Where Do Future Pediatricians Learn Behavioral and Mental Health Skills?

Author(s):  
Cori M. Green ◽  
JoAnna K. Leyenaar ◽  
Brenda Nuncio ◽  
Laurel K. Leslie
1996 ◽  
Vol 7 (7) ◽  
pp. 21-23 ◽  
Author(s):  
Elizabeth Armstrong

1975 ◽  
Vol 2 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Gary E. Stollak

A program designed to train and utilize students as mental health agents working with normal and clinic-referred children.


Author(s):  
Nick Kates ◽  
Ellen Anderson

This chapter describes the evolution of collaborative mental health care in Canada over the past 15 years, and the ways in which integrated care is becoming an increasingly integral part of Canada’s provincial and territorial healthcare services. It explores the underlying principles and models that can be found across the country. There is a particular emphasis on three things: (1) changes any mental health service can make to improve collaboration, (2) programs to increase the mental health skills and capacity of primary care, and (3) the integration of mental health services within primary care.A program in Hamilton, Ontario, has successfully integrated mental health counselors and psychiatrists into the offices of 170 family physicians across a city of 500,000 people for the past 20 years. The authors present data from the program’s evaluation, as well as key lessons learned and advice for other programs looking to set up similar models.


2019 ◽  
Vol 28 (13) ◽  
pp. 842-847
Author(s):  
Angelina Chadwick ◽  
Neil Murphy

Background: advanced clinical practitioners (ACPs) are expected to be competent in their holistic assessment and management of individuals, which includes those with both physical and mental health problems. A mental health component was introduced within a generic advanced practitioner programme to support the development of mental health skills required by advanced clinical practitioners in training (ACPiTs). Aims: this research investigated the efficacy of content specific to mental health within an MSc ACP generic programme. Methods: a single case study approach was adopted, which used a purposive sample of 10 ACPiTs to explore personal beliefs and experiences using semistructured interviews. Verbatim transcription was undertaken followed by content and thematic analysis. Findings: Themes emerged included communication skills, and increased competence and self-awareness. Conclusion: insights provided by the ACPiTs showed they recognised the value of mental health teaching and exposure within their training programme in advancing their knowledge and skillset and, ultimately, increasing confidence in their clinical practice.


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