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Child and Adolescent Mental Health Training Programs for Non-specialist Mental Health Professionals in Low and Middle Income Countries: A Scoping Review of Literature. Community Ment Health J 2022; 58:154-165. [PMID: 33651235 PMCID: PMC8732826 DOI: 10.1007/s10597-021-00805-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 02/17/2021] [Indexed: 12/04/2022]
Abstract
Large treatment deficits in child and adolescent mental health (CAMH) care exist in low and middle income countries (LMICs). This study reviewed CAMH training programs for non-specialist health professionals (NSHPs) in LMICs. Multiple databases were searched for peer-reviewed articles describing programs from 2005 to 2018. Educational source materials, trainee evaluation methods, and perspectives on teaching methods, course content and scheduling were studied. Six programs were identified. NSHPs were most appreciative of training which included case-based discussions, role plays and clinical demonstrations that were relevant to local contexts. A need for less intense and more flexible timetables to enable reflection was identified. WHO's mental health gap action program intervention guide (mhGAP-IG) and international association of child and adolescent psychiatrists and allied professionals resources should be used; they are free, easily accessible, and developed with extensive international contributions. Additionally, mhGAP-IG assessment tool encourages mutual learning, thereby iteratively enhancing training programs.
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Kiger M, Knickerbocker K, Hammond C, Nelson SC. Interprofessional Education in Child and Adolescent Mental Health: A Scoping Review. Child Adolesc Psychiatr Clin N Am 2021; 30:713-726. [PMID: 34538443 DOI: 10.1016/j.chc.2021.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
To identify elements of effective interprofessional education (IPE) within child and adolescent mental health (CAMH), we conducted a scoping literature review. A search of four databases revealed 32 studies that met inclusion criteria describing IPE interventions regarding CAMH. Studies included a range of medical, mental health, allied health, educational, and community professionals in clinical, school-based, and community-based settings. The majority of studies have focused on autism or general child mental health. Outcomes were generally positive but skewed toward attitudinal and knowledge-based measures. Practice-based interventions tended to support higher levels of educational outcomes, including behavioral, patient-level, or systems-level changes.
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Affiliation(s)
- Michelle Kiger
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA; Wright-Patterson Medical Center, 4881 Sugar Maple Drive, Dayton, OH 45433, USA.
| | - Kara Knickerbocker
- Wright-Patterson Medical Center, 4881 Sugar Maple Drive, Dayton, OH 45433, USA
| | - Caitlin Hammond
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA; Wright-Patterson Medical Center, 4881 Sugar Maple Drive, Dayton, OH 45433, USA
| | - Suzie C Nelson
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA; Wright-Patterson Medical Center, 4881 Sugar Maple Drive, Dayton, OH 45433, USA
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Scivoletto S, Fondello MA, Otoch LN, Celeri EHRV, Caetano SC, Graeff-Martins AS, Rosario MC, Pallia R, Gutiérrez A, Valdivia M, Viola L, Polanczyk GV. Child and adolescent psychiatry training in Brazil, Argentina, Uruguay and Chile: current panorama and future challenges. Eur Child Adolesc Psychiatry 2020; 29:71-81. [PMID: 31802272 DOI: 10.1007/s00787-019-01454-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/22/2019] [Accepted: 11/28/2019] [Indexed: 11/25/2022]
Abstract
Mental disorders affect approximately 10-15% of children and adolescents worldwide. In South America these numbers are probably higher due to poverty and adverse life events that frequently affect this region. The availability of qualified services and well-trained professionals to care for those children are by far insufficient. The aim of this study was to assess and describe child and adolescent psychiatry (CAP) training in Brazil, Argentina, Uruguay, and Chile, to support the development and strengthen training standards. The coordinators of CAP residency programs in Brazil, Argentina, Uruguay, and Chile were invited to answer an online questionnaire about the characteristics of their training programs. Twelve programs from Brazil, three programs from Chile, two from Argentina, and one from Uruguay completed the questionnaires. In the last three countries, CAP is recognized as an independent specialty, while in Brazil it is considered a subspecialty of psychiatry. None of the countries have a national guideline for CAP residency training. Recently, there has been an increase in the number of professionals interested in pursuing a formal CAP training. This is the first study aiming to evaluate the current scenario of CAP training in South America. The results point to a great potential in the evaluated programs, but also to the need for homogeneous criteria for CAP training and evaluation of residents. A more efficient communication among programs would be an enriching strategy for their development, which may be facilitated by the results of this study.
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Affiliation(s)
- Sandra Scivoletto
- Department of Psychiatry, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, São Paulo, SP, Brazil.
| | - Marina A Fondello
- Faculdade de Medicina FMUSP, Hospital das Clinicas HCFMUSP, Universidade de Sao Paulo, São Paulo, SP, Brazil
| | - Luara N Otoch
- Department of Psychiatry, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, São Paulo, SP, Brazil
| | | | - Sheila C Caetano
- Department of Psychiatry, Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Ana Soledade Graeff-Martins
- Departamento de Psiquiatria e Medicina Legal, Faculdade de Medicina, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
- Serviço de Psiquiatria da Infância e Adolescência, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS, Brazil
| | - Maria Conceição Rosario
- Department of Psychiatry, Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
| | - Roberto Pallia
- Servicio de Salud Mental Pediátrica, Instituto Universitario Escuela de Medicina Des Hospital Italiano IUHI, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - Adriana Gutiérrez
- Unidad de Psiquiatría del niño Y del Adolescente, Facultad de Ciencias Médicas, Universidad de Santiago de Chile USACH, Hospital Exequiel González Cortés, Santiago, Chile
| | - Mario Valdivia
- Departamento de Psiquiatría Y Salud Mental, Universidad de Concepción, Concepción, Chile
| | - Laura Viola
- Departamento de Psiquiatría Pediátrica, Facultad de Medicina, Universidad de La Republica, Montevideo, Uruguay
| | - Guilherme V Polanczyk
- Department of Psychiatry, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, São Paulo, SP, Brazil
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Cordeiro KCC, Gomes NP, Estrela FM, da Silva AF, Magalhães JRF, Lírio JGDS. Strategies by Educators within the School Setting to Prevent and Cope with the Experience of Domestic Violence by Adolescents. AQUICHAN 2019. [DOI: 10.5294/aqui.2019.19.3.8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective: This work sought to identify, in the discourse of educators, which strategies they can implement, within the school setting, to prevent and cope with the experience of domestic violence by adolescents. Method: Qualitative study based on the critical-liberating perspective of Paulo Freire, conducted with 20 educators from a public school in Salvador, Bahia, Brazil. To collect the data, the interview was used and, to systematize them, the discourse of the collective subject. Results: The discourses reveal the following coping strategies of domestic violence experienced by adolescents: place into action the Guardianship Council; create reception and listening spaces for students; strengthen bonds between the school and family; promote educational actions, and articulate knowledge. Conclusions: The study provides paths to prevent and confront family abuses that compromise the physical and mental health of children and adolescents, with impact upon school performance. The study suggests the contribution of primary health care through actions linked to the Health in School Program and the insertion of the theme of violence in the different university careers, given that caring for children and adolescents and defending them constitutes an obligation for all citizens.
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Lane SD, Keefe RH, Rubinstein RA, Hall M, Kelly KA, Satterly LB, Shaw A, Fisher J. Integrating the social determinants of health into two interprofessional courses: Findings from a pilot study. J Interprof Care 2018; 32:505-508. [PMID: 29412052 DOI: 10.1080/13561820.2018.1435517] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Five colleges and universities in Upstate New York, United States, created the 'Route-90 Collaborative' to support faculty implementing the Institute of Medicine's (IOM) Framework for Educating Health Professionals to Address the Social Determinants of Health. The two courses described herein used a flipped classroom approach in which students from 14 different nations were responsible for facilitating individual classes. This descriptive study used an educational intervention in two interprofessional courses - reproductive health and global health - based on the IOM Framework into two courses. The evaluation used quantitative and open-ended text response data from students. Course evaluations indicated the students found the courses helped them to learn more about health issues and service delivery in various countries, expand their knowledge base on sociocultural and ecological influences on health care, and broaden their perspectives on various health topics so they will be able to provide higher quality healthcare. Although this is the first effort of our Collaborative to implement the Framework, given the student feedback, we believe implementing the Framework in various courses has the potential to enhance healthcare service delivery and reduce the negative impact of social determinants of health.
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Affiliation(s)
- Sandra D Lane
- a Public Health and Anthropology , Syracuse University , Syracuse , NY, USA.,b Department of Obstetrics and Gynecology , SUNY Upstate Medical University , Syracuse , NY, USA
| | - Robert H Keefe
- c School of Social Work University , Buffalo State University of New York , Buffalo , NY, USA
| | - Robert A Rubinstein
- d Department of Anthropology & International Relations Maxwell School of Citizenship and Public Affairs , Syracuse University , Syracuse , NY, USA
| | - Meghan Hall
- e Department of Child & Family Studies , Syracuse University , USA
| | - Kathleen A Kelly
- f School of Health Sciences Ackerman Hall , The Sage Colleges , Albany , NY, USA
| | - Lynn Beth Satterly
- g LeMoyne College Physician Assistant Program and Amaus Health Services at the Cathedral of the Immaculate Conception , Syracuse , NY, USA
| | - Andrea Shaw
- h Department of Pediatrics and Medicine , SUNY Upstate Medical University , Syracuse , NY, USA
| | - Julian Fisher
- i Peter L. Reichertz Institute for Medical Informatics , University of Braunschweig Institute of Technology and Hannover Medical School, Germany
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