Graduation Year

2026

Document Type

Dissertation

Degree Type

Dissertation/Thesis

Degree Name

Doctor in Psychology (Psy. D.)

Abstract

The transition to middle school represents a critical developmental period characterized by significant social, emotional, physical, and cognitive changes. For Latina adolescents, this transition may be further complicated by cultural, environmental, and systemic stressors that increase vulnerability to mental health concerns. This doctoral specialization project addresses the need for culturally responsive mental health interventions designed to support the well-being of Latina middle school students during this developmental stage. The project presents Juntas Podemos, a school-based support group intervention that integrates Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT) skills within a culturally responsive framework to promote emotional well-being, resilience, self-esteem, peer support, and school connectedness among Latina adolescents. The intervention incorporates culturally relevant values, psychoeducation, and skill-building activities to enhance mental health literacy, strengthen protective factors, and increase access to mental health support within a familiar and accessible school setting. By addressing both developmental and culturally specific factors associated with mental health, Juntas Podemos seeks to foster resilience and support positive socioemotional outcomes among Latina adolescents.

Faculty Mentor

Theresa Botts, Ph.D.

Department Affiliation

Psychology

Committee Member

Jerry Palmer, Ph.D.

Department Affiliation

Psychology

Committee Member

Jóse Gómez-Becerra, Ph.D.

Department Affiliation

Language and Cultural Studies, Anthropology, and Sociology

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