Afterword

2020 ◽  
pp. 523-532
Author(s):  
Philip J. Lazarus ◽  
Ralph Eugene Cash
Keyword(s):  
Mental Health ◽  
School Psychologists ◽  
Mental Health Professionals ◽  
American Psychological Association ◽  
Well Being ◽  
Mental Health Providers ◽  
Health Providers ◽  
School Based ◽  
Training And Research ◽  
Effective Advocacy

In this afterword, the authors emphasize that all school-based mental health providers must be advocates for the emotional well-being of our youth. They emphasize that advocates are made, not born, and discuss specific knowledge and skills necessary for effective advocacy. They then discuss three top advocacy priorities: (a) increasing the number of mental health professionals in the schools; (b) promoting programs, policies, training, and research that supports the emotional well-being of youth; and (c) supporting models, frameworks, and positions developed by the National Association of School Psychologists, the American Psychological Association, and many other mental health associations that support children’s needs. In closing, they discuss how to be advocates for all children and, most important, our most vulnerable student populations at the personal, local (including school), state, national, and international levels.

scholarly journals The Emergency Assessment and Management of Non-Suicidal Self-Injury in Adolescents

2020 ◽  
Vol 9 (2) ◽  
pp. 92-99
Author(s):  
Sindhu A. Idicula ◽  
Amy Vyas ◽  
Nicole Garber
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Outpatient Clinics ◽  
Psychiatric Diagnoses ◽  
Mental Health Providers ◽  
Health Providers ◽  
Levels Of Care ◽  
Self Injury ◽  
History Of ◽  
Inpatient Units

Background and Goals: Non-suicidal self-injury (NSSI) is a common presenting issue mental health providers experience in all levels of care from outpatient clinics to inpatient units. It is common among adolescents seen in emergency settings, either as a presenting problem or as a covert condition that may not be detected unless specifically assessed for. The presence of NSSI increases the risk of suicide. This article aims to help the clinician develop a better understanding of NSSI – what it may entail, the prevalence, and the motivations for why young people engage in it. Methods: We review the reasons adolescents injure themselves, the link between NSSI and psychiatric diagnoses and suicide, the assessment of NSSI, and treatment planning, with emphasis on ways to screen for NSSI and interventions that can be implemented in the Emergency Department. We illustrate the complexity of NSSI with the case of a young patient with a complex psychiatric history and an extensive history of self-injury. Results and Discussion: Despite the seeming intractability of NSSI, a number of evidencebased treatments exist. Treatment primarily involves specialized forms of psychotherapy, but interventions can be implemented in the ED that will reduce the immediate risk of NSSI while more definitive intervention is awaited. Conclusion: Mental health consultations in the ED should always include screening for NSSI. Mental health professionals in the ED can play an important role in the detection and treatment of this condition..

Introduction

2020 ◽  
pp. 1-19
Author(s):  
Philip J. Lazarus ◽  
Shannon M. Suldo ◽  
Beth Doll
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Factor Model ◽  
Well Being ◽  
Health Service Delivery ◽  
Risk And Resilience ◽  
Whole Child ◽  
Mental Health Service Delivery ◽  
School Based

In this introduction, the authors discuss the purpose of this book, which is (a) to provide school-based mental health professionals with the knowledge and tools to help promote students’ emotional well-being and mental health, (b) to describe how to implement new models of mental health service delivery in schools, and (c) to prescribe practical strategies that bolster the likelihood that our youth will thrive in school and in life. The authors recommend conceptualizing student mental health through a dual-factor model that encompasses both promoting wellness and reducing pathology. They advocate for a change in educational priorities—one that supports the whole child, in mind, body, and spirit. They then discuss the prevalence of psychological distress in youth, risk and resilience research, the dual-factor model of mental health, happiness studies, new frameworks for the delivery of services, and the organization and structure of the text.

scholarly journals Putting meaning into medicine: why context matters in psychiatry

2015 ◽  
Vol 24 (4) ◽  
pp. 292-295 ◽  
Author(s):  
E. Carpenter-Song
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Medication Management ◽  
Symptom Control ◽  
Mental Health Providers ◽  
Health Providers ◽  
Illness Experiences ◽  
Care Demands

Mainstream psychiatry emphasises controlling symptoms by taking medications. This approach ignores the role of context in shaping illness experiences and how people engage with mental health professionals. The focus on symptom control and medication management also narrows the function of the psychiatrist. This editorial argues that knowledge of patients’ lives is important for providing empathic care that is oriented to the outcomes that matter to patients. In addition, care that attends to the person-in-context motivates and sustains mental health providers by putting meaning back into medicine. Truly patient-centred care demands pushing back against the reductionism of contemporary psychiatry to thoughtfully engage with the complexities of patients’ lives.

The Limitations and Strengths of the Evidence-Based Practice Attitude Scale as a Measure of Correctional Employees’ Attitudes: A Psychometric Evaluation

2017 ◽  
Vol 62 (12) ◽  
pp. 3947-3964 ◽  
Author(s):  
Breanna Boppre ◽  
Jody Sundt ◽  
Emily J. Salisbury
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Evidence Based Practice ◽  
Psychometric Evaluation ◽  
Attitude Scale ◽  
Evidence Based ◽  
Correctional Staff ◽  
Mental Health Providers ◽  
Health Providers ◽  
Evidence Based Practices

Evidence-based practices (EBPs) hold tremendous potential for improving the outcomes of corrections interventions. The implementation of EBPs requires support from staff at all levels of an organization; however, the study of correctional staff attitudes toward organizational change and EBPs is in its infancy. The current study examines the psychometric properties of the Evidence-Based Practice Attitude Scale (EBPAS), an instrument originally designed for mental health professionals, to measure correctional employees’ readiness to implement EBPs. The results indicate mixed conclusions regarding the use of the EBPAS with correctional staff. We found that the total scale and subscales are reliable and exhibit high internal consistency. However, the results of an exploratory and confirmatory factor analysis failed to replicate the factor structure from previous research with mental health providers. The findings indicate potential drawbacks regarding the construct validity of the EBPAS for use with correctional personnel.

Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers

2021 ◽  
pp. 1-15
Author(s):  
Steven E. Hoff ◽  
Julia P. Unger
Keyword(s):  
Mental Health ◽  
Emotional Health ◽  
Well Being ◽  
School Age Children ◽  
Mental Health Provider ◽  
Speech Pathology ◽  
School Age ◽  
Collaborative Approach ◽  
Health Providers ◽  
School Based

Purpose Stuttering can have a significant detrimental effect on the overall well-being of children, including anxiety, stigma, and adverse impact on the development of healthy social relationships. This clinical focus article proposes a collaborative, ecological model of stuttering intervention consistent with interprofessional practice that combines the expertise of the speech-language pathologist and school-based mental health provider to support fluency and social–emotional health for school-age children who stutter. The literature in the fields of speech pathology and mental health interventions was summarized to provide the underlying evidence base for such a collaborative approach. Conclusions While collaborative approaches are recommended as best practice for stuttering, there is scant evidence in the literature of such approaches being used. An ecological, collaborative framework will enable practitioners to help teachers, parents, and others address speech disfluency as well as the accompanying anxiety and avoidance that are pervasive in the lives of many children who stutter. Such an approach will help ensure that gains in the treatment room are carried across settings (i.e., transfer/generalization of skills) and will help children be better able to manage the challenges associated with stuttering to find success in the real world.

Introduction

2019 ◽  
pp. 1-60
Author(s):  
James C. Raines
Keyword(s):  
Mental Health ◽  
General Education ◽  
School Administrators ◽  
Mental Health Providers ◽  
Health Providers ◽  
Intensive Intervention ◽  
School Based ◽  
Disabilities Education Act ◽  
Education Act ◽  
Every Student Succeeds Act

Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.

An Investigation of Self-Assessment Bias in Mental Health Providers

2012 ◽  
Vol 110 (2) ◽  
pp. 639-644 ◽  
Author(s):  
Steven Walfish ◽  
Brian McAlister ◽  
Paul O'Donnell ◽  
Michael J. Lambert
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Clinical Skills ◽  
Mental Health Providers ◽  
Health Providers ◽  
Self Assessment ◽  
Positive Assessment ◽  
And Performance ◽  
Assessment Bias

Previous research has consistently found self-assessment bias (an overly positive assessment of personal performance) to be present in a wide variety of work situations. The present investigation extended this area of research with a multi-disciplinary sample of mental health professionals. Respondents were asked to: (a) compare their own overall clinical skills and performance to others in their profession, and (b) indicate the percentage of their clients who improved, remained the same, or deteriorated as a result of treatment with them. Results indicated that 25% of mental health professionals viewed their skill to be at the 90th percentile when compared to their peers, and none viewed themselves as below average. Further, when compared to the published literature, clinicians tended to overestimate their rates of client improvement and underestimate their rates of client deterioration. The implications of this self-assessment bias for improvement of psychotherapy outcomes are discussed.

Answering the Call for School-Based Mental Health

2020 ◽  
pp. 57-76
Author(s):  
Maxine Blanche Langdon Starr
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Unmet Need ◽  
Mental Health Provider ◽  
Counseling Services ◽  
Mental Health Providers ◽  
Health Providers ◽  
Culturally Competent ◽  
School Based

A largely unmet need exists for school-based mental health services by students who are of an ethnic minority and who may not have insurance, access, and/or the knowledge of mental health services. These same students may not receive effective, culturally sensitive counseling services, interventions, or valid/accurate measures of psychological testing. In order to resonate and connect with these students who need the most help and support despite these barriers to accessing quality treatment, what is the school-based mental health provider to do? This chapter will initially discuss a comprehensive review of culturally competent interventions for school-based mental health providers as well as recommendations for culturally competent training for mental health providers and school staff to ensure that culturally competent collaboration and appropriate support exists for all students.

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