scholarly journals Capacity-building and training opportunities for implementation science in mental health

2020 ◽  
Vol 283 ◽  
pp. 112511 ◽  
Author(s):  
David A. Chambers ◽  
Denise Pintello ◽  
Denise Juliano-Bult
2020 ◽  
pp. 106648072097853
Author(s):  
Amy E. Williams ◽  
Olivia L. Weinzatl ◽  
B. L. Varga

This study examined couple and family counseling coursework in the Council for the Accreditation of Counseling and Related Educational Programs (CACREP)–accredited clinical mental health counseling (CMHC) programs and scope of practice related to couple and family counseling based on each state’s licensure regulations for mental health counselors (MHCs). Required and offered courses in couple/family-related content areas for 331 CACREP-accredited CMHC programs were analyzed. In addition, state licensure regulations for all 50 states and Washington, DC, were examined to determine whether MHCs can conduct couple and family counseling based upon licensure regulations. The results of this study indicated a mean of 1.1 couple/family-related courses required and a mean of 2.3 of these courses offered within CMHC programs. All but one of the 51 licensure regulations analyzed either permits or does not specify whether couple/family counseling falls within the scope of practice of MHCs; these 50 state/territory regulations also lack concrete guidelines related to required training or supervised experience in couple and family counseling to provide this service competently as an MHC. Limitations and areas for future research and training opportunities are discussed in light of these results.


Author(s):  
Meghan L. Fox ◽  
Robert Q Pollard Jr.

The necessity of engaging qualified interpreters to work in partnership with mental health clinicians when serving patients with a limited English proficiency (LEP) is gaining widespread support. Numerous research studies have documented improved patient health and satisfaction outcomes in this regard. Psychiatric practice often involves complexities of thought, language, and communication that clinicians and interpreters must appreciate. One such topic is engaging LEP patients in the mental status examination (MSE). This chapter describes the nature of the MSE, challenges when interpreting for the MSE, strategies for handling such challenges, and approaches for effective collaboration between interpreters and mental health clinicians regarding the MSE and cross-linguistic mental health care more broadly. The current state of scholarship in the field of mental health interpreting and training opportunities for interpreters who seek to improve their knowledge and skills in the mental health arena also are discussed.


Author(s):  
Meghan L. Fox ◽  
Robert Q Pollard Jr.

The necessity of engaging qualified interpreters to work in partnership with mental health clinicians when serving patients with a limited English proficiency (LEP) is gaining widespread support. Numerous research studies have documented improved patient health and satisfaction outcomes in this regard. Psychiatric practice often involves complexities of thought, language, and communication that clinicians and interpreters must appreciate. One such topic is engaging LEP patients in the mental status examination (MSE). This chapter describes the nature of the MSE, challenges when interpreting for the MSE, strategies for handling such challenges, and approaches for effective collaboration between interpreters and mental health clinicians regarding the MSE and cross-linguistic mental health care more broadly. The current state of scholarship in the field of mental health interpreting and training opportunities for interpreters who seek to improve their knowledge and skills in the mental health arena also are discussed.


Author(s):  
Steven I. Pfeiffer ◽  
Megan Foley Nicpon

High-ability students with coexisting disabilities (i.e., twice exceptional) are challenging to diagnose and treat due to multiple issues, including variable definitions of what it means to be “gifted,” the influence of high intellectual or creative ability on mental health diagnostic presentation and intervention, time of onset of both the abilities and disabilities, and symptom-masking effects. While the child psychiatry and child clinical psychology fields offer several empirically validated intervention options, few have examined efficacy or effectiveness among twice exceptional youth. Also, extant studies are often fraught with methodological weaknesses. This chapter advocates that best clinical practice include implementing empirically validated interventions with attention to the child’s profile of abilities and talent domain, focusing on resilience and wellness/growth-promoting strategies, and providing advocacy, professional development, supervision, and training opportunities to educators and mental health professionals about this unique populations’ needs.


2019 ◽  
Vol 64 (12) ◽  
pp. 855-862
Author(s):  
Paula Ravitz ◽  
Suze Berkhout ◽  
Andrea Lawson ◽  
Tatjana Kay ◽  
Susan Meikle

Objectives: Mental health case managers comprise a large workforce who help patients who struggle with complex mental illnesses and unmet needs with respect to the social determinants of health. This mixed-methods capacity-building pilot examined the feasibility, experiences, and outcomes of training community-based mental health case managers to integrate evidence-based psychotherapy principles into their case conceptualization and management practices. Methods: Case-based, once-weekly, group consultations and training in applied therapeutic principles from mentalizing, interpersonal psychotherapy, motivational interviewing, and other evidence-based psychotherapies were provided to case managers over 8 months. A trauma-informed and culturally sensitive approach was emphasized to improve therapeutic alliances and to foster adaptive expertise and an appreciation of individual patient differences. Results: Qualitative analyses of focus groups and individualized interviews identified a shift toward being more reflective rather than reactive, with improved empathy, patient engagement, morale, and confidence resulting from the training ( N = 16). Self-reported pre–post counseling self-efficacy changes revealed significant improvements overall, driven by improved microskills and an ability to deal with challenging client behaviors ( N = 10; P < 0.05). Conclusions: This pilot demonstrated that case-based consultations and training of mental health case managers within a community-of-practice in trauma-informed, culturally sensitive application of evidence-supported psychotherapy principles were feasible and acceptable with scalable potential to improve case managers’ counseling self-efficacy, reflective capacity, empathy, and morale. Further research in this area is needed with a larger sample, and patient and health systems outcomes.


Author(s):  
A. Selvan

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.


Author(s):  
Arne L. Kalleberg

This chapter discusses how the growth of precarious work and the polarization of the US labor market have produced major problems for the employment experiences of young workers. A prominent indicator of young workers’ difficulties in the labor market has been the sharp increase in their unemployment rates since the Great Recession. Another, equally if not more severe, problem faced by young workers today is the relatively low quality of the jobs that they were able to get. Other problems include the exclusion of young workers from the labor market and from education and training opportunities; the inability to find jobs that utilize their education, training, and skills; and the inability to obtain jobs that provide them with an opportunity to get a foothold in a career that would lead to progressively better jobs and thus be able to construct career narratives.


Author(s):  
Lore M. Dickey

In this chapter the author explores the mental health of those with nonbinary gender identities and focuses on the issues they face. The author defines nonbinary identities and discusses how these identities are different than people who have binary identities. There is a summary of the extant psychological literature focusing on people with nonbinary identities. Attention is also brought to how racial and ethnic minority individuals, including Native American people, conceptualize nonbinary identities. The chapter ends with information about the lack of attention to the Global South and the need for additional research and training in the mental health of those with nonbinary identities.


Author(s):  
Phillip M. Kleespies ◽  
Justin M. Hill

This chapter illustrates the mental health clinician’s relationship with behavioral emergencies. The chapter begins by distinguishing the terms behavioral emergency and behavioral crisis, and underlying themes among all behavioral emergencies are identified. Given that most clinicians will face a behavioral emergency in their careers, the importance of enhancing the process of educating and training practitioners for such situations far beyond the minimal training that currently exists is highlighted. The chapter continues by exploring various aspects of evaluating and managing high-risk patients (i.e., those who exhibit violent tendencies toward themselves or others, and those at risk for victimization). It includes a discussion of the benefits and limitations to estimating life-threatening risk factors and specific protective factors. The chapter concludes by discussing the emotional impact that working with high-risk patients has on clinicians, and an emphasis is placed on the importance of creating a supportive work environment.


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