Helping Children and Adolescents Cope with Violence and Disasters: What Community Members Can Do

Abstract Background Most children and adolescents in need of mental healthcare remain untreated even when services are available. This study evaluates the accuracy of a new tool, the Community Case Detection Tool (CCDT). The CCDT uses illustrated vignettes, two questions and a simple decision algorithm to support proactive community-level detection of children, adolescents and families in need of mental healthcare to improve help-seeking. Methods Trusted and respected community members in the Eastern Province of Sri Lanka used the CCDT in their daily routine. Children and families detected as potentially in need of mental healthcare based on utilizing the CCDT (N = 157, aged 6–18 years) were invited for a clinical interview by a mental health counsellor using the Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KID). The CCDT results were compared against the results of the clinical interview. The concurrent validity and performance of the CCDT were also evaluated by comparing the CCDT outcomes against the Strengths and Difficulties Questionnaire (SDQ). Results 7 out of 10 children and families detected by community members using the CCDT were confirmed to be in need for treatment (positive predictive value [PPV] = 0.69; 0.75 when compared to the SDQ). Detections based on the family problem vignette were most accurate (PPV = 0.76), followed by the internalising problem vignette (PPV = 0.71) and the externalising problem vignette (PPV = 0.62). Conclusions The CCDT is a promising low-cost solution to overcome under-detection of children and families in need of mental healthcare. Future research should focus on evaluating the effectiveness, as well as additional strategies to improve help-seeking.

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PENTINGNYA PENDIDIKAN KARAKTER TERHADAP PSIKOLOGI PESERTA DIDIK SEKOLAH MENENGAH KEJURUAN

Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) ◽

10.26858/mekom.v6i2.13837 ◽

2019 ◽

Vol 6 (2) ◽

Author(s):

Dian Ekawati Nur ◽

Muhammad Yahya ◽

Hendra Jaya

Keyword(s):

Character Education ◽

Children And Adolescents ◽

Research Method ◽

Theoretical Study ◽

School Personnel ◽

Moral Values ◽

Literature Study ◽

Community Members ◽

Nature Literature ◽

Research Problems

Character education is a variety of efforts undertaken by various school personnel, especially vocational schools, even those carried out jointly with parents and community members to help children and adolescents to become or have a caring, opinionated, and responsible nature. Literature study research method or literature study that contains theories that are relevant to research problems. Responding to the importance of character education, it is very necessary character education in schools to realize the nation's civilization by providing exemplary and habituation. After a theoretical study, it is concluded that character education is certainly very important for students to instill moral values in themselves and train them to do good habits. Character education also serves to build a student character because it is the character who will dominate the nature and self-evidence of the students.

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Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0102.36 ◽

1992 ◽

Vol 1 (2) ◽

pp. 36-43 ◽

Cited By ~ 5

Author(s):

Marilyn A. Nippold ◽

Ilsa E. Schwarz ◽

Molly Lewis

Keyword(s):

Language Learning ◽

Children And Adolescents ◽

Standardized Tests ◽

Figurative Language ◽

Language Intervention ◽

School Age Children ◽

Educational Materials ◽

Language Learning Disabilities ◽

Promising Application ◽

Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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