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Boyd MR, Becker KD, Park AL, Pham K, Chorpita BF. Managers' Micro-Communities Matter: The Impact of Clinical Supervision Team on Therapist Perception of the Organization. Adm Policy Ment Health 2024:10.1007/s10488-024-01376-0. [PMID: 38676872 DOI: 10.1007/s10488-024-01376-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/07/2024] [Indexed: 04/29/2024]
Abstract
Positive organizational climate - employee perceptions of their work environment and the impact of this environment on well-being and functioning - is associated with desirable organizational and client-level outcomes in mental health organizations. Clinical supervisors are well-positioned to impact organizational climate, as they serve as intermediaries between higher-level administrators who drive the policies and procedures and the therapists impacted by such decisions. This cross-sectional study examined the role of clinical supervisors as drivers of therapist perceptions of organizational climate within supervisory teams. Specifically, the present study investigated: (1) shared perceptions of organizational climate among therapists on the same supervisory team; (2) predictors of therapist climate perceptions. Eighty-six therapists were supervised by 22 supervisors. Indices of interrater agreement and interrater reliability of therapists on the same supervisory team were examined to determine shared or distinct perceptions of organizational climate. Multi-level models were used to examine whether supervisor attitudes towards evidence-based practices and therapist perceptions of supervisor communication predicted perceived organizational climate. Results showed perceptions of organizational cohesion and autonomy were shared among therapists on the same supervisory team and distinct from therapists on different supervisory teams. Therapist perceptions of their supervisor's communication was positively associated with perceptions of organizational cohesion and autonomy. These findings align with emerging evidence that middle managers shape their employees' experience of their work environment through communication strategies. These findings also point to the potential for intervening at lower organizational levels to improve overall organizational climate.
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Affiliation(s)
- Meredith R Boyd
- Department of Psychology, University of California Los Angeles, 502 Portola Plaza, Los Angeles, CA, 90095, USA.
| | - Kimberly D Becker
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Alayna L Park
- Department of Psychology, University of Oregon, Eugene, OR, USA
| | - Kaitlyn Pham
- Department of Psychology, University of California Los Angeles, 502 Portola Plaza, Los Angeles, CA, 90095, USA
| | - Bruce F Chorpita
- Department of Psychology, University of California Los Angeles, 502 Portola Plaza, Los Angeles, CA, 90095, USA
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2
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Canenguez KM, Farley AM, Squicciarini AM, Dutta A, Simonsohn A, Holcomb JM, Peña F, Leiva L, Benheim TS, Guzmán J, Jellinek M, Murphy JM. Implementation and Outcomes of a National School-Based Mental Health Program for Middle School Students in Chile. School Ment Health 2023; 15:165-176. [PMID: 36160322 PMCID: PMC9489263 DOI: 10.1007/s12310-022-09541-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 11/25/2022]
Abstract
Background Chile's national school-based mental health program, Skills for Life (SFL), has demonstrated effectiveness in improving behavioral and academic outcomes in first- through third-grade students. The current study assessed the feasibility and outcomes of SFL's program for sixth- through eighth-grade students. Methods We assessed the percentage of students who participated in the program and longitudinal changes on teacher-reported Teacher Observation of Classroom Adaptation Re-Revised (TOCA-RR) scores, youth-reported Pediatric Symptom Checklist-Chile (PSC-Y-CL) scores, grade-point average, and school attendance from sixth to eighth grade (2016-2018) for SFL's workshop intervention. Linear mixed effects models analyzed the association between outcome variables and workshop attendance. Results Of the 30,649 sixth graders who attended the 754 participating schools in 2016, 28,204 (92.0%) were screened with the TOCA-RR. Of the 1829 students who screened at risk, 1344 had available workshop data for seventh grade, with 86.9% of them participating in most (≥ 7) workshop sessions. Workshop attendance was significantly associated with improvements in school attendance and peer relationships (a TOCA-RR subscale) in eighth grade. Conclusions With high rates of behavioral health screening and workshop attendance, this study demonstrated the feasibility of implementing SFL's middle school program on a national scale. Higher workshop attendance by at-risk students was associated with better school attendance and peer relationships in eighth grade, as well as better but not significantly different outcomes on other measures (e.g., teacher-rated school performance and aggressive behavior in the classroom). Overall, these findings provide preliminary evidence of the feasibility and benefits of SFL's middle school program.
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Affiliation(s)
- Katia M. Canenguez
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
| | - Alyssa M. Farley
- Center for Anxiety and Related Disorders, Boston University, Boston, MA USA
| | | | - Anamika Dutta
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | - Ariela Simonsohn
- Department of School Health, Junta Nacional de Auxilio Escolar y Becas, Santiago, Chile
| | - Juliana M. Holcomb
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | | | - Loreto Leiva
- Department of Psychology, University of Chile, Santiago, Chile
| | - Talia S. Benheim
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | - Javier Guzmán
- Department of School Health, Junta Nacional de Auxilio Escolar y Becas, Santiago, Chile
| | - Michael Jellinek
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
- Department of Pediatrics, Harvard Medical School, Boston, MA USA
| | - J. Michael Murphy
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
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3
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Zhang Q, Wang J, Neitzel A. School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents. J Youth Adolesc 2023; 52:195-217. [PMID: 36229755 DOI: 10.1007/s10964-022-01684-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 09/28/2022] [Indexed: 01/07/2023]
Abstract
Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of interventions targeting anxiety or depression using more stringent inclusion criteria (e.g., baseline equivalence, no significant differential attrition) and additional moderators (e.g., sample size and program duration) than previous reviews. This meta-analysis includes 29 studies of 32 programs and 22,420 students (52% female, 79% White). Among these studies, 22 include anxiety outcomes and 24 include depression outcomes. Overall, school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety (ES = 0.24, p = 0.002). Moderator analysis shows that improved outcomes for studies with anxiety outcomes, cognitive behavioral therapy, interventions delivered by clinicians, and secondary school populations. Selection modeling reveals significant publication and outcome selection bias. This meta-analysis suggests school-based mental health programs should strive to adopt cognitive behavioral therapy and deliver through clinicians at the secondary school level where possible.
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Nygaard MA, Ormiston HE, Heck OC, Apgar S, Wood M. Educator Perspectives on Mental Health Supports at the Primary Level. Early Child Educ J 2023; 51:851-861. [PMID: 35528139 PMCID: PMC9062637 DOI: 10.1007/s10643-022-01346-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/31/2022] [Indexed: 05/03/2023]
Abstract
During the early years of formal education, young students develop a number of formative academic, motor, behavioral, and socioemotional skills that lay the foundation for future learning. Since student mental health in the early grades predicts academic achievement in later grades, mental health interventions are essential at the primary school level. Not only are teachers expected to provide academic instruction, they are now involved in providing students with mental health services, despite a lack of training to do so. The current study sought to gather the perspectives of 38 primary-level educators to gain understanding about mental health knowledge, current approaches to mitigating mental health challenges, and barriers that prevent them from successfully addressing student mental health issues. Using thematic analysis, three themes developed: (1) Educators indicate supporting primary students' mental health is within their role; (2) Systems-level constraints prevent effective mental health supports; and (3) Staff desire increased mental health resources. Implications for educators and practice are discussed.
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Affiliation(s)
- Malena A. Nygaard
- Department of Counseling and Educational Psychology, Indiana University School of Education, 201 N Rose Ave, Bloomington, IN 47405 USA
| | - Heather E. Ormiston
- Department of Counseling and Educational Psychology, Indiana University School of Education, 201 N Rose Ave, Bloomington, IN 47405 USA
| | - Olivia C. Heck
- Department of Counseling and Educational Psychology, Indiana University School of Education, 201 N Rose Ave, Bloomington, IN 47405 USA
| | - Sophia Apgar
- Department of Counseling and Educational Psychology, Indiana University School of Education, 201 N Rose Ave, Bloomington, IN 47405 USA
| | - Maureen Wood
- Department of Counseling and Educational Psychology, Indiana University School of Education, 201 N Rose Ave, Bloomington, IN 47405 USA
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5
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Abstract
Data from the US Department of Education clearly documents the chronic and persistent disproportionality of negative educational outcomes for students of color. To move closer to an antiracist system that provides all youth with the resources, protections, and opportunities to which they are entitled through public education, we recommend that mental health clinicians understand the social determinants of education; become familiar with the historical legacy of inequity in schools; identify current trends of racial disparities in education; engage in opportunities for antiracist school transformation; and reflect on their personal practices in providing access, diagnosis, and treatment to underresourced and minoritized youth.
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Affiliation(s)
| | - Michelle V Porche
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, 1001 Potrero Avenue, 7M16, San Francisco, CA 94110, USA
| | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, 760 Westwood Plaza, #A8-224, Los Angeles, CA 90095, USA; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA; Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System, Los Angeles, CA, USA
| | - Sheryl H Kataoka
- Division of Population Behavioral Health, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, 760 Westwood Plaza, #48-240B, Los Angeles, CA 90024, USA
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6
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Chan MK, Furlong MJ, Nylund-Gibson K, Dowdy E. Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF). School Ment Health 2021; 14:416-430. [PMID: 34630730 PMCID: PMC8488927 DOI: 10.1007/s12310-021-09476-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/22/2021] [Indexed: 11/28/2022]
Abstract
Measures of positive well-being are needed to support the shift away from a deficit-based approach to mental health. This study examined one measure, the Mental Health Continuum-Short Form (MHC-SF), as a measure of positive well-being used in school-based mental health monitoring efforts. This study used latent profile analysis (LPA) to explore the mental health classifications of 10,880 California high school students’ responses to MHC-SF emotional, psychological, and social well-being items. Five latent mental wellness profiles emerged, including two ordered profiles (i.e., High Well-Being and Low Well-Being) and three profiles spanning the two ordered profiles. The High Well-Being profile had the most favorable psychological adjustment, and the three moderate well-being range profiles had differentiated functioning. Informing the utility of the MHC-SF, this study also compared the MHC-SF categorical diagnostic criteria with the LPA’s empirical classification approach and found the two classification approaches to be congruent. The findings provide an impetus for educators to attend to students in moderate well-being ranges and emphasize promoting positive mental well-being as an essential component of school-based mental health services.
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Affiliation(s)
- Mei-ki Chan
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, USA
- Department of Education, Gevirtz School of Education, University of California, Santa Barbara, Santa Barbara, 93106-9490 USA
| | - Michael J. Furlong
- International Center for School Based Youth Development, University of California, Santa Barbara, Santa Barbara, USA
| | - Karen Nylund-Gibson
- Department of Education, Gevirtz School of Education, University of California, Santa Barbara, Santa Barbara, 93106-9490 USA
| | - Erin Dowdy
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, USA
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7
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Abstract
Since the early 1900s when school-based health services were first introduced, models of school-based health have evolved toward comprehensive and integrated models that include mental health. New and innovative models of Comprehensive Mental Health Systems offer a range of prevention and intervention strategies that are delivered across collaborative systems of community and school-based mental health. Studies of school-based health services indicate positive outcomes in health, mental health, and education. Child and adolescent psychiatrists can work with schools by providing direct service, consultation, and technical assistance to increase access, improve health equity, and optimize mental health outcomes for all youth.
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Affiliation(s)
- Erika Ryst
- Nevada Center for Excellence in Disabilities, College of Education and Human Development, University of Nevada, Reno, 4090 William J. Raggio Building, 1664 N. Virginia Street, Suite 4090, Mail Stop: 285, Reno, NV 89557, USA.
| | - Shashank V Joshi
- Stanford University, Stanford, CA, USA; Lucile Packard Children's Hospital @ Stanford, 401 Quarry Road, Stanford, CA 94305-5719, USA
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8
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Bearman SK, Bailin A, Rodriguez E, Bellevue A. Partnering with School Providers to Co-Design Mental Health Interventions: An Open Trial of Act & Adapt in Urban Public Middle Schools. Psychol Sch 2020; 57:1689-1709. [PMID: 36590313 PMCID: PMC9799065 DOI: 10.1002/pits.22410] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Schools are well positioned to provide access to youth mental health services, but implementing effective programs that promote emotional and behavioral functioning in school settings is complicated by the poor fit of interventions developed in research settings to complex school contexts. The current study formed a research-practice partnership with two urban public schools and mental health providers employed by those schools (N = 6, 100% female, 50% Black/African American, 50% White/Caucasian) in the adaptation of a depression prevention intervention, Act & Adapt. The intervention was modified by decreasing meeting time and streamlining session content, increasing flexibility, making intervention materials more similar to academic curriculum, and increasing the focus on managing disruptive behavior within group sessions. In an open trial, 6th grade students (N = 22; 59% boys, 31% Hispanic, 22% Black/African American, 4% Asian, 30% White/Caucasian) at both schools who were identified as clinically "at risk" reported improvements from baseline to post-intervention and at one-year follow-up on measures of emotional and behavioral difficulties and coping strategies, with parallel results by caregiver report. The providers reported satisfaction with the intervention, and qualitative analyses of provider focus groups suggested both barriers and facilitators to research-practice collaborations to implement mental health interventions in schools.
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Affiliation(s)
| | - Abby Bailin
- Department of Educational Psychology, The University of Texas at Austin
| | - Erin Rodriguez
- Department of Educational Psychology, The University of Texas at Austin
| | - Alison Bellevue
- Ferkauf Graduate School of Professional Psychology, Yeshiva University
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9
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Totura CMW, Labouliere CD, Gryglewicz K, Karver MS. The Role of Youth Trainee-Trainer Alliance and Involvement in School-Based Prevention: A Moderated-Mediation Model of Student Gatekeeper Suicide Prevention Training. Adm Policy Ment Health 2019; 46:209-19. [PMID: 30460591 DOI: 10.1007/s10488-018-0907-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study examined the roles that youth involvement and youth trainee-trainer alliance play in school mental health prevention within the context of youth suicide gatekeeper training. Measures included youth involvement in programming, trainee-trainer alliance, and intentions to refer at-risk youth at pre- and post-training. A moderated-mediation design was used to examine associations among these factors. Results show alliance mediating pre- and post-training referral intentions, and involvement moderating the relationship between alliance and post-training intentions. On average, trainee intentions improved from pre- to post-training, but trainees reporting high alliance endorsed higher post-training referral intentions regardless of involvement level. Low alliance resulted in lower than average post-training referral intentions, even with active involvement in programming, and those with both low alliance and involvement showed the lowest post-training referral intentions. Given these findings, fostering the youth trainee-trainer relationship may be an avenue to optimize prevention program effectiveness.
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10
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Abstract
In this article, the authors make a compelling case that all clinicians who treat youth with depressive disorders should embrace strategies to engage with school staff to best serve their patients in the classroom. Because these disorders have a high incidence in the school population (13% of US teens experienced at least 1 major depressive episode in 2016), this can affect learning, social interactions, and classroom engagement. Several approaches are highlighted for assessment of depressive symptoms, intervention and treatment in school settings, and prevention strategies, including depression education curricula and programs promoting subjective well-being, such as positive psychology and mindfulness.
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Affiliation(s)
- Shashank V Joshi
- School Mental Health Team, Division of Child and Adolescent Psychiatry, Lucile Packard Children's Hospital @ Stanford, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA; Lucile Packard Children's Hospital @ Stanford, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA.
| | - Nadia Jassim
- School Mental Health Team, Division of Child and Adolescent Psychiatry, Lucile Packard Children's Hospital @ Stanford, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA
| | - Nithya Mani
- Lucile Packard Children's Hospital @ Stanford, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305-5719, USA
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Ford-Paz RE, Crown L, Lawton K, Goldenthal H, Day G, Coyne CA, Gill T, Harris N, Blakemore S, Cicchetti C. Working on Womanhood (WOW): A participatory formative evaluation of a community-developed intervention. Eval Program Plann 2019; 72:237-249. [PMID: 30458364 DOI: 10.1016/j.evalprogplan.2018.10.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 09/18/2018] [Accepted: 10/03/2018] [Indexed: 06/09/2023]
Abstract
The well-documented disparities in availability, accessibility, and quality of behavioral health services suggest the need for innovative programs to address the needs of ethnic minority youth. The current study aimed to conduct a participatory, formative evaluation of "Working on Womanhood" (WOW), a community-developed, multifaceted, school-based intervention serving primarily ethnic minority girls living in underserved urban communities. Specifically, the current study aimed to examine the feasibility, acceptability, and initial promise of WOW using community-based participatory research (CBPR) and represented the third phase of a community-academic partnership. Qualitative and quantitative data were collected from 960 WOW participants in 21 urban public schools, as well as WOW counselors, parents, and school staff over the course of one academic year. Results demonstrated evidence of acceptability of WOW and noteworthy improvements for WOW participants in targeted outcomes, including mental health, emotion regulation, and academic engagement. Findings also indicated several challenges to implementation feasibility and acceptability, including screening and enrollment processes and curriculum length. Additionally, we discuss how, consistent with participatory and formative research, findings were used by program implementers to inform program improvements, including modifications to screening processes, timelines, curriculum, and trainings - all in preparation for a rigorous effectiveness evaluation.
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Affiliation(s)
- Rebecca E Ford-Paz
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States.
| | | | - Kathryn Lawton
- University of Illinois at Chicago, Department of Psychiatry, United States
| | - Hayley Goldenthal
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | | | - Claire A Coyne
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | - Tara Gill
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | | | | | - Colleen Cicchetti
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
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12
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Aron EJ, Bostic JQ, Grumet JG, Jacobson S. Assisting the School in Responding to a Suicide Death: What Every Psychiatrist Should Know. Child Adolesc Psychiatr Clin N Am 2018; 27:607-619. [PMID: 30219222 DOI: 10.1016/j.chc.2018.05.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
When a child or adolescent dies by suicide, many individuals are affected, most of whom are attending school. Child and adolescent psychiatrists can be called on during the wake of such tragic events in order to help schools navigate the difficult tasks following a student suicide. Being familiar with suicide postvention guidelines is crucial for anyone involved in managing the events following a student suicide. By understanding the tenets of suicide postvention and resources that are available to schools and clinicians, the tragedy of suicide can also be an opportunity to improve school mental health and suicide prevention.
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Affiliation(s)
- Emily J Aron
- Department of Psychiatry, Medstar Georgetown University Hospital, 2115 Wisconsin Avenue Northwest, Washington, DC 20007, USA.
| | - Jeff Q Bostic
- Department of Psychiatry, Medstar Georgetown University Hospital, 2115 Wisconsin Avenue Northwest, Washington, DC 20007, USA
| | - Julie Goldstein Grumet
- Suicide Prevention Resource Center, Education Development Center, Inc, 1025 Thomas Jefferson Street, Suite 700West, Washington, DC 20007 43, USA
| | - Sansea Jacobson
- Department of Psychiatry, Western Psychiatric Institute & Clinic, UPMC, 3811 O'Hara Street, E503, Pittsburgh, PA 15213, USA
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13
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Meisinger RE, Lefler EK. Pre-service teachers' perceptions of sluggish cognitive tempo. Atten Defic Hyperact Disord 2017; 9:89-100. [PMID: 27804023 DOI: 10.1007/s12402-016-0207-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2016] [Accepted: 10/22/2016] [Indexed: 10/20/2022]
Abstract
Sluggish cognitive tempo (SCT) is characterized by a passive form of inattention that may not overtly disrupt classroom goals. Due to the nature of these symptoms, children with SCT may be "falling through the cracks" in schools. The current study examined pre-service teachers' perceptions of SCT in the classroom. Undergraduate education majors (n = 161) read vignettes describing fictitious fourth-grade boys presenting with symptoms of SCT, attention-deficit/hyperactivity disorder (ADHD), or a non-ADHD-related control: social anxiety disorder (SA), and rated each of the vignettes in terms of their perceptions of the boy described. Results were analyzed using repeated measures ANOVAs and paired-sample t tests. Pre-service teachers viewed all three sets of symptoms as concerning, but viewed ADHD behaviors as the most problematic. These results are promising, as they suggest that pre-service teachers are concerned about both hyperactive (i.e., ADHD) and non-hyperactive behavioral problems (i.e., SCT and SA). Implications and future directions are discussed.
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Affiliation(s)
- Rachel E Meisinger
- Department of Psychology, University of Northern Iowa, Cedar Falls, IA, 50614-0505, USA.,Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Elizabeth K Lefler
- Department of Psychology, University of Northern Iowa, Cedar Falls, IA, 50614-0505, USA.
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Prochaska JD, Le VD, Baillargeon J, Temple JR. Utilization of Professional Mental Health Services Related to Population-Level Screening for Anxiety, Depression, and Post-traumatic Stress Disorder Among Public High School Students. Community Ment Health J 2016; 52:691-700. [PMID: 26733335 PMCID: PMC4930415 DOI: 10.1007/s10597-015-9968-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2014] [Accepted: 11/11/2015] [Indexed: 11/24/2022]
Abstract
This study examines results from three mental health screening measures in a cohort of adolescent public school students in seven public schools in Southeast Texas affiliated with the Dating it Safe study. We estimated the odds of receiving professional mental health treatment in the previous year given results from different mental health screening batteries: the CES-D 10 battery for depression screening, the Screen for Child Anxiety Related Disorders, and the Primary Care Posttraumatic Stress Disorder screen. Overall, students with higher scores on screening instruments for depression, posttraumatic stress disorder, and combinations of screening instruments were more likely to have sought past-year professional mental health treatment than non-symptomatic youth. However, the proportion of students screening positive and receiving professional treatment was low, ranging from 11 to 16 %. This study emphasizes the need for broader evaluation of population-based mental health screening among adolescents.
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Affiliation(s)
- John D Prochaska
- Department of Preventive Medicine and Community Health, University of Texas Medical Branch, Galveston, TX, 77555-1153, USA.
| | - Vi Donna Le
- Department of Preventive Medicine and Community Health, University of Texas Medical Branch, Galveston, TX, 77555-1153, USA
| | - Jacques Baillargeon
- Department of Preventive Medicine and Community Health, University of Texas Medical Branch, Galveston, TX, 77555-1153, USA
| | - Jeff R Temple
- Department of Obstetrics and Gynecology, University of Texas Medical Branch, Galveston, TX, USA
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