Community and School Mental Health Professionals’ Knowledge and Use of Evidence Based Substance Use Prevention Programs

2012 ◽  
Vol 40 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Steven W. Evans ◽  
J. Randy Koch ◽  
Christine Brady ◽  
Peggy Meszaros ◽  
Joanna Sadler
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
Prevention Programs ◽  
Evidence Based ◽  
Substance Use Prevention

Engaging School Mental Health Professionals to Deliver Evidence-Based Interventions to Hispanic Families

2017 ◽  
Vol 18 (4) ◽  
pp. 526-533 ◽  
Author(s):  
Maria I. Tapia ◽  
Manuel A. Ocasio ◽  
Yannine Estrada ◽  
Hilda Pantin ◽  
Guillermo Prado
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Prevention Program ◽  
Technical Assistance ◽  
School Mental Health ◽  
Successful Implementation ◽  
Evidence Based ◽  
Hispanic Families ◽  
Intensive Training

Research has demonstrated that a number of evidence-based programs can be effectively implemented in different community settings, such as schools, to target Hispanic youth and their families; however, successful implementation of such programs represents a challenge for practitioners. This article describes experiences and strategies associated with recruiting, training, and supervising school mental health professionals in the school-based implementation of an evidence-based, family-centered prevention program for Hispanic families. School mental health professionals were recruited and given intensive training, weekly supervision for adherence monitoring, and ongoing technical assistance, in addition to intervention manuals and materials. We emphasize how strategies based on the prevention program itself were used to recruit, engage, and train school mental health professionals to deliver a family-based evidence-based program, blending research and practice in a large public school system. Implications of lessons learned are discussed, as well as the specific strategies to overcome challenges when engaging and training community partners in delivering a manualized intervention with rigorous adherence to the program.

Child Sexual Abuse

2018 ◽  
pp. 166-178
Author(s):  
Aneesh Kumar P. ◽  
Bhagyalakshmi K. C. ◽  
Jennifer M. Foster
Keyword(s):  
Mental Health ◽  
Sexual Abuse ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Prevention Programs ◽  
Teacher Preparedness ◽  
Evidence Based ◽  
School Age ◽  
School Based ◽  
Type Of School

The objective of this chapter is to understand the different school-based prevention programs and policies in India. The chapter highlights the strengths and challenges of the existing programs. The type of school, age of children, community perceptions and beliefs, lack of professional support and teacher preparedness are some of the factors that impact the effectiveness of CSA prevention programs. Effective programs have led to feeling of empowerment among children and better wellbeing. The chapter also throws light on the need for evidence-based prevention and intervention programs. The result is the illustration of the need for mental health professionals both at planning and implementation levels.

Asking the Hard Questions: Psychologists’ Discomfort With Inquiring About Sexual Abuse Histories

2021 ◽  
pp. 107780122110145
Author(s):  
Belinda Nixon ◽  
Elly Quinlan
Keyword(s):  
Mental Health ◽  
Sexual Abuse ◽  
Mental Health Professionals ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Early Career ◽  
Evidence Based ◽  
Structured Interviews ◽  
Early Career Psychologists ◽  
University Training

The literature on sexual abuse indicates low rates of inquiry by mental health professionals. This study explores early career psychologists’ experiences of inquiry into their clients’ sexual abuse histories. Twelve Australian psychologists participated in semi-structured interviews with transcripts analyzed using thematic analysis. The vast majority of participants reported that they did not routinely inquire about sexual abuse with barriers including not knowing what to do, discomfort, stigma, and fear of negative outcomes. Participants asserted that their university training in sexual abuse inquiry was inadequate. Findings emphasize the need for the development of an evidence-based framework for sexual abuse training.

The 15 Minute Case Conceptualization

2021 ◽  
Author(s):  
Len Sperry ◽  
Jonathan Sperry
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Premature Termination ◽  
Clinical Skills ◽  
Evidence Based ◽  
Case Conceptualization ◽  
Highly Effective ◽  
Case Conceptualizations ◽  
Overall Effectiveness

Once understood as useful but optional, case conceptualization is now considered essential and one of the most important of all clinical skills and competencies. As clinicians look for resources to assist in learning and mastering this competency, they must choose among different case conceptualization approaches. They would do well to give serious consideration to those that are both clinically effective and clinician friendly. A truly clinically effective approach explains and guides treatment, and most importantly, predicts challenges and obstacles that are likely to arise over the course of treatment. Most approaches emphasize the functions of explanation and guiding treatment, but seldom include third function which help anticipates likely challenges, which if not proactively addressed are likely to result in therapy interference or premature termination. This function is essential in determining the course and overall effectiveness of therapy. A truly clinician-friendly approach is one that is quick to use and easy to master, and very few approaches can make this claim. The 15 Minute Case Conceptualization is the only approach that is both highly effective and clinician friendly. Research confirms that such case conceptualizations can be completed in only 15 minutes. It is an evidence-based, step-by-step approach that therapists and other mental health professionals need and want.

scholarly journals Use of androgenic anabolic steroids by patients under treatment for substance use disorder: case series

2017 ◽  
Vol 66 (2) ◽  
pp. 120-123 ◽  
Author(s):  
Julio Mario Xerfan do Amaral ◽  
Marcelo Santos Cruz
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Case Studies ◽  
Substance Use Disorder ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Anabolic Steroids ◽  
Case Series ◽  
Structured Interview ◽  
Androgenic Anabolic Steroids

ABSTRACT The present study reports several case studies about the use of androgenic-anabolic steroids (AAS) by patients under treatment for substance use disorder (SUD). Ten subjects were interviewed, two women and eight men, ranging from 25 to 43 years old. Regarding treatment regime, eight subjects were inpatients and two, outpatients. ASSIST-WHO and MINI-SUD scales and a semi-structured interview were used as research instruments. Seven subjects reported the use of AAS within fewer than twelve months from the interview date. Mental health professionals did not previously question none of the subjects were about the use of AAS. We discuss the efficacy of the chosen instruments to assess AAS use.

Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth

2021 ◽  
pp. 661-680
Author(s):  
Elizabeth K. Rhoades
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Sexual Minority ◽  
Psychosocial Development ◽  
Health Professionals ◽  
Growth And Development ◽  
School Mental Health ◽  
Children And Youth ◽  
School Based ◽  
Healthy Growth

This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.

Students Responding to Natural Disasters and Terrorism

2012 ◽  
pp. 229-250
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Steven J. Hardy
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Emotional Needs ◽  
Cultural Considerations ◽  
School Based ◽  
The Impact

This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

The Pattern-Focused Case Conceptualization Approach

2021 ◽  
pp. 1-12
Author(s):  
Len Sperry ◽  
Jon Sperry
Keyword(s):  
Mental Health ◽  
Treatment Outcomes ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Evidence Based ◽  
Case Conceptualization ◽  
Clinical Competencies ◽  
Psychotherapy Practice ◽  
Key Points ◽  
Behavioral Markers

In this era of accountability, therapists and other mental health professionals are expected to employ evidence-based interventions to achieve therapeutic change. Case conceptualization is an intervention that many consider one of the most essential clinical competencies. A useful case conceptualization approach, at a minimum, should explain the presenting problem and guide the planning and implementation of treatment. Approaches that are more clinically valuable will include a third function: anticipate and predict challenges in the treatment process. Analogous to the paradigm shift toward personalized treatments in precision medicine based on biomarkers is a similar shift occurring in psychotherapy practice. It will be based on behavioral markers like the ones in the pattern-focused case conceptualization approach and can explain, guide, and predict treatment challenges, as well as optimize treatment outcomes. A case example illustrates key points.

scholarly journals Confirmatory factor analysis of the Evidence-Based Practice Attitude Scale (EBPAS) in a large and representative Swedish sample: is the use of the total scale and subscale scores justified?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Anna Helena Elisabeth Santesson ◽  
Martin Bäckström ◽  
Robert Holmberg ◽  
Sean Perrin ◽  
Håkan Jarbin
Keyword(s):  
Mental Health ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Attitude Scale ◽  
Evidence Based ◽  
Swedish Version ◽  
Confirmatory Factor ◽  
Swedish Sample

Abstract Background There is a call for valid and reliable instruments to evaluate implementation of evidence-based practices (EBP). The 15-item Evidence-Based Practice Attitude Scale (EBPAS) measures attitude toward EBP, incorporating four lower-order factor subscales (Appeal, Requirements, Openness, and Divergence) and a Total scale (General Attitudes). It is one of a few measures of EBP attitudes evaluated for its psychometric properties. The reliability of the Total scale has been repeatedly supported, but also the multidimensionality of the inventory. However, whether all of the items contribute to the EBPAS Total beyond their subscales has yet to be demonstrated. In addition, the Divergence subscale has been questioned because of its low correlation with the other subscales and low inter-item correlations. The EBPAS is widely used to tailor and evaluate implementation efforts, but a Swedish version has not yet been validated. This study aimed to contribute to the development and cross-validation of the EBPAS by examining the factor structure of t a Swedish-language version in a large sample of mental health professionals. Methods The EBPAS was translated into Swedish and completed by 570 mental health professionals working in child and adolescent psychiatry settings spread across Sweden. The factor structure was examined using first-order, second-order and bifactor confirmatory factor analytic (CFA) models. Results Results suggested adequate fit for all CFA models. The EBPAS Total was strongly supported in the Swedish version. Support for the hierarchical second-order model was also strong, while the bifactor model gave mixed support for the subscales. The Openness and Requirements subscales came out best, while there were problems with both the Appeal (e.g. not different from the General Attitudes factor) and the Divergence subscales (e.g. low reliability). Conclusions Overall, the psychometric properties were on par with the English version and the total score appears to be a valid measure of general attitudes towards EBP. This is the first study supporting this General Attitudes factor based on a bifactor model. Although comparatively better supported in this Swedish sample, we conclude that the use of the EBPAS subscale scores may result in misleading conclusions. Practical implications and future directions are discussed.

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