Application Cover Sheet

Written in response to Michigan Health Endowment Fund’s

Healthy Communities Special Projects
RFP# DA-13-000J-07-2017-001
http://healthendowmentfund.org/

This proposal was written by students at the University of Michigan School of Public Health as
part of Professor Paul Fleming’s HBHE 651 Course. For more information, contact Paul at
pauljf@umich.edu or 734-647-2683.

The Spectrum Center at the University of Michigan

Agency/Organization:

Trotter Multicultural Center

Mailing Address: 1443 Washtenaw Ave. Ann Arbor, MI 48104

(734) 763-4186
Phone Number:

spectrumcenter@umich.edu
Email Address:

Agency/Organization https://spectrumcenter.umich.edu/
Website:

UM-SPH Student Grant Writing Team:

Claire Schorin | cschorin@umich.edu

Emily Smale | emsmale@umich.edu
Hannah Smalley | smalleyh@umich.edu
Natalie Waligorski | natwal@umich.edu

Total Amount Requested ($90,037.08 + $9,962.92) = $100,000

(Direct + Indirect Costs):

Start Date: July 2018 End Date: June 2020

ALTERNATIVE FUNDING SOURCES
We wrote this grant with the Michigan Health Endowment Fund in mind. Here is a list of other
funding announcements that may be a good fit for funding this project.

GLMA: Lesbian $10,000- May 1, The mission of the Lesbian Health Fund is http://www.gl
Health Fund (LHF) 20,000 2018 to improve the health of lesbians and other ma.org/index.
sexual minority women (SMW) and their cfm?fuseactio
families through research. Research goals n=Page.view
include: Page&pageId
- Understanding social, family, and =922&parentI
interpersonal influences as sources of stress D=594&node
or support ID=1
- Eliminating inequalities in health care,
including barriers to care, and improving
quality of care and utilization rates
- Development and testing of interventions
to address mental and physical health needs
of lesbians and other SMW, including but
not limited to depression, identity related
issues, eating disorders, substance abuse,
obesity, cancer risks, cardiovascular disease
and sexually transmitted infections
Patient-Centered $2,000,000- May 16, Applications to the Addressing Disparities https://pivot-
Outcomes 5,000,000 2018 Program should focus on overcoming cos-
Research Institute barriers that may disproportionately affect com.proxy.lib
(PCORI): health outcomes or focus on identifying .umich.edu/fu
Addressing best practices for reducing disparities in nding_opps/1
Disparities target populations (racial and ethnic 38486
minority groups; low-income groups;
residents of rural areas; individuals with
special healthcare needs, including
individuals with disabilities; patients with
low health literacy/numeracy and/or limited
English proficiency; and lesbian, gay,
bisexual, and transgender [LGBT] persons).

1
Developing Upper Dec 21, With this call for proposals (CFP), RWJF is https://pivot-
Solutions for $750,000 2018 looking for the best ideas from around the cos-
Social Isolation in world that address social isolation and com.proxy.lib
the United States: promote positive, healthy social .umich.edu/fu
Learning From the connections and well-being. Social nding_opps/1
World relationships are important for mental and 77869
physical well-being over the life course.
Research has shown that social
relationships influence many interrelated
health outcomes, such as health behaviors,
mental and physical health, development,
disability and mortality risk. Characteristics
of social networks impact the health of
entire communities as well as the health of
individuals. Programs and policies that
address social isolation and promote
positive social connections in the United
States can have a cumulative effect over
time and move us closer to a Culture of
Health.

PROPOSAL ABSTRACT
The Spectrum Center at the University of Michigan provides LGBTQ students with a
space for support and aims to foster an inclusive campus community. There are significant
mental health disparities among LGBTQ college students compared to their heterosexual and
cisgender peers. Despite the social, structural, and systemic challenges faced by LGBTQ
students, this population exhibits a great deal of resilience. Therefore, enhancing multi-level
factors that contribute to resilience are crucial in strengthening the mental health and well-being
of LGBTQ students. Campus support services have the opportunity to foster social support and
create a more inclusive campus environment. In order to achieve this, the knowledge gap of
LGBTQ mental health among support staff needs to be addressed. Our program, KaleidoSCOPE,
aims to improve provider skills in order to accomplish the goal of ensuring that the mental health
needs of every Michigan LGBTQ student are met and supported across all student centers on
campus. KaleidoSCOPE focuses on three areas of change: improving provider skills, LGBTQ
student attitudes, and behaviors toward seeking mental health services. Educational training on
LGBTQ-specific health for support staff, a campus-wide mental health resources marketing
campaign, community-building social events, and an accessible online informational module will
be implemented to facilitate change. To accomplish these objectives, we request $100,000 from
the Michigan Health Endowment Fund’s Community Health Impact Program.

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DEFINING THE PROBLEM
Mental health is a prevalent concern across college campuses in the United States. In
particular, college students are often at risk for mental health problems such as anxiety and
depression (Downs, Boucher, Campbell, & Polyakov, 2017). Additionally, college students who
identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) may face even greater mental
health challenges compared to their peers. Among a survey of US college students over the age
of 18, 49.3% of students who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ)
reported a diagnosis of a mental health condition compared to 27.5% of those who identified as
heterosexual (Eisenberg & Ketchen-Lipson, 2017). Several studies have shown that adults who
identify as LGBTQ are also more likely to experience poorer mental health outcomes than
heterosexual adults (Fredriksen-Goldsen et al., 2012; Kirsch, Conley, & Riley, 2015; Conron,
Mimiaga, & Landers, 2010). Despite the unique challenges faced by LGBTQ folks, resilience in
the face of adversity has been a reinforcing characteristic among this population. It is critical to
recognize these disparities arise in the context of social and structural determinants of health in
order to identify upstream interventions that strengthen LGBTQ health (Colpitts & Gahagan,
2016).
Minority stress theory contributes to the underlying factors that increase the risk of
mental health problems among the LGBTQ population (Meyer, 2013). Stress induced by stigma,
discrimination, and prejudice creates an unfavorable environment for those of minority groups
(Meyer, 2013). Victimization and internalized stigma experienced by those who identify as
LGBTQ are risk factors for poorer mental health outcomes such as depression. There are factors
at the interpersonal, environmental, and community level that can serve as protective factors to
decrease the likelihood of adverse mental health outcomes in this population. Perceived social
support, social connectedness, and positive school environments can be utilized to maximize the
resiliency of LGBTQ individuals (Fredriksen-Goldsen et al., 2012; Colpitts and Gahagan, 2016).
Campus support services have the opportunity to provide a source of social support for LGBTQ
students. Therefore, providers and staff of these support services are an appropriate target
population to benefit from a program that aims to improve the mental health and well-being of
LGBTQ students.
LGBTQ individuals may be more likely to utilize mental health services compared to
heterosexual individuals. However, utilization of mental health services may not be reflective of
the quality or satisfaction of care they receive (Rutherford et al., 2012). LGBTQ individuals may
perceive unmet mental healthcare needs and discrimination in mental health settings (Burgess,
2008; Israel et al., 2011). Additionally, these health settings may fail to create an inclusive space
for people who identify as LGBTQ. Relevant questions on gender identity and sexual orientation
on health intake forms, environment of the physical space, inclusivity of clinical mission
statements, and patient-provider interactions can impact the access and quality care (Goins &
Pye, 2013; Wilkerson, Rybicki, Barber, & Smolenski, 2011). These experiences and attitudes
toward services can influence one’s care-seeking behaviors for mental health support. It is
necessary to address the upstream barriers that may contribute to access or avoidance of mental
health services.
Many health professionals are not trained in LGBTQ health. There is a need for LGBTQ
health content incorporation into the medical/allied health professional curricula in order to
better serve this population and promote equitable mental health outcomes (Rutherford et al.,
2012). A systematic review of literature on the effects of educational training on LGBT-specific
health issues for healthcare providers found that successful programs focused on topics such as

3
key terminology, stigma and discrimination, sexuality and sexual dysfunction, and LGBTQ-
specific health and health disparities (Sekoni et al., 2017). The studies under review reported
significant improvement in providers’ knowledge, attitudes and/or practices after they received
educational training (Sekoni et al., 2017). This evidence exemplifies the utility of incorporating
these fundamental topics into support service staff training.
A successful program that utilizes these constructs is The Safe Zone Project. The Safe
Zone Project is a comprehensive program including discussion and activity guides with step by
step information for facilitators. While it was created at a university, it can be applied broadly to
many different audiences. In an evaluation of the implementation of The Safe Zone Project in a
university setting, the results showed that the training program had an overall positive impact
that helped create a “more affirming, open environment for LGBTQ people, by raising
awareness of the issues that affect them, and by conveying accurate information about sexual
orientation to better serve them as clients” (Finkel, Storaasli, Bandele & Schaefer, 2003). This
evaluation highlights an evidence-based foundation for staff educational training and the
successful health outcomes that follow.

CHARACTERISTICS OF PRIORITY POPULATION

In order to strengthen the mental health and well-being of LGBTQ students, there needs
to be an inclusive environment where they feel their needs can be adequately addressed. Our
program will mainly target campus support staff at the University of Michigan in order to
address the community and provider-level factors that impact mental health outcomes of UM
LGBTQ students. Specifically, the intervention population will include staff at three University
of Michigan support services centers: Sexual Assault Prevention and Awareness Center
(SAPAC), Wolverine Wellness, and Counseling and Psychological Services (CAPS). Each
program has a priority focus on a specific health topic, but all of their missions align to promote
the well-being of students.
CAPS is the University of Michigan’s primary organization for all mental health
resources. CAPS offers support groups, one-on-one counseling, and contains about 40
professional licensed counselors with numerous post-graduate clinicians in training. Wolverine
Wellness is a part the University Health Service and promotes healthy behavior and well-being
through a positive, holistic lens. SAPAC offers support groups, trainings, and resources for
survivors of dating violence, sexual harassment, sexual assault, and stalking. While these three
organizations have supported the mental well-being of the general UM population, LGBTQ
mental health has not been a priority. Therefore, KaleidoSCOPE aims to increase staff
knowledge of LGBTQ mental health needs and give support services staff the skills to help this
population thrive.
At the University of Michigan, 9.7% of students identify as lesbian, gay, bisexual, queer,
questioning, or asexual and 2.1% reported more than one sexual orientation (UM Office of
Diversity, Equity and Inclusion, 2017). This may be an underestimation of the university
population due to the reported challenges in measuring gender and sexual orientation in
population based surveys (Gates, 2011). While data on the prevalence of mental health
conditions among UM LGBTQ students is not collected, a recent Student Campus Climate
Survey revealed that University of Michigan LGBTQ students are less likely to report feeling
valued compared to heterosexual students (UM Office of Diversity, Equity and Inclusion, 2017).
In order to address mental health among LGBTQ college students, campus support services must
provide an inclusive environment for these students to utilize these services

4
 While the staff at these three centers are trusted support systems for students on campus,
the staff have limited training on the unique mental health needs of the LGBTQ population.
Given the literature on the lack of knowledge regarding LGBTQ health, it is imperative that
these support service staff receive adequate training to address the mental health needs of
LGBTQ students. Support service staff are dedicated to their role of improving the well-being of
students, given the opportunity they would be enthusiastic about being champions for the mental
health of LGBTQ students. Understanding the intersection of each center’s priority focus with
LGBTQ specific needs is imperative to providing quality support to the community. Ensuring
that each staff member receives consistent and up to date training is necessary so that every
individual who seeks help receives the premier counseling and support they need.

GOALS AND OBJECTIVES

KaleidoSCOPE’s goal is to ensure that the mental health needs of University of Michigan
(UM) students who identify as LGBTQ are supported across every health-related student center
on campus. Proper mental health support will enhance students’ academic performance, sense of
belonging, and overall well-being. We chose to frame KaleidoSCOPE’s goal around positive
mental health outcomes in order to emphasize the resiliency of UM’s LGBTQ student
population. To meet this goal, our outcome objective is to increase the percentage of LGBTQ
students at UM who seek support for mental health conditions by 10% in order to better manage
care by June 2020. Three impact objectives support this mission, each with a unique focus. First
our program will increase the knowledge and skills of providers who work with students.
KaleidoSCOPE then aims to change student attitudes about mental health resources. Changing
provider skills and student attitudes will then contribute to our final objective of increasing care-
seeking behavior.
Our first impact objective is that by January 9th, 2019, support services staff at CAPS,
SAPAC, and Wolverine Wellness will increase their skills in addressing LGBTQ-specific mental
health concerns by 20%. Since well-trained providers have the ability to foster supportive
environments that promote the mental well-being of LGBTQ students, it is imperative that we
first improve provider competency. Secondly, LGBTQ students will demonstrate a 50% increase
in positive attitudes towards the mental health services provided at UM by April 23rd, 2019.
Strengthening the reputations of the three support service centers is an important step before we
can expect more students to utilize their services, especially because negative attitudes represent
a major barrier to seeking care. Our final impact objective will measure the extent of behavior
change KaleidoSCOPE has inspired. We hope that by January 8th, 2020, 20% more LGBTQ
students will utilize mental health resources on campus.

CAPACITY AND EXPERIENCE OF SPECTRUM CENTER

Spectrum Center has been a vanguard in LGBTQ programming since its historic
founding and KaleidoSCOPE will continue this important legacy. In 1971, Spectrum Center
became the first university office in the United States to staff an office both with and for queer
students. Previously known as the Human Sexuality Office, staff members trained peer-advisers,
led consciousness-raising efforts, and challenged discriminatory University bylaws. Throughout
the 1980s and 90s the office also shifted their focus from counseling LGBTQ individuals about
negative feelings about their identities to a positive outlook, celebrating the unique experiences
of different sexual identities. This positive perspective informs much of the Center’s work today.

5
 Spectrum Center’s programs and daily operations are shaped by its six Principles of
Work: Accessibility, Collaboration, Education, Student Leadership, Transparency, and Action.
KaleidoSCOPE incorporates all of these principles in its program activities and is therefore a
natural extension of Spectrum Center’s current programming. Our proposed project particularly
looks to build upon the Center’s weekly drop-in sessions, Allyhood Development Training, and
educational outreach programs to address the specific goal of ensuring that the mental health
needs of LGBTQ students are met. In addition to its Principles of Work, Spectrum Center relies
on interdepartmental collaboration to work towards its vision of an “inclusive campus
community free of discrimination in all forms where social justice inspires community
engagement and equity.” Partnership between Spectrum Center and three University of Michigan
mental health support centers is an essential element of KaleidoSCOPE.
Spectrum Center will increase its capacity to improve student mental health outcomes by
working with staff at Counseling and Psychological Services (CAPS), Sexual Assault Prevention
and Awareness Center (SAPAC), and Wolverine Wellness. Spectrum Center currently has six
full-time staff, five graduate student interns, and five undergraduate student staff. Involving these
support service organizations as crucial stakeholders in our proposed intervention will open up
more personnel and logistical capacity to ensure that KaleidoSCOPE will have a large impact on
campus.

PROGRAM STRATEGY AND ACTIVITIES

KaleidoSCOPE is a multipronged program that addresses LGBTQ student mental health
through the following components: (1) provider training; (2) campus-wide mental health
resources marketing campaign; (3) community-building social events; (4) online informational
module.

Provider Training
As aforementioned, extant literature has demonstrated the effectiveness of educational
training for providers about LGBTQ-specific health issues. Therefore, UM support service staff
at CAPS, SAPAC, and Wolverine Wellness will receive educational training on LGBTQ mental
health needs at three workshops led by the support center liaisons. Each of the three
organizations will have a dedicated liaison that is a current full-time employee. The liaison will
be chosen on a volunteer basis and if there are no volunteers, one will be appointed by the
project manager. The liaison will receive the program materials and instruction from the project
manager. The curriculum for this workshop will be adapted from the Safe Zone Project materials
previously mentioned and further developed by a content consultant.
The educational workshops will last 1.5 hours and will be held on campus within each
organization annually. The workshops will be required for all full-time staff and optional for
part-time staff and volunteers. There are about 75 full-time staff and fellows who would take
these workshops between all three support services. Attendance will be taken at training sessions
by the liaisons to ensure that all full-time staff are in attendance. Each workshop will be offered
once a year. All new full-time employees hired after year two of KaleidoSCOPE will attend the
workshops together as a cohort. The structure of the workshops will consist of group discussions
and activities to facilitate an increase in knowledge and attitudes toward LGBTQ students.
Activities such as role playing will allow support staff to practice their skills in addressing
mental health needs of LGBTQ students. Each of the workshops will have an overarching theme
in which mental health will be discussed, including (1) language and terminology, (2) support

6
skills, and (3) creating an inclusive environment. The Safe Zone Project curriculum will be
supplemented with specific materials on mental health and support service skills with integration
of feedback from the project manager.

Campus-wide Mental Health Resources Marketing Campaign

Once the providers at CAPS, SAPAC, and Wolverine Wellness have received the
required training we will begin to implement strategies that work to improve the LGBTQ
students’ attitudes and beliefs about these campus support services. For students to engage in
health-seeking behavior we must first address their preconceived beliefs about the support they
will or will not receive from these centers. Moreover, KaleidoSCOPE will promote the ways that
services have been improved to meet students’ evolving needs. Using the Health Belief Model,
our intervention will target the perceived benefits and perceived barriers that may prevent
LGBTQ students from seeking support. KaleidoSCOPE will include a campus-wide marketing
campaign consisting of testimonial posters from current LGBTQ students who wish to share
their stories about their experiences seeking help at CAPS/SAPAC/Wolverine Wellness with
other LGBTQ students. Moreover, Social Cognitive Theory describes how individuals can learn
from the observation of model behavior. The intention of the posters is to provide models for
other LGBTQ students on campus who may be unsure about seeking help. We hope that these
students will observe and imitate the attitudes of the student ambassadors on the poster, leading
them toward improved health seeking behavior.

Community-building Social Events

The second component of KaleidoSCOPE that seeks to influence student attitudes about
support services is comprised of three social events held by Spectrum Center and student
volunteers from the other support services (CAPS, SAPAC, Wolverine Wellness). Because the
event will be held at the Spectrum Center there will be no additional cost for room rentals. The
estimated attendance for the event is 15-20 students. A portion of the incentives budget will be
used in the amount of $150. Each event will raffle off a $50 Amazon gift card to an attendee of
the event. The social events are an informal gathering for LGBTQ students to build relationships
with the volunteers and each other while promoting an atmosphere of health in the community.
We anticipate that through the creation of relationships, students will change their attitudes about
the support services the volunteers represent. The events will also be an educational opportunity
for LGBTQ students to receive information about services in a laid back and low-pressure
environment. The events are intended to be unstructured which will allow LGBTQ students to
explore their concerns and questions further for each support service.

Online Informational Module

Our final program activity will strive to shift student care-seeking behavior. It is essential
that we encourage care-seeking behavior among first year students at UM in order to develop
healthy habits and behaviors as soon as new students arrive on campus before negative attitudes
and beliefs about services can be formed. To reach these students, KaleidoSCOPE will include
an online module for LGBTQ students that will be available on the Spectrum Center website
with links from the SAPAC, Wolverine Wellness, and CAPS websites to ensure that students
looking for this information will be able to easily find it in multiple locations. The web module
will be required for first year students interested in joining the FreshSpectives cohort or applying
for Gender Inclusive Living Experience (GILE) but will be available for any student, faculty, or

7
staff to use. The module will take approximately 20 minutes to complete and will include
informational sections as well as quizzes to test the individual’s knowledge. The focus of the
material will be to help users recognize mental distress in others as well as techniques for
directing friends and colleagues to support services with additional informational about UM
specific resources. The online module participants will be entered in a drawing for one of three
$50 Amazon gift cards totaling $150 in the first year. The content of the module will be finalized
by the content consultant. The liaisons will be instructed to encourage their respective staffs to
direct students toward the online module if their students are interested in LGBTQ mental health
and how to help others on their mental health journeys.

MONITORING AND EVALUATION

Our evaluation plan will include several strategies to assess the effectiveness of our
process and impact objectives. Attendance will be taken at the educational training workshops to
determine the reach of KaleidoSCOPE among UM support service staff. Upon completion of the
three workshops, participating staff will complete a brief survey that includes a short answer on
describing mental health challenges that uniquely affect LGBTQ students. Additionally,
participants will list several support methods they learned and rank how confident they feel using
each method. Finally, a pre-test and post-test survey will be distributed among participating
support service staff to measure the immediate effects of the training. Differences between the
pre- and post-test surveys will be compared. An adapted version of the Sexual Orientation
Counselor Competency Scale (SOCCS) will be used to measure support service staff skills for
addressing LGBTQ-specific mental health concerns (Bidell, 2005). Questions related to gender
identity and mental health needs will also be included in order to incorporate content on people
who do not identify as cisgender.
To assess the effectiveness of our program on LGBTQ students’ behaviors and attitudes,
a focus group consisting of UM LGBTQ students will be held to discuss their thoughts on the
testimonial posters displayed across campus. These focus groups will discuss general
impressions of the posters and how they contributed to improving the campus climate. At each
social event, the number of students and support service staff will be recorded. Students who
attended will be emailed a brief follow up questionnaire asking about their satisfaction with the
social events. To monitor activity of the online informational module, the number of completed
modules will be recorded every month. Finally, a pre-test and post-test survey will be emailed to
all students at the UM at the beginning of the Fall 2018 semester and in April 2019 and January
2020. In order to create a cohort of only students who identify as LGBTQ in our data analysis,
we will include several questions about gender identity and sexual orientation. Questions on their
attitudes toward UM support services will be included; for example, students will be asked how
likely they would be to refer a friend to SAPAC, CAPS, and Wolverine Wellness. To measure
change in mental health care-seeking behaviors, students will be asked if they sought support for
their mental health needs within the past year. A follow up question will ask how the students
heard about these services. Additionally, whether or not they utilized services, students will be
asked if they feel their mental health needs are supported on campus (Likert scale ranking).

DISSEMINATION AND SUSTAINABILITY

All three components of KaleidoSCOPE are very specific to the needs of the staff and
students at the University of Michigan while also being generalizable to other schools and

8
organizations. KaleidoSCOPE can be easily adapted so that other campus cultures to create more
inclusive campus environments nationwide.
The foundation of the program is the content for the staff training manual and online
modules, which will be created and honed in year one of the grant. There will be plenty of
opportunities to incorporate feedback received from various evaluations and stakeholders
throughout the first year, so there should be minimal need for major revisions beyond year two.
Support center liaisons will be responsible for incorporating any revisions. We intend for the
testimonial posters, social events, and online module to become integrated into the normal
routines of UM LGBTQ students and the providers who serve them.
Ensuring the sustainability of KaleidoSCOPE staff will require some additional planning.
Some of the large expenses, such as the consultants, will have concluded by the end of the grant
period. However, the most substantial line item in the budget is the manager, who will continue
to be vital to KaleidoSCOPE even at grant cycle conclusion. However, as the intervention
becomes more integrated it is likely that the manager will spend less time running day-to-day
operations, reducing the budget. If funded, support center liaisons will be paid through the grant.
However, if results from the program are positive and strong, our hope is that their
KaleidoSCOPE responsibilities will be fully incorporated into their job descriptions and their
time will be compensated through their home centers. This sustainability plan ensures that vital
staffing needs will be met even after the grant cycle. Furthermore, we will be looking for
additional funding opportunities to support the continued costs associated with increasing
positive LGBTQ mental health outcomes. For more information on relevant grants, see pages 1
and 2 of our proposal.
We will be closely evaluating every component of KaleidoSCOPE, both for necessary
grant performance reporting and transparency within the UM community. Our results will be
disseminated through the Spectrum Center and partner organization websites. We will also
provide our data to university outlets who are interested in building similar interventions at other
institutions.

REFERENCES

Bidell, M. P. (2005). The sexual orientation counselor competency scale: Assessing attitudes,
skills, and knowledge of counselors working with lesbian, gay, and bisexual clients.
Counselor Education and Supervision, 44(4), 267-279.

Burgess, D., Lee, R., Tran, A., & Van Ryn, M. (2008). Effects of perceived discrimination on
mental health and mental health services utilization among gay, lesbian, bisexual and
transgender persons. Journal of LGBT health research, 3(4), 1-14.

Colpitts, E., & Gahagan, J. (2016). The utility of resilience as a conceptual framework for
understanding and measuring LGBTQ health. International journal for equity in health,
15(1), 60.

9
Conron, K. J., Mimiaga, M. J., & Landers, S. J. (2010). A population-based study of sexual
orientation identity and gender differences in adult health. American journal of public
health, 100(10), 1953-1960.

Downs, A., Boucher, L. A., Campbell, D. G., & Polyakov, A. (2017). Using the WHO–5
Well-Being Index to Identify College Students at Risk for Mental Health Problems.
Journal of College Student Development, 58(1), 113-117.

Eisenberg, D.& Ketchen Lipson, S. (2017). The Healthy Minds Study. 2016-2017 Data Report.
Retrieved from http://healthymindsnetwork.org/research/data-for-researchers

Fredriksen-Goldsen, K. I., Emlet, C. A., Kim, H. J., Muraco, A., Erosheva, E. A., Goldsen, J., &
Hoy-Ellis, C. P. (2012). The physical and mental health of lesbian, gay male, and bisexual
(LGB) older adults: The role of key health indicators and risk and protective factors. The
Gerontologist, 53(4), 664-675.

Gates, G. J. (2011). How Many People are Lesbian, Gay, Bisexual and Transgender? UCLA: The
Williams Institute. Retrieved from https://escholarship.org/uc/item/09h684X2

Goins, E. S., & Pye, D. (2013). Check the box that best describes you: reflexively managing
theory and praxis in LGBTQ health communication research. Health communication,
28(4), 397-407.

Israel, T., Walther, W. A., Gortcheva, R., & Perry, J. S. (2011). Policies and practices for LGBT
clients: Perspectives of mental health services administrators. Journal of Gay & Lesbian
Mental Health, 15(2), 152-168.

Kirsch, A. C., Conley, C. S., & Riley, T. J. (2015). Comparing psychosocial adjustment across
the college transition in a matched heterosexual and lesbian, gay, and bisexual sample.
Journal of College Student Development, 56(2), 155-169.

Meyer, I. H. (2013). Prejudice, social stress, and mental health in lesbian, gay, and bisexual
populations: Conceptual issues and research evidence. Psychology of Sexual Orientation
and Gender Diversity, 1 (S), 3-26.

Rutherford, K., McIntyre, J., Daley, A., & Ross, L. E. (2012). Development of expertise in
mental health service provision for lesbian, gay, bisexual and transgender communities.
Medical Education, 46(9), 903-913.

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Sekoni, A.O., Gale, N. K., Manga-Atangana, B., Bhadhuri, A., & Jolly, K. (2017). The effects of
educational curricula and training on LGBT-specific health issues for healthcare students
and professionals: a mixed-method systematic review. Journal of the International AIDS
Society, 20(1), 1-13.

University of Michigan Office of Diversity, Equity and Inclusion. (2016). Student Campus
Climate Survey on Diversity, Equity, & Inclusion.

Wilkerson, J. M., Rybicki, S., Barber, C. A., & Smolenski, D. J. (2011). Creating a culturally
competent clinical environment for LGBT patients. Journal of Gay & Lesbian Social
Services, 23(3), 376-394.

11
Program Goal: KaleidoSCOPE will ensure that every student who identifies as LGBTQ at the University of Michigan feels that their mental health
needs are supported across every health-related student center on campus.

Outcome Objective 1:
Increase the percentage of LGBTQ students at
University of Michigan who seek support for
Impact Objective 1.1: Impact Objective 1.3:
mental health conditions by 10% in order to
By Jan. 9, 2019, support services By January 8th, 2020, 20% more
staff at CAPS, Wolverine . better manage care by June 2020.
LGBTQ students will utilize mental
Wellness, and SAPAC will health resources on campus.
Impact Objective 1.2:
increase their skills in
LGBTQ students will demonstrate a
addressing LGBTQ-specific
50% increase in positive attitudes
mental health concerns by 20%.
towards the mental health services
provided at UM by April 23, 2019.
Process Objective Process
Process Process 1.3.1: Objective 1.3.2:
Objective Objective 1.1.2: 100% of first-years By Jan. 8th, 2020,
1.1.1: Upon completion Process Process Objective
admitted to CAPS, SAPAC,
Every current of the workshops, Objective 1.2.1: 1.2.1:
staff member Spectrum Center After attending at FreshSpectives and and Wolverine
staff members will
will be able to will publish 500 least one social event GILE cohorts will Wellness will
feel confident
identify five utilizing one new testimonial by Apr. 23, 2019, 80% complete the online each see a 10%
mental health method to support posters around of attendees will have training module by increase in the
challenges that LGBTQ students in campus sharing increased confidence Feb. 1st, 2019. number of
uniquely affect practice by Jan. 9, positive LGBTQ in UM support LGBTQ students
LGTBQ 2019. student services’ capacity to coming in for
students by experiences with meet the mental initial visits.
Jan. 9, 2019. support services health needs of
by Dec. 30, 2018. LGBTQ students.
Activity
Activity Online module hosted on
Three mandatory 1.5 Activity Activity Spectrum Center’s website
hour educational Campus marketing Three community- but also linked from each
workshops inspired campaign building social events support service site (CAPS,
by Safe Zone Project featuring hosted by Spectrum SAPAC, Wolverine Wellness)
testimonial Center to share resources
posters of LGBTQ from CAPS, SAPAC, and
student leaders Wolverine Wellness
Program: Spectrum Center - KaleidoSCOPE Logic Model

Outputs Outcomes -- Impact

Inputs
Activities
Funding Three 1.5-hour workshops
for support services staff
Time using Safe Zone Project
curriculum
Content development
experts (Consultants) Three social events hosted
at Spectrum Center by
Cooperation between student volunteers focused
Spectrum Center and on community building and
CAPS, SAPAC, Wolverine informal education
Wellness
Create and disseminate
Poster materials testimonial posters across
campus
Technology
Build partnerships between
Safe Zone Project Spectrum Center and
Workshop materials support services liaison
Program Manager Train liaisons who will
contribution facilitate provider
workshop
Spectrum Center student
volunteers Create/Maintain online
module
Participation Short Medium Long
Support service full-time Increase providers’ skills to LGBTQ students will Decreased mental health
staff address LGBTQ students’ utilize mental health concerns among LGBTQ
mental health concerns services they need students
All students at UM
Increase provider Leaders on campus refer LGBTQ students feel
Spectrum Center staff and knowledge of LGBTQ- students to appropriate supported and included on
volunteers specific mental health needs mental health support campus
and concerns services
Decrease stigma around
Rectify student LGBTQ mental health
misconceptions about concerns and help-seeking
CAPS, SAPAC, and behavior
Wolverine Wellness
Instill positive attitudes in
freshman and general
population about CAPS,
SAPAC, and Wolverine
Wellness
Increase campus-wide
awareness, especially
among leaders and staff, of
mental health resources
available at UM

Assumptions External Factors

That a liaison is willing to be the point person between organizations Approval from UM Administration if needed
There will be a space in which to hold Safe Zone workshops External influences that affect LGBTQ mental health
Volunteers will be willing to host social events
That increased mental health support is a priority within the LGBTQ student community
That there are misconceptions about current programs
The more students who know about mental health services, the more students will go to use these
services.

Rev. 7/09

1
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BUDGET JUSTIFICATION
Personnel
Personnel expenses make up most of KaleidoSCOPE’s budget. Since the intervention will be
housed in Spectrum Center, this office will oversee the hiring of all six new additions during the
first year of the grant cycle. New hires will include a program manager, one consultant, one
graphic designer, and three support center liaisons. Only the manager and liaisons will remain
during year two, which is represented in the budget.

If Spectrum Center receives this grant funding, the search for a program manager will begin
immediately. The program manager will oversee all logistics, including booking rooms for
workshops, managing the liaisons, planning the social events, training, communications, and
monitoring and evaluation. We do not anticipate these tasks requiring full-time employment since
the manager will not be involved in any front-facing components of the program. Rather, the
liaisons will lead all staff workshops and host the social events with student volunteers from the
support service centers. Beginning in August 2018, the program manager will begin to siphon
liaisons from each support center. Ideally these individuals will have a personal interest in LGBTQ
mental health and volunteer to be the KaleidoSCOPE champion for their organization. Since the
primary job of the liaisons is to lead the training sessions, we don’t anticipate that their
responsibilities will take up much of their time or disrupt their day to day responsibilities. This is
represented in the budget.

The program manager must be the first individual hired so they can oversee proper content
development and implementation. However, the person responsible for this content will be the
content consultant. Our budget accounts for an hourly fee of $200/hour because we want to hire an
expert in LGBTQ mental health research and programming who will propel KaleidoSCOPE to
success. This consultant will deliver staff training modules for the liaisons and the content for the
web module. The last new hire will be a graphic designer who will put together any marketing
materials, oversee the web module creation, and be responsible for any other design tasks.

Marketing Materials
We have included both poster and training material printing costs which will be utilized for both
facilitation guides and handouts and the marketing campaign testimonial posters. There is an
additional line item covering the cost of general marketing and marketing materials for the social
events that will be held at Spectrum Center to cover the cost of renting advertising space and the
physical materials that will be used in those spaces.

Event Supplies
The technology line items are for the start-up and maintenance costs of the online web module.
Due to the expensive nature of web hosting a learning module, this line item will be the largest
portion of our other direct costs listed. We have included a small budget for travel due to the size
of UM’s campus and we want to provide funds for transportation as needed.
For incentives, we have allocated $300 total. The three social events held at Spectrum Center will
each have a raffle of a $50 Amazon gift card for the attendees totaling $150. There will be three
$50 Amazon gift cards awarded to three individuals that complete the online web module in the
first year totaling $150. These incentives are designed to promote attendance at the social events
and encourage students to complete the online web module. There are also line items in the budget
that will cover the food for the social events and trainings as well as the purchase of clothing and
promotional material to give to attendees.