emerge between the three groups. Participants were presented with semi-structured interviews that were audio-recorded, transcribed verbatim, and analyzed using qualitative thematic analysis. Altogether, the analysis of the three groups found nearly more similarities than differences. Broadly, these results suggest that working with psychotherapy clients across different nations, cultures, or Spanish/English languages provides more universal than local wisdom. Culturally, American psychologists voiced themes representing individualism, multicultural awareness, and ideas for working with non-western clients. Both psychologists in México and Mexican Americans brought forth themes representing familismo, marianismo, personalismo, and religion. Mexican American narratives are distinctive for containing Hispanic bicultural, intersectionality, and México-America borderland themes. The responses of psychologists in México and Americans were the most similar, while the narratives of Mexican American psychologists were most different. This key finding might be explained by observing that bicultural individuals likely have a greater number of expectations and beliefs to consider than unicultural peoples.

Tuberculosis (TB) and human immunodeficiency virus (HIV) are difficult conditions to manage, in tandem they pose even more challenges to public health programs in identifying coinfection to ensure that all TB cases are treated to completion of therapy (COT). The purpose of this study was to test variables that predicted COT among the HIV/TB coinfected population of non-Hispanic, U.S.-born Blacks alive at the time of diagnosis. Social determinants of health were the theoretical foundation used to guide the study based on data from the Report of Verified Cases of TB (RVCT) between 2009 and 2014. Relationships were tested between ethnic/racial group membership and the likelihood of COT, and whether any association to COT was moderated by COT eligibility; a Centers for Disease Control and Prevention calculated algorithm considering disease severity, site, age, and disease complexity. The research design was a longitudinal quantitative approach using binary logistic regression to identify correlated variables associated with COT in the final model. The results showed no statistically significant differences among racial/ethnic groups, age, and gender for COT. COT was moderated by COT eligibility; odds ratio (5.4 - 11.6) times more likely to complete therapy. This study supports positive social change for programs by providing data driven outcomes to providers that support outreach, patient education, and disease prevention. In addition, this research describes an evaluation metric based on performance to set a foundation for collaboration among partners who manage other comorbidities in the United States.

Physical Therapy
Ph.D.
Purpose: Data from a National Institute on Aging funded grant, developed by the University of Miami (UM), Center for Family Studies, were analyzed to determine if baseline levels of cognitive function, physical performance, psychological well-being, physical health, and social support (SS) predict functional status [basic (BADL) and instrumental (IADL) activities of daily living] among Hispanic elders (30 months later). Participants: The parent grant randomly selected a population based sample of Hispanic seniors living in East Little Havana, Florida: n=216, `M' age = 80.0 yrs, `SD' = 6.0; female = 63%. Methods: Data from two time points of the parent grant separated by 30 months were used in this analysis. Self report and physical measures of: cognitive function (MMSE), physical performance (gait speed, grip strength, number of blocks walked in past 7 days), psychological well-being (CES-D), physical health (BMI & self-rated health), SS (Received SS scale), and functional status (BADL and IADL), measured by a derivative of the OARS Functional Assessment Questionnaire, were examined. Two stepwise regression equations (one for BADL and one for IADL as dependent variables respectively) were calculated using SPSS v17.0. The study was approved by UM and Temple University's IRB. Results: Gait speed and physical activity were positively associated with IADL while physical activity was positively associated with BADL. In contrast, received social support and age were negatively associated with each of these outcomes. Conclusion: `Young-old,' Hispanic adults with lower levels of received SS and higher gait speeds and levels of physical activity exhibit greater BADL and IADL capacity. Social Relevance: Results of this study have implications for the development of strategies that delay long-term placement of Hispanic elders with disability.
Temple University--Theses

This study examines the experiences of Spanish-speaking Latino/a parents in their attempts to obtain school-based speech and language services for their children; the impact of these experiences on parents; and parent perspectives on how school-based speech-language pathologists can co-create collaborative relationships. Through a detailed analysis of a focus group and individual interviews of 31 Spanish-speaking parents of children in the REAAD! (Reaching Educational Achievement and Development) Literacy Enrichment Program at a university in Los Angeles, California, this study provided a space for parents to share their experiences and offer insights regarding what shaped their experiences. Through the theoretical lens of dis/ability critical race theory (DisCrit), Latino critical race theory (LatCrit), and Yosso’s community cultural wealth model, parents’ stories were collected, transcribed, and analyzed. Parents consistently expressed their hope for their children to have a better life than the one they had, one that was attainable through education. Unfortunately, in their quest for educational supports, parents were often met with systematic roadblocks that denied their children resources and supports. Parents in this study were keenly aware of the struggle to support their children in the face of deficit views of their family based on the intersection of their language, race, and ability levels. More often than not, parents utilized the assistance of sympathetic teachers and speech-language pathologists to obtain services for their children. For parents in the study, having a school professional who they believed demonstrated corazón (heart) made all the difference in their ability to advocate for their children.

This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.

There is a growing number of Hispanics contracting the AIDS virus. Very little comprehensive culturally sensitive information is available to less acculturated Hispanics. Research has supported that the most effective channel of AIDS information is electronic media. Pamphlets and other print media appear to be an effective source of information for more acculturated literate Hispanics. The present study compared the effectiveness of two videos which differ in cultural sensitivity versus a control group to teach AIDS awareness to less acculturated Hispanics. Ninety (44 males and 46 females) Spanish speaking Hispanics were randomly assigned to the three groups. It was predicted that the more culturally sensitive video would be more informative and would reduce erroneous beliefs more than the standard factual, less culturally sensitive video. There were no significant differences found between the two video groups as measured by the AIDS knowledge questionnaire. Significant differences were found when the video groups were compared to the control group. Video groups scored higher on the AIDS knowledge questionnaire. Implications of the study are discussed.

The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.

The science of behavior analysis is most notably recognized for its work with individuals with Autism Spectrum Disorder (ASD) and the development of language in individuals with and without ASD. As an extension of a behavior-analytic approach to language, Relational Frame Theory (RFT) posits that relating between stimuli is foundational for human language and cognition. This modern-day account of human verbal events also includes psychological distress, which is frequently experienced among family members of individuals with ASD. The effects of Acceptance and Commitment Therapy (ACT), which is derived from RFT, have been evaluated with caregivers of individuals with ASD and demonstrated empirical support. Despite all these advancements, researchers have not adequately considered cultural and linguistic factors in the provision of these approaches for diverse populations, such as Hispanics/Latinxs. Moreover, there is a paucity of research using such scientific approaches for caregivers and siblings of individuals with ASD. Considering that Hispanics/Latinxs are a growing population in the United States, behavior-analytic interventions should be culturally adapted. The purpose of this study was to culturally adapt treatments rooted in the science of human behavior specifically for Hispanic/Latinx families that care for a child with ASD. Specifically, sociocultural factors and Hispanic/Latinx cultural values were considered in the development of such interventions to promote the skill set and well-being of the family as a unit. In the first experiment, the evaluation of SPOP in transferring relational frames from Spanish to English in Hispanic/Latinx children with ASD was examined. Here, the language of instruction (i.e., English vs. Spanish) differed for participants, depending on their primary languages. SPOP demonstrated effectiveness for some relations with one participant, however, direct training was employed to teach correct relational responding. In the second experiment, the effects of culturally adapted ACT were evaluated on statements of psychological flexibility and inflexibility, and self-report measures for Spanish-speaking Hispanic/Latinx caregivers of children with ASD. Results demonstrated higher percentages of statements of psychological flexibility across all conditions, and a statistically significant difference in self-reported thought suppression post-treatment. Finally, the third experiment compared the effects of culturally adapted family-based ACT and non-culturally adapted non-family-based ACT on self-monitored committed actions and self-report measures for Hispanic/Latinx siblings of children with ASD. Results indicated statistically significant differences in reported committed actions before and after treatment, with changes in self-report measures post-treatment. Together, these experiments demonstrate the clinical and social significance of taking cultural and linguistic factors of diverse populations into consideration with behavior-analytic services.

This research examines the impact of acculturation and immigration through the lived experience of first, second, and third generation Hispanic/Latina clinical art therapists. The objectives include the exploration of cultural identity, processing the immigration experience and the role of art therapy. Topics that emerge in the general literature include development of identity, depression, and immigration-related stressors. Although the art therapy literature is limited within the context of immigration and acculturation, information regarding the role of the art, common imagery in groups, and the importance of cultural awareness is available. An arts-based approach is used in the clinical work to help inform each researcher’s acculturation and immigration experience. Through the clinical modality, each researcher processed their immigration story. Themes of sense of identity, family, tension/struggle and choice of materials arise in the findings. The meanings, for each participant vary, encompassing the differences in each of the immigration and acculturation experiences. The results expose the variety of issues encountered when working with immigrant and acculturated Hispanic/Latino/Latina individuals. The findings include the impact of identity, mental health issues and immigration-related stressors.

Communication Sciences
Ph.D.
This two-part dissertation investigated the home language experiences and language development of 35 toddler-aged children from low-income Mexican immigrant families. These children represent a rapidly growing demographic in the United States. Because early language abilities are closely linked to later academic success, understanding the characteristics of the early language learning experiences provided in the homes of Mexican immigrant children is a foundational step to supporting their strengths and needs prior to formal school entry. In the first study of this dissertation, semi-structured interviews were conducted with the children’s mothers regarding the everyday activity settings of their young children. Degree of maternal acculturation was also assessed. Commonalities and variations in mothers’ values, beliefs, and practices regarding language teaching and learning were revealed. The commonalities included attention towards children’s early behavior and social skills, collective child-rearing practices, emphasis on the family unit and Mexican identity, and support for Spanish-English language learning and educational success, among others. A limited number of variations were also found to be associated with mothers’ affiliation with Anglo-American culture. In the second study, naturalistic recordings of the toddlers' language input in the home were analyzed in-depth to describe features of the quantity and quality of the input to which children were exposed. A wide range of variability in children’s quantity and quality was found. In addition, the relative amount of Spanish and English spoken to children was determined. Spanish was the primary language used with children, although English was also used in most homes. Children’s productive vocabulary in both languages was further measured contemporaneously; total vocabulary size ranged widely across children. There were no associations revealed between the characteristics of children’s language input quantity and quality and their productive vocabulary, although quantity and quality were related to one another. Implications of both studies to early childhood researchers and practitioners focused on early language development, including speech-language pathologists, are discussed.
Temple University--Theses

The description and interpretation of Latinas’ experience with chemotherapyinduced premature menopause from breast cancer treatment were explored in this study, which utilized an interpretive descriptive method from a feminist lens, and Knobf’s (1998, 2002) “Carrying on” theory. The specific aims of the study and the interview questions were guided by the state of the science literature. Overall, the impact of physiological effects, psychosocial effects, barriers, influencing factors that made their experience easier or harder, and how participants adjusted to a cancer diagnosis, treatment course, and menopause transition were described as bigger than the menopause experience alone. Participants also described a period of uncertainty or “ever-changing landscape” that began at the time of diagnosis and continued through survivorship. The impact of information, access to healthcare, acculturation levels, support, and a sense of control were elucidated as important factors in “working through” the experience. A range of collateral data sources were employed. Study limitations and future implications for practice, research, and health policy were demarcated.

Lifestyle behaviors, including diet and exercise, may mediate the risk of breast cancer recurrence. Large national and international organizations, including the American Cancer Society, the American Institute for Cancer Research, and the World Research Fund, recommend consuming a diet high in plant-based foods, specifically fruits, vegetables, and whole grains, and low in dietary fat and added sugar for cancer recurrence prevention. In addition, these organizations recommend regular physical activity, typically 30 minutes of moderate to vigorous activity per day. However, many cancer survivors unfortunately fall short of meeting these recommendations. In addition, low-income, and racial/ ethnic minority populations, especially Latinas, are at increased risk of breast cancer recurrence due to a myriad of factors such as limited access to health care. Theory-based, behaviorally-focused, and culturally-tailored nutrition and physical activity education has been shown repeatedly to improve these lifestyle behaviors in other populations. Previous intervention studies by our research group have significantly improved dietary behaviors among Hispanic/ Latina breast cancer survivors. This dissertation consists of a review of the educational literature on diet and physical activity studies among breast cancer survivors, and three studies: (1) a methodological description on the development of a theory-based, behaviorally focused intervention with classroom and online education curricula, (2) an empirical validation study of a survey instrument, and (3) a cross sectional study of women’s diet and physical activity behaviors and theory-based determinants. Taken together, these studies can inform future educational interventions with this population by using our culturally-tailored, theory-based, behaviorally-focused model as a framework and by using our validated assessment tools. These studies can also inform future educational interventions by understanding diet and physical activity behaviors and related potential mediators. These dissertation activities were conducted within the context of a larger, on-going, two-by-two factorial designed National Cancer Institute (NCI) funded educational intervention study, Mi Vida Saludable (My Healthy Life), which aims to change diet and physical activity behaviors of Hispanic/ Latina breast cancer survivors. The main study will examine the separate and synergistic effects of a) online education and b) in-class education. The intervention is based upon nutrition education curricula developed by the non-profit organization Cook for Your Life, which develops recipes and cooking education for cancer patients and survivors in New York City and a previous intervention conducted by this research group, that targeted fruit, vegetable, and dietary fat intake only. The on-going larger study, Mi Vida Saludable, involves cohorts of 30-40 Hispanic/ Latina breast cancer survivors who go through the intervention arms, at intervals of every 4-8 months, depending on recruitment. As of April 2018, two of the five planned cohorts have completed the study, and four of the five cohorts have been randomized. The purpose of the initial comprehensive review of the literature was to inform the development of this Mi Vida Saludable educational intervention. Three areas relevant to the intervention were reviewed. The first area was the varying dietary and physical activity guidelines, both for cancer survivors, and also for common simultaneously occurring lifestyle-related diseases such as heart disease and diabetes. Similarities and differences were examined, and the resulting recommendations were used in the intervention development. The second area of review consisted of dietary and physical activity interventions that specifically targeted breast cancer survivors. Commonalities of successful interventions included the use of Social Cognitive Theory and the Stages of Change construct of the Transtheoretical Model. Finally, the text message literature was reviewed as it pertains to weight management, dietary, and physical activity behaviors, specifically among Hispanic/ Latina populations. Findings indicated that text message interventions were more successful if they decreased in frequency over time, included specific educational advice, and had the ability for two-way communication. The findings from these literature reviews were used to develop the Mi Vida Saludable intervention. (1). The methodological study involved the development of the content of the Mi Vida Saludable group education and electronic (“e-“)-communication programs. These programs were developed using a systematic stepwise theory-based, behaviorally-focused process, the Nutrition Education DESIGN Procedure. Briefly, DESIGN stands for: 1. Decide behaviors; 2. Explore determinants or potential mediators of change; 3. Select theory; 4. Indicate objectives; 5. Generate plans; and 6. Nail down evaluation. DESIGN was applied to help assure the curricula a) enhance motivation and b) facilitate action to change the following behaviors: 1) increase fruit and vegetable intake, specifically focused on non-starchy varieties, 2) decrease dietary fat intake operationalized as less fatty meats, decreased fat added during cooking, and smaller portions of cheese, 3) decrease added sugar intake operationalized as fewer sugar sweetened beverages and less added sugar in processed food and cooking, and 4) increase daily moderate-to-vigorous physical activity. The behavior-change theory applied was the Social Cognitive Theory. The resulting group education program consisted of 4 lessons, 4 hours each in length. Each lesson included a hands-on cooking component and facilitator-led nutrition education and discussion. Two of the four lessons included field trips to the local grocery store and farmers’ market. The resulting e-communication program included 11-months of weekly text messages, biweekly emailed newsletters, and ongoing website access. The content of the online curriculum was developed after the classroom curriculum and mirrored the classroom curriculum so that mode of education would be the key variable tested. (2). A survey instrument was developed to assess two key psychosocial potential mediators of behavior change from Social Cognitive Theory, preferences and self-efficacy, separately for each targeted behavior. This survey was tested for validity and reliability. Expert panel review assessed scale validity by Content and Face Validity. Participants from the target population assessed scale validity and reliability by 1) cognitive interviewing, 2) convergent validity, 3) internal consistency reliability, and 4) test-retest reliability. Content and face validity, and cognitive interviews successfully improved the questionnaire before quantitative analysis. Modifications from content and face validity included the addition of pictures of fruits and vegetables and the addition of examples of different food types high in fat and added sugar. Results from the cognitive interviews indicated primarily that changes should be made in the questionnaire to examples of foods with and without dietary fat and added sugar. Study findings revealed that Cronbach alpha values were sufficient for all Preferences and Self-efficacy scales except for Preferences for Added Sugar Intake. Study findings also revealed that item-total correlations were sufficient for all reduced Preferences and Self-efficacy scales, and that ICC values were sufficient for all Preferences and Self-efficacy reduced scales except for Preferences for Dietary Fat Intake. (3). Psychosocial potential mediators and measures of quality of life were examined in a cross sectional study of Mi Vida Saludable participants as they relate to women’s diet and physical activity behaviors at study entry. Outcome variables included diet, specifically servings of fruits and vegetables (both total and varieties specifically targeted by the intervention), percent dietary fat and added sugar, as well and average minutes of physical activity per week. Our study found that, among Hispanic/ Latina breast cancer survivors, decreased self-efficacy to choose lower sugar foods, increased locus of control of powerful others, and increased stress are related to increased added sugar intake. We also found that increased preferences for foods low in fat are related to decreased fat intake. Finally, we found higher mental health-related quality of life scores are related to increased fruit and vegetable intake, decreased fat intake, and increased physical activity. The results from these three studies will be used to understand behavioral outcomes of the Mi Vida Saludable study, as well as develop future interventions with this and other populations. Advancing our understanding of potential mediators and psychological variables can improve the development and success of interventions, especially among understudied populations such as Hispanic/ Latina breast cancer survivors.