Outcome Priorities Among Evidence-Based Dementia Caregiving Programs: A Closer Look

Currently, the Best Practice Caregiving website provides information on 231 published studies from 44 dementia caregiving evidence-based programs that have demonstrated beneficial outcomes for dementia caregivers within health care and community-based settings. Across all programs, a total of 34 biopsychosocial outcomes were identified. Supported by the commonly used stress-related frameworks (e.g., Stress-Health Process, Cognitive Behavioral Theory) for which the programs were developed, the most frequently utilized program outcomes included: 1) Caregiver stress, strain, and/or burden (84.1%); 2) Caregiver depressive symptomology (79.5%); and 3) Caregiving efficacy, skills, and/or confidence (63.6%). The least common programmatic outcomes included: 1) Access to support information/Community service use (9.1%); 2) Unmet needs (6.8%); and 3) Respite/break from care (2.3%). The lesser utilized outcomes provide critical insight into current evidence-based programmatic priorities and ways in which professionals can seek to fill gaps in dementia caregiving interventions. Discussion will also focus on future directions of caregiver-related outcome assessments.

Teaching Simple Strategies to Foster Emotional Well-Being

The COVID-19 pandemic has presented considerable disruptions to routines that have challenged emotional well-being for children and their caregivers. One direction for supporting emotional well-being includes strategies that help children feel their best in the moment, which can bolster their capacity to respond appropriately to thoughts and behaviors. Strengthening emotional well-being equitably, however, must include opportunities in settings that are easily accessible to all, such as schools. In this paper, we focus on simple, evidence-informed strategies that can be used in schools to promote positive feelings in the moment and build coping behaviors that facilitate tolerance of uncertainty. We focus on those strategies that educators can easily and routinely use across ages, stages, and activities. Selected strategies are primarily tied to cognitive behavioral theory, with our review broadly organized across categories of self-awareness, self-soothing, and social relationships. We review evidence for each, providing examples that illustrate ease of use in school settings.

Clinical case: OnLine intervention proposal for a patient with symptoms of depression and anxiety

Anxiety and depression are some of the biggest mental health issues that have been increasing because of the actual contingency that was established because of the coronavirus (COVID-19). Therefore, several studies have developed treatment proposals, an objective that is shared within this case study. The work carried out is a proposal for an intervention based on the Cognitive Behavioral Theory to a 21-year-old female patient, who manifests symptoms of depression and anxiety. The patient was evaluated with the State-Trait Anxiety Inventory, Hamilton Anxiety Scale, Manifest Anxiety Scale in Adults-C, Hamilton Evaluation Scale for Depression, and the Beck-II Depression Inventory. To expand the data, resources such as the Clinical Map of Pathogenesis and the Map of Scope of Goals were used for the functional analysis of the behavior for the formulation of the case. On the other hand, based on the collection of data from the patient and the results obtained, it was determined that the proposal of the most effective strategies for the case was the following: 1. psychoeducation, 2. cognitive restructuring technique, 3. training in breathing techniques, 4. relaxation technique training, 5. sleep hygiene training, and 6. mindfulness technique.

Loneliness and Depression in College Students During the COVID-19 Pandemic: The Role of Boredom and Repetitive Negative Thinking

The COVID-19 pandemic triggered increased rates of depression, especially among college students. Due to social distancing guidelines, loneliness has been suspected as a prominent factor in depression during the pandemic. Research is needed to identify possible mechanisms through which loneliness conveys risk for pandemic-era depression. Two potential mechanisms are boredom and repetitive negative thinking (RNT). This study examined cross-sectional associations between depression, loneliness, boredom, and RNT in a sample of college students (N =199) in April 2020 immediately following campus closure. Results showed a serial indirect effect of loneliness on depression through boredom then RNT. Moreover, specific indirect effects of loneliness on depression were found through boredom and RNT, individually. Though limited by the cross-sectional design, these data align with cognitive-behavioral theory and identify boredom and RNT as possible mechanisms of the association between loneliness and depression in college students during the COVID-19 pandemic.

Psychoeducation, Relaxation Training, and Mindfulness

Chapter 5 presents fundamental counseling skills that are easily implemented within a cognitive behavioral therapy framework: psychoeducation, motivational interviewing, relaxation training, and mindfulness. The chapter offers a brief historical note on each technique, an evaluation of its research support, and authentic client–therapist dialog that emphasizes its utility and key elements. Each technique is discussed within the context of cognitive behavioral theory, including its overall effect on intervention outcomes and applicability for different referral problems. This chapter’s appendix material includes practical school-based resources for practitioners seeking to apply these techniques in session (detailed breathing, muscle relaxation, and guided imagery scripts) along with multimedia resources for children and families.

Barriers to Practitioners' Endorsement of a Recovery Perspective

This chapter is concerned with the impact of practitioner biases on the experience of a meaningful life for individuals who live with serious mental illness (SMI). Professional biases, systemic biases that originate in societal fear and lack of knowledge, and internalized stigma taken on by the consumer affect life decisions. Following a history of treatment initiatives experienced by consumers as abusive, it is important to understand how a system envisioned to protect and treat was often experienced as harmful. In the 1980s a movement emerged to transform the nature of mental health treatment to a client-centered, recovery-oriented model. In 1999, the Surgeon General proclaimed that all agencies serving this population should be recovery oriented. Yet, the shift to this approach to understanding people with SMI has not been complete. While there are many explanations why practitioners may not fully embrace this perspective, this chapter introduces the concept of “schemas” from cognitive behavioral theory as a way of examining professional biases in the field of SMI.

Nutrition Strategies for Reducing Risk of Burnout Among Physicians and Health Care Professionals

Under typical circumstances, up to half of physicians, 31% of nurses who provide direct patient care, and 37% of nurses working in nursing homes experience burnout, and these rates are likely exacerbated following the Coronavirus disease 2019 pandemic. Diet is a mediating and modifiable factor with regard to burnout risk. Chronic stress, such as the stress experienced by individuals suffering from burnout, has been shown to influence the amounts and types of foods individuals eat, contributing both to excessive eating and undereating and the development of chronic diseases. Dietary strategies to mitigate burnout for physicians and health care professionals should be developed based on existing evidence related to nutrition and mental health, incorporate effective behavior change theory, and include systems-level change to promote healthy eating among health care professionals. Evidence supports the application of the Mediterranean diet, cognitive behavioral theory, and mindful eating interventions. Policy and systems approaches should support the availability of healthy foods at employer-sponsored events and eating outlets, worksite wellness, and nutrition education in medical training curriculum.

Loneliness and Depression in College Students During the COVID-19 Pandemic: Boredom and Repetitive Negative Thinking as Mediators

The COVID-19 pandemic triggered increased rates of depression, especially among college students. Due to social distancing guidelines, loneliness has been suspected as a prominent factor in depression during the pandemic. Research is needed to identify possible mechanisms through which loneliness conveys risk for pandemic-era depression. Two potential mechanisms are boredom and repetitive negative thinking (RNT). This study examined cross-sectional associations between depression, loneliness, boredom, and RNT in a sample of college students (N =199) in April 2020 immediately following campus closure. Results showed a serial indirect effect of loneliness on depression through boredom then RNT. Moreover, specific indirect effects of loneliness on depression were found through boredom and RNT, individually. These data align with cognitive-behavioral theory and identify boredom and RNT as possible mechanisms of the association between loneliness and depression in college students. As such, boredom and RNT might be suitable treatment targets for depression during the COVID-19 pandemic.