A Voice in the Room: The Function of State Legislative Bans on Sexual Orientation Change Efforts for Minors

2014 ◽  
Vol 40 (1) ◽  
pp. 113-140 ◽  
Author(s):  
Arcangelo S. Cella
Keyword(s):  
Mental Health ◽  
Sexual Orientation ◽  
Behavioral Therapy ◽  
Mental Condition ◽  
Mental Health Providers ◽  
Health Providers ◽  
Orientation Change ◽  
Mental Health Profession ◽  
History Of ◽  
Change Efforts

Throughout the history of the mental health profession, many psychotherapists have asserted that homosexuality is a mental condition or defect that may be corrected through treatment. Homosexuality was not officially declassified as a mental illness until 1973, and it was not until recently that mainstream mental health organizations renounced the claim that therapy can alter sexual orientation. Sexual orientation change efforts (SOCE) involve various types of psychotherapy, from the familiar and seemingly benign talk therapy to forms of behavioral therapy that include “masturbatory reconditioning, rest, visits to prostitutes[,] excessive bicycle riding,” and even physical abuse. SOCE are now widely regarded by mainstream mental health practitioners as unscientific, ineffective, and mentally and emotionally harmful. Nevertheless, due to persistent societal disapproval of homosexuality, some mental health providers continue to engage in SOCE, often causing their patients to experience shame and anxiety well into adulthood.

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..

Psychotherapy for Developmental Disabilities

2019 ◽  
pp. 281-300
Author(s):  
Jonathan M. Campbell ◽  
Angela Scarpa
Keyword(s):  
Mental Health ◽  
Developmental Disabilities ◽  
Mental Health Treatment ◽  
Behavioral Therapy ◽  
Psychological Disorders ◽  
Autism Spectrum ◽  
Mental Health Providers ◽  
Health Providers ◽  
Barriers To Access ◽  
Stigmatizing Attitudes

Psychological disorders commonly co-occur in individuals with developmental disabilities, yet mental health disorders are under-identified and mental health services are underutilized for this group. Within the larger population of individuals with developmental disabilities, this chapter focuses on individuals with intellectual disability (ID) and autism spectrum disorder (ASD). The authors review defining characteristics of ID and ASD and then describe common psychological disorders for each group, including anxiety, depression, and behavioral dysregulation disorders. A selective review is provided of evidence-based interventions, such as cognitive behavioral therapy, that address mental health concerns for both groups. Barriers to access and utilization of services are identified and potential solutions are offered to these barriers. The authors identify the important role of stigmatizing attitudes toward individuals with developmental disabilities as contributing to poor experiences with mental health providers. The intersectionality of developmental disability and mental illness is highlighted as contributing to barriers to access to mental health treatment.

scholarly journals Training School Mental Health Providers to Deliver Cognitive-Behavioral Therapy

2012 ◽  
Vol 4 (4) ◽  
pp. 197-206 ◽  
Author(s):  
Rinad S. Beidas ◽  
Matthew P. Mychailyszyn ◽  
Julie M. Edmunds ◽  
Muniya S. Khanna ◽  
Margaret Mary Downey ◽  
...  
Keyword(s):  
Mental Health ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
School Mental Health ◽  
Cognitive Behavioral ◽  
Mental Health Providers ◽  
Health Providers ◽  
Training School

Perceptions of Suicide Stigma

Crisis ◽  
2016 ◽  
Vol 37 (2) ◽  
pp. 95-103 ◽  
Author(s):  
Laura M. Frey ◽  
Jason D. Hans ◽  
Julie Cerel
Keyword(s):  
Mental Health ◽  
Social Network ◽  
Suicidal Behavior ◽  
Future Research ◽  
Depression Symptom ◽  
Mental Health Providers ◽  
Health Providers ◽  
Close Family Member ◽  
Treatment Providers ◽  
History Of

Abstract. Background: Previous research has failed to examine perceptions of stigma experienced by individuals with a history of suicidal behavior, and few studies have examined how stigma is experienced based on whether it was perceived from treatment providers or social network members. Aims: This study examined stigma experienced by individuals with previous suicidal behavior from both treatment providers and individuals in one’s social and family networks. Method: Individuals (n = 156) with a lifetime history of suicidal behavior were recruited through the American Association of Suicidology listserv. Results: Respondents reported the highest rates of perceived stigma with a close family member (57.1%) and emergency department personnel (56.6%). Results indicated that individuals with previous suicidal behavior were more likely to experience stigma from non-mental health providers and social network members than from mental health providers. A hierarchical regression model including both source and type of stigma accounted for more variance (R2 = .14) in depression symptomology than a model (R2 = .06) with only type of stigma. Prevalence of stigma perceived from social network members was the best predictor of depression symptom severity. Conclusion: These findings highlight the need for future research on how social network members react to suicide disclosure and potential interventions for improving interactions following disclosure.

Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings

Autism ◽  
2021 ◽  
pp. 136236132110657
Author(s):  
Katherine Pickard ◽  
Allison Meyer ◽  
Nuri Reyes ◽  
Tanea Tanda ◽  
Judy Reaven
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Mental Health Providers ◽  
Health Providers ◽  
Student Needs ◽  
School Based ◽  
School Participation

Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by interdisciplinary school providers and the broader impact of these programs. This study aimed to address this gap and was part of a larger trial that examined the effectiveness of Facing Your Fears–School-Based across 25 public schools. Study aims were to understand the impact of Facing Your Fears–School-Based and factors that impacted implementation. Thirty providers participated in exit interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Primary themes included (1) the fit of Facing Your Fears–School-Based for diverse students; (2) the effects of Facing Your Fears–School-Based on students’ school participation; and (3) planned Facing Your Fears–School-Based maintenance. Participants also highlighted the program’s accessibility for non-mental health providers and reported adapting Facing Your Fears–School-Based in response to student needs. Results suggest that Facing Your Fears–School-Based may have a broader impact on students and highlight the importance of task sharing to overcome mental health staff shortages within public schools. Programs that can be implemented flexibly are also critical given variability in school structures and student needs. Lay abstract Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears–School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears–School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears–School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears–School-Based to many different students; (2) the positive impact of Facing Your Fears–School-Based on students’ school participation; and (3) plans to continue using Facing Your Fears–School-Based. School providers also shared that Facing Your Fears–School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears–School-Based to meet student needs. The results of this study suggest that Facing Your Fears–School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers.

scholarly journals The Global State of Conversion Therapy - A Preliminary Report and Current Evidence Brief

2020 ◽  
Author(s):  
Tyler Michael Adamson ◽  
Sara Wallach ◽  
Alex Garner ◽  
Marguerite Hanley ◽  
Sean Howell
Keyword(s):  
Mental Health ◽  
Sexual Orientation ◽  
Current Evidence ◽  
Mental Health Providers ◽  
Health Providers ◽  
Conversion Therapy ◽  
Measurement Tools ◽  
Reorientation Therapy ◽  
Harmful Effects

The term “conversion therapy” is most widely used to describe practices attempting to change, suppress, or divert one’s sexual orientation, gender identity, or gender expression. Such practices are also called: reorientation therapy, reparative therapy, sexual orientation change efforts, ex-gay/ex-trans therapy, gay cure therapy, or more recently, support for unwanted same-sex attraction or transgender identities. To discover global prevalence of both conversion therapy and various methods of practicing attempted therapy a survey was distributed online. The survey was developed by combining existing measurement tools with newly designed questions to gauge experiences with conversion therapy. The survey consisted of a series of 44 questions covering a range of topics, including personal experience with conversion therapy, types of therapy experienced, long-term impacts, mental health, human rights, faith, and others. The survey was provided in several languages, including English, Arabic, Traditional and Simplified Chinese, and others. Any Hornet user was able to voluntarily participate in the survey. 8092 individuals from over 100 countries participated in the survey, ranging in age from under 18 to 85+. 8092 individuals from over 100 countries participated in the survey, ranging in age from under 18 to 85+. Of the 5820 individuals who responded to the question “Does conversion therapy happen in your country?”, 1851 participants responded “yes,” that they were aware conversion therapy occurs in the country where they live, and 1227 (21.08%) and 1263 (21.70%) responding that they were unsure or maybe, respectively. 1627 (20.09%) of respondents indicated that either they or someone they know (family member, friend, etc.) have been in conversion therapy. The majority of practitioners who led conversion therapy were mental health providers, followed by religious authorities or their associates. These findings with a large global sample reveal that the practice of conversion therapy continues to be utilized around the world despite broad consensus on its harmful effects and lack of scientific justification.

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