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Lin PI, Srivastava G, Beckman L, Kim Y, Hallerbäck M, Barzman D, Sorter M, Eapen V. A Framework-Based Approach to Assessing Mental Health Impacts of the COVID-19 Pandemic on Children and Adolescents. Front Psychiatry 2021; 12:655481. [PMID: 34054613 PMCID: PMC8155579 DOI: 10.3389/fpsyt.2021.655481] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 04/19/2021] [Indexed: 02/03/2023] Open
Abstract
The COVID-19 pandemic has yielded extensive impacts globally in the year of 2020. Although the mental health of children and adolescents may be particularly susceptible to stressors stemming from the pandemic and anti-contagion policies, most ongoing efforts are geared toward curbing the viral spread. In the current perspective, we have identified four domains of factors corresponding to an ecological framework that may directly or indirectly influence the mental health of children and adolescents during the pandemic. The evidence suggests that anti-contagion policies might trigger cascades that impact the mental health of children and their families through multiple different sectors that used to form a safety net for youths. Additionally, children with neuropsychiatric disorders could experience exacerbated symptoms during the pandemic. Furthermore, the risk of domestic violence has surged during the pandemic, which further compounds the imminent mental health crisis. A mental health pandemic could be inevitable if no proactive prevention strategies were in place. Therefore, we recommend understanding each individual mental health risk pathway via the ecological framework in order to develop integrative prevention and intervention strategies.
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Affiliation(s)
- Ping-I Lin
- School of Psychiatry, University of New South Wales, Sydney, NSW, Australia
- South Western Sydney Local Health District, Liverpool, NSW, Australia
| | - Gautam Srivastava
- Department of Medical Biochemistry and Microbiology, Uppsala University, Uppsala, Sweden
| | - Linda Beckman
- Department of Health Sciences, Karlstad University, Karlstad, Sweden
| | - Yunhwan Kim
- Centre for Child and Adolescent Mental Health, Karlstad University, Karlstad, Sweden
| | | | - Drew Barzman
- Division of Child and Adolescent Psychiatry, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Michael Sorter
- Division of Child and Adolescent Psychiatry, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Valsamma Eapen
- School of Psychiatry, University of New South Wales, Sydney, NSW, Australia
- South Western Sydney Local Health District, Liverpool, NSW, Australia
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Kronsberg H, Bettencourt A. Patterns of Student Treatment Attendance and Dropout in an Urban School-Based Mental Health Program. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09370-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Factors Associated with Community-Partnered School Behavioral Health Clinicians' Adoption and Implementation of Evidence-Based Practices. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2020; 46:91-104. [PMID: 30244430 DOI: 10.1007/s10488-018-0897-3] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Community-partnered school behavioral health (CP-SBH) is a model whereby schools partner with local community agencies to deliver services. This mixed-methods study examined 80 CP-SBH clinicians' adoption and implementation of evidence-based practice (EBP) approaches following mandated training. Forty-four clinicians were randomly assigned to one of two training conditions for a modular common elements approach to EBPs; 36 clinicians were preselected for training in a non-modular EBP. EBP knowledge improved for all training conditions at 8-month follow-up and practice element familiarity improved for modular approach training conditions, but the modular condition including ongoing consultation did not yield better results. Qualitative interviews (N = 17) highlighted multi-level influences of the CP-SBH service system and individual clinician characteristics on adoption and implementation.
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Shapiro ES. School Psychology from an Instructional Perspective: Solving Big, Not Little Problems. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2000.12086043] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Nabors LA, Weist MD, Shugarman R, Woeste MJ, Mullet E, Rosner L. Assessment, Prevention, and Intervention Activities in a School-Based Program for Children Experiencing Homelessness. Behav Modif 2016; 28:565-78. [PMID: 15186516 DOI: 10.1177/0145445503259517] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children who experience homelessness are at increased risk for a range of health and mental health problems. In spite of this increased risk, they are often less likely to receive appropriate services. School-based programs offer considerable potential to reduce the gap between needs and appropriate services for these youth; however, there are few examples of such programs in the published literature. This article provides information from a mental and physical health prevention program and needs assessment for at-risk children, who were experiencing homelessness or were from very low-income families, which was piloted during a summer camp program in an urban school. Results of the needs assessment indicated that children residing in homeless shelters reported less consistent access to medical and dental care than children residing with their families. It is interesting that children experiencing homelessness were more likely to report that they had participated in counseling than did children from low-income families. Satisfaction ratings of prevention activities conducted in the program were positive for students and teachers.
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Affiliation(s)
- Laura A Nabors
- Department of Psychology in the College of Arts and Sciences, University of Cincinnati, USA
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Walrath CM, Bruns EJ, Anderson KL, Glass-Siegal M, Weist MD. Understanding Expanded School Mental Health Services in Baltimore City. Behav Modif 2016; 28:472-90. [PMID: 15186511 DOI: 10.1177/0145445503259501] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article explores the nature of expanded school mental health (ESMH) services in Baltimore City, which at the time of the study were incorporated into 40% of the city’s public schools. A provider survey was distributed to ESMH clinicians to gather information on the characteristics of service providers and recipients, types of services being provided, and their proposed outcomes. Provider reports indicated an impressive service capacity, augmentation of traditional school-based services, and the continual need for increased mental health service hours in their buildings. In addition, the most frequently voiced benefits of the ESMH programs were increased mental health awareness and improved school climate. Implications of the findings for future programming development and research are discussed.
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Stephan S, Westin A, Lever N, Medoff D, Youngstrom E, Weist M. Do School-Based Clinicians’ Knowledge and Use of Common Elements Correlate with Better Treatment Quality? SCHOOL MENTAL HEALTH 2012. [DOI: 10.1007/s12310-012-9079-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Feigenberg LF, Watts CL, Buckner JC. The School Mental Health Capacity Instrument: Development of an Assessment and Consultation Tool. SCHOOL MENTAL HEALTH 2010. [DOI: 10.1007/s12310-010-9041-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Weist MD, Stiegler K, Stephan S, Cox J, Vaughan C. School mental health and prevention science in the Baltimore City schools. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20453] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Weist MD, Rubin M, Moore E, Adelsheim S, Wrobel G. Mental health screening in schools. THE JOURNAL OF SCHOOL HEALTH 2007; 77:53-8. [PMID: 17222155 DOI: 10.1111/j.1746-1561.2007.00167.x] [Citation(s) in RCA: 67] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
BACKGROUND This article discusses the importance of screening students in schools for emotional/behavioral problems. METHODS Elements relevant to planning and implementing effective mental health screening in schools are considered. Screening in schools is linked to a broader national agenda to improve the mental health of children and adolescents. Strategies for systematic planning for mental health screening in schools are presented. RESULTS Mental health screening in schools is a very important, yet sensitive, agenda that is in its very early stages. Careful planning and implementation of mental health screening in schools offers a number of benefits including enhancing outreach and help to youth in need, and mobilizing school and community efforts to promote student mental health while reducing barriers to their learning. CONCLUSIONS When implemented with appropriate family, school, and community involvement, mental health screening in schools has the potential to be a cornerstone of a transformed mental health system. Screening, as part of a coordinated and comprehensive school mental health program, complements the mission of schools, identifies youth in need, links them to effective services, and contributes to positive educational outcomes valued by families, schools, and communities.
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Affiliation(s)
- Mark D Weist
- Division of Child and Adolescent Psychiatry, Center for School Mental Health Analysis and Action, University of Maryland School of Medicine, Baltimore, MD 21201, USA.
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Paternite CE. School-based mental health programs and services: overview and introduction to the special issue. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2006; 33:657-63. [PMID: 16328742 DOI: 10.1007/s10802-005-7645-3] [Citation(s) in RCA: 62] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2005] [Accepted: 06/20/2005] [Indexed: 10/25/2022]
Abstract
School-based mental health (SBMH) programs and services have grown progressively in the United States in the past two decades, related in part to increased recognition of their advantages and heightened federal support. However, SBMH is an emerging field, with many issues needing attention. This introductory article provides a context for the special issue by highlighting the importance of increased conceptual clarity about SBMH, enhanced mental health-education systems integration, and advancement of the SBMH research base. Key elements for success of SBMH programs and services are discussed, as underscored recently by the report of the New Freedom Commission on Mental Health (2003) and other important initiatives. These elements include (a) school-family-community agency partnerships, (b) commitment to a full continuum of mental health education, mental health promotion, assessment, problem prevention, early intervention, and treatment, and (c) services for all youth, including those in general and special education. A synopsis of the articles in the special issue is provided, emphasizing their conceptual and empirical contributions to delivery and sustainability of effective mental health practices in schools.
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Affiliation(s)
- Carl E Paternite
- Department of Psychology, Center for School-Based Mental Health Programs, Miami University, Oxford, OH 45056, USA.
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Building and sustaining communities that prevent mental disorders: Lessons from the field of special education. PSYCHOLOGY IN THE SCHOOLS 2006. [DOI: 10.1002/pits.20153] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Evans SW, Mullett E, Weist MD, Franz K. Feasibility of the MindMatters School Mental Health Promotion Program in American Schools. J Youth Adolesc 2005. [DOI: 10.1007/s10964-005-1336-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Lauria-Horner BA, Kutcher S, Brooks SJ. The feasibility of a mental health curriculum in elementary school. CANADIAN JOURNAL OF PSYCHIATRY. REVUE CANADIENNE DE PSYCHIATRIE 2004; 49:208-11. [PMID: 15101504 DOI: 10.1177/070674370404900309] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To establish the feasibility and short-term impact of implementing a novel curriculum in a linguistically and geographically isolated francophone community to enhance elementary schoolchildren's (Grades 1 to 7; n = 158) knowledge and attitudes regarding mental health. METHODS The project team developed a curriculum that covered expected emotional development, depression, anxiety disorders, and attention-deficit hyperactivity disorder to be delivered by the school's usual teachers. Committee members led focused discussions (Grades 1 to 7) and administered evaluation questionnaires (Grades 4 to 7) surveying students' knowledge and attitudes before and after implementation. RESULTS Teachers were enthusiastic about the project. Parents were initially skeptical, but post hoc interventions by school staff secured participation consent for 98% of the students. Baseline data (Grades 4 to 7) revealed little knowledge and some negative attitudes regarding mental illnesses; postprogram data indicated improved knowledge and suggested improved attitudes. CONCLUSIONS The project was made feasible by the high degree of involvement of local community members. Children's (Grades 4 to 7) mental health awareness and understanding was enhanced by the curriculum. Effects on help-seeking behaviour and case identification have yet to be assessed.
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Weist MD, Goldstein J, Evans SW, Lever NA, Axelrod J, Schreters R, Pruitt D. Funding a full continuum of mental health promotion and intervention programs in the schools. J Adolesc Health 2003; 32:70-8. [PMID: 12782445 DOI: 10.1016/s1054-139x(03)00067-3] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
PURPOSE To assess the availability of public and private financing sources to support comprehensive school mental health programs. The paper focuses on "expanded school mental health" (ESMH) programs, which provide a full array of mental health promotion and intervention services to youth in general and special education through school-community partnerships. METHODS A range of strategies to fund ESMH services are reviewed, including fee-for-service funding, as well as grants, contracts, and other mechanisms from federal, state, local, and private sources. RESULTS An objective national study of the characteristics and financing of ESMH programs has yet to be conducted. Existing evidence suggests that funding for these programs is patchy and tenuous. Many programs are being funded through fee-for-service programs, which generally only support the provision of more intensive services (e.g., assessment, therapy) and are associated with significant bureaucracy and other concerns (e.g., the need to diagnose students). As programs move to enhance funding for preventive and mental health-promoting activities and services, there is an increasing need for grants, contracts, and other sources of support. CONCLUSION Progress in the national movement toward ESMH will be promoted through an interconnected agenda of quality improvement, evaluation of program effectiveness, and the advancement of advocacy. These developments will facilitate policy improvements and increased funding for the full continuum of mental health promotion and intervention in the schools.
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Affiliation(s)
- Mark D Weist
- Center for School Mental Health Assistance, Department of Psychiatry, University of Maryland School of Medicine, 680 West Lexington Street, 10th Floor, Baltimore, MD 21201, USA.
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Abstract
OBJECTIVE To examine the demographic and clinical characteristics of children using the pediatric emergency department (ED) in a medical center in Baltimore, Maryland. The rate of admission and length of stay for children who were evaluated in the ED were also examined. SETTING A large, urban medical center with approximately 15,500 visits per year. RESULTS During a 13-month period, more than 600 visits to the ED were made for mental health concerns for children aged 2 to 18 years, with psychiatric visits constituting more than 5% of total visits to the ED. Psychiatric visits averaged more than 5 hours' duration in the ED and involved significant effort by medical staff, with approximately one half of visitors undergoing psychiatric admission. Interviews conducted with the ED staff revealed that addressing psychiatric problems in children is a considerable burden and that there is a general lack of resources within the ED and the surrounding community to respond to the needs of children with psychiatric emergencies. CONCLUSION The challenge in most communities is to build a true system of care that involves proactive and more preventive care in natural settings, such as schools, and coordination and improvement of care for youth with more serious problems.
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Affiliation(s)
- Kristin V Christodulu
- Department of Psychology, University of at Albany State University of New York, Albany, NY, USA.
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Weist MD. Toward a public mental health promotion and intervention system for youth. THE JOURNAL OF SCHOOL HEALTH 2001; 71:101-104. [PMID: 11314273 DOI: 10.1111/j.1746-1561.2001.tb07301.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Substantial limitations exist at all levels of mental health care for youth in most communities in the United States. Particular gaps exist in the areas of prevention, mental health promotion, and early intervention programs. The national movement toward enhancing mental health programs for youth in schools offers an important opportunity to fill gaps in the prevention-services continuum toward the development of a Public Mental Health Promotion and Intervention System for Youth. A strategy--the Child and Adolescent Program Planning Schema (CAPPS)--is presented to analyze gaps in a community's system of mental health programs for youth, and to facilitate planning toward development of a full continuum of programs from broad, population-based prevention, and mental health promotion strategies to treatment of youth with more established problems.
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Affiliation(s)
- M D Weist
- Dept. of Psychiatry, University of Maryland, 680 West Lexington St., 10th Floor, Baltimore, MD 21201, USA.
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Weist MD, Christodulu KV. Expanded school mental health programs: advancing reform and closing the gap between research and practice. THE JOURNAL OF SCHOOL HEALTH 2000; 70:195-200. [PMID: 10900597 DOI: 10.1111/j.1746-1561.2000.tb06472.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Expanded school mental health (ESMH) programs provide a range of mental health services to youth in special and regular education including prevention, assessment, treatment, and case management. Despite the rapid growth of ESMH programs in the United States and elsewhere, many communities still do not have ESMH programs and those that do exist often fail to implement empirically validated intervention and treatment strategies. Systematic prevention efforts remain a lauded, yet illusive goal. For ESMH programs to fulfill their promise of improved access, increased productivity and improved behavioral outcomes, researchers, school-based mental health service providers, and educators must work together to move child mental health programs beyond limiting constructs and approaches. These issues are reviewed and an example of an "ideal" approach to implement best practices in schools and close the gap between research and practice is offered.
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Affiliation(s)
- M D Weist
- Dept. of Psychiatry, University of Maryland, Baltimore, MD 21201, USA.
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Pumariega AJ, Vance HR. School-based mental health services: The foundation of systems of care for children's mental health. PSYCHOLOGY IN THE SCHOOLS 1999. [DOI: 10.1002/(sici)1520-6807(199909)36:5<371::aid-pits1>3.0.co;2-o] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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