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Assessing the Feasibility, Acceptability, and Preliminary Effectiveness of a School-Aged Program that Supports Physical Activity and Wellness. Psychiatr Q 2023; 94:1-8. [PMID: 36449253 PMCID: PMC9709352 DOI: 10.1007/s11126-022-10009-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/20/2022] [Indexed: 12/03/2022]
Abstract
The prevalence of anxiety symptoms in children and adolescents aged 4 to 18 years has nearly doubled after the first year of the pandemic. However, only one in five adolescents diagnosed with anxiety is treated. We R H.O.P. E. is a school-based mental health program that includes evidence-based principles designed to engage children and adolescents in anxiety treatment, including wellness and emotional regulation, and the emotional CPR method. We R H.O.P. E. augments traditional services provided by school administrators, school social workers, school teachers, and school nurses. The purpose of this study was to examine the feasibility, acceptability, and preliminary effectiveness of We R H.O.P. E.
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Cooper CM, Rosen T, Kim H, Eaton NR, Cohn E, Drahota A, Moskowitz LJ, Lerner MD, Kerns CM. Predictors of expert providers' familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:331-343. [PMID: 35722950 DOI: 10.1177/13623613221100787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
LAY ABSTRACT School-age children, adolescents, and young adults with autism spectrum disorder encounter many different types of providers in their pursuit of treatment for anxiety, behavior problems, and social difficulties. These providers may all be familiar with different types of intervention practices. However, research has not yet investigated patterns in expert providers' familiarity with different practices nor how these patterns are related to the characteristics of providers (years in practice, academic discipline, setting) and the youth (age and intellectual disability) they typically support. A panel of 53 expert transdisciplinary providers rated their familiarity with 55 intervention practices (derived from research and expert nominations) via an online Delphi poll. Advanced statistical methods were used to identify types of intervention practices with which providers were familiar, which included two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Providers who practiced outside a school setting or treated clients without intellectual disability were more familiar with cognitive approaches. Clinical psychologists, behavior analysts, and school-based providers were more familiar with behavioral approaches. Providers practicing outside school settings were also more familiar with engagement strategies, and providers with more years in practice were more familiar with accessibility strategies. These results may help families and researchers to better anticipate how services may vary depending on the types of autism spectrum disorder providers seen and work to reduce disparities in care that may result.
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Choi SY, Rusch A, Lane A, Liebrecht C, Bilek EL, Eisenberg D, Andrews C, Perry M, Smith SN. Individual and organizational factors as predictors of early evidence-based practice adoption in Michigan high schools: Baseline data from an implementation trial. IMPLEMENTATION RESEARCH AND PRACTICE 2023; 4:26334895231159429. [PMID: 37091540 PMCID: PMC10052498 DOI: 10.1177/26334895231159429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
Abstract
Background Adolescents increasingly access mental health services in schools. School mental health professionals (SPs; school counselors, social workers, etc.) can offer evidence-based mental health practices (EBPs) in schools, which may address access gaps and improve clinical outcomes. Although some studies have assessed factors associated with EBP adoption in schools, additional research focusing on SP- and school-level factors is warranted to support EBP implementation as SPs’ mental health delivery grows. Methods Baseline data were collected from SPs at Michigan high schools participating in a statewide trial to implement SP-delivered cognitive behavioral therapy (CBT) to students. Models examined factors associated with attitudes about EBPs, implementation climate, and implementation leadership, and their associations with CBT knowledge, training attendance, and pre-training CBT delivery. Results One hundred ninety-eight SPs at 107 schools (87%) completed a baseline survey. The mean Evidence-Based Practice Attitude Scale (EBPAS) total score was 2.9, and school-aggregated mean scores of the Implementation Climate Scale (ICS) and Implementation Leadership Scale (ILS) were 1.83 and 1.77, respectively, all on a scale ranging from 0 ( low) to 4 ( high). ICS and ILS scores were lower than typically reported in clinical settings, while EBPAS scores were higher. School characteristics were not significantly associated with EBPAS, ICS, or ILS scores, but scores did differ by SP role. Higher EBPAS scores were associated with more CBT knowledge (average marginal effect for 1 SD change [AME] = 0.15 points) and a higher probability of training completion (AME = 8 percentage points). Higher ICS scores were associated with a higher probability of pre-training CBT delivery (AME = 6 percentage points), and higher ILS scores were associated with higher probability of training completion (AME = 10 percentage points). Conclusions Our findings suggest that SPs’ attitudes toward EBPs and organizational support were positively associated with early signs of implementation success. As schools increasingly fill the adolescent mental healthcare access gap, efforts to strengthen both provider attitudes toward EBP and strategic organizational factors supporting EBP delivery will be key to encouraging EBP uptake in schools. Plain Language Summary Schools are an important setting in which adolescents receive mental healthcare. We need to better understand how to implement evidence-based practices (EBPs) in this setting to improve student mental health. This study examined the attitudes and perceptions of school professionals (SPs) as key contributors to the implementation of a particular EBP, the delivery of cognitive behavioral therapy (CBT) in schools. The study found that implementation climate and leadership scores in participating schools were lower than scores typically reported in clinical settings, while scores for SP attitudes about EBP adoption were higher than typical scores in clinical settings. Results further suggest that SPs with more positive attitudes toward EBPs are more knowledgeable of CBT and more likely to complete a 1-day CBT training. We also found that higher implementation climate scores were associated with SPs reporting pre-training CBT delivery (although this association was not statistically significant), and more implementation leadership was associated with SPs completing the CBT training. These findings suggest that SP attitudes toward EBPs and organizational support in schools are positively associated with early signs of implementation success. Early, low-intensity efforts to (1) improve SP attitudes about mental health EBPs, and (2) increase schools’ support for implementation may scaffold more intensive implementation efforts in schools down the road.
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Affiliation(s)
- Seo Youn Choi
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Amy Rusch
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Annalise Lane
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Celeste Liebrecht
- Department of Learning Health Sciences, Michigan Medicine, University of Michigan, Ann Arbor, MI, USA
| | - Emily L. Bilek
- Department of Psychiatry, Michigan Medicine, University of Michigan, Ann Arbor, MI, USA
| | - Daniel Eisenberg
- Department of Health Policy and Management, Fielding School of Public Health, UCLA, Los Angeles, CA, USA
| | - Carolyn Andrews
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Morgan Perry
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Shawna N. Smith
- Department of Health Management and Policy, School of Public Health, University of Michigan, Ann Arbor, MI, USA
- Department of Psychiatry, Michigan Medicine, University of Michigan, Ann Arbor, MI, USA
- Seo Youn Choi, Department of Health Management and Policy, University of Michigan, SPH II, 1415 Washington Heights, Ann Arbor, MI 48109, USA.
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Williamson V, Larkin M, Reardon T, Ford T, Spence SH, Morgan F, Cathy C. Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2022. [DOI: 10.1080/13632752.2022.2122285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Victoria Williamson
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
- Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford, UK
| | - Michael Larkin
- Institute for Health and Neurodevelopment, Department of Psychology, Aston University, Birmingham, UK
| | - Tessa Reardon
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Susan H. Spence
- School of Applied Psychology and Australian Institute of Suicide Research and Prevention, Griffith University, Panama, Australia
| | | | - Creswell Cathy
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford, UK
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Angelopoulou K, Zaverdinou E, Bacopoulou F, Chrousos GP, Giannakakis G, Kanaka-Gantenbein C, Mavrogeni S, Charalampopoulou M, Katimertzi M, Darviri C. The Effect of Pythagorean Self-Awareness on Heart Rate Variability, Perceived Stress and Behavior of Preschool Children. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9101529. [PMID: 36291465 PMCID: PMC9600468 DOI: 10.3390/children9101529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 10/03/2022] [Accepted: 10/04/2022] [Indexed: 11/05/2022]
Abstract
Stress is associated with unhealthy habits and non-communicable diseases. It is also linked to communicable diseases due to its impact on immune function. These can be prevented through intervention programs in schools. The aim of this study was to examine the effect of the simplified Pythagorean Self-Awareness Intervention on heart rate variability (HRV) parameters, perceived stress and behaviors of preschool children. The sample of the study consisted of 45 preschool students. A “one group (double) pretest—posttest design” was used, to allow for comparisons of the measurements before and after the intervention. Students were assessed via two questionnaires (“Perceived Stress Scale for Children” (PSS-C) and “Checklist for Screening Behavioral Problems in Preschool Children”) and a photoplethysmographic (PPG) device. The intervention lasted 9 weeks and included practicing of the Pythagorean Self-awareness techniques and the adoption of healthy behaviors. The results showed no statistically significant differences between the two pretests (p > 0.05 for all comparisons) and statistically significant differences between the second pretest and posttest (“Perceived Stress Scale for Children”, (PSS-C) p < 0.0001, “Checklist for Screening Behavioral Problems in Preschool Children” p < 0.0001 and two indices of PPG device: heart rate mean, p < 0.0001, low frequency/very low frequency, p = 0.034). In conclusion, the Pythagorean Self-Awareness Intervention had a beneficial effect on the sample of preschool students examined, as the results showed an improvement in the perceived stress and the HRV parameters tested, and in engaging healthier behaviors, findings that indicate a relaxed psychologic state and a healthier lifestyle.
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Affiliation(s)
- Kyriaki Angelopoulou
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Correspondence: (K.A.); (E.Z.)
| | - Eleni Zaverdinou
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Correspondence: (K.A.); (E.Z.)
| | - Flora Bacopoulou
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Center for Adolescent Medicine, First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, National and Kapodistrian University of Athens, 15771 Athens, Greece
- UNESCO Chair in Adolescent Health Care First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
| | - George P. Chrousos
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Center for Adolescent Medicine, First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, National and Kapodistrian University of Athens, 15771 Athens, Greece
- UNESCO Chair in Adolescent Health Care First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Unit of Clinical and Translational Research in Endocrinology, First Department of Pediatrics, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
| | - Giorgos Giannakakis
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- Foundation for Research and Technology—Hellas, 70013 Crete, Greece
| | - Christina Kanaka-Gantenbein
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
- First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, Aghia Sophia Children’s Hospital, National and Kapodistrian University of Athens, 15771 Athens, Greece
| | | | - Maria Charalampopoulou
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
| | - Maria Katimertzi
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
| | - Christina Darviri
- Postgraduate Course of Stress Management and Health Promotion, School of Medicine, National and Kapodistrian University of Athens, 15771 Athens, Greece
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Bailey AP, Castellano G, Aleman A. Exercise for the treatment of anxiety in children and adolescents. Hippokratia 2022. [DOI: 10.1002/14651858.cd014426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Alan P Bailey
- Orygen; Melbourne Australia
- Centre for Youth Mental Health; University of Melbourne; Melbourne Australia
| | | | - Alicia Aleman
- Preventive Medicine; School of Medicine - University of Uruguay; Montevideo Uruguay
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Chonthannathi B, Pisitsungkagarn K, Jurukasemthawee S. The Effects of Cognitive Behavioral Group Therapy on Anxiety and Emotion Regulation in Thai Middle School Students. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2022; 44:569-585. [PMID: 35991770 PMCID: PMC9375075 DOI: 10.1007/s10447-022-09482-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/11/2022] [Indexed: 11/29/2022]
Abstract
This quasi-experimental study examined the effects of Cognitive Behavioral Group Therapy (CBGT) in alleviating anxiety and enhancing emotion regulation in community-sample Thai middle school students. Forty-seven community-sample students in Grades 7–9 with elevated SCARED scores participated in this pre-post treatment–control study. Twenty-three in the treatment group attended the eight-session 2-hour semi-weekly CBGT. The remaining were the control group. Before and after the intervention, the participants completed the measures of anxiety and emotion regulation. Data obtained were subsequently analyzed using repeated-measures and between-groups MANOVAs. At post-intervention, the treatment group reported a significant decrease in anxiety but a significant increase in emotion regulation. Furthermore, when compared with the control group, their anxiety score was significantly lower but their emotion regulation score was significantly higher, respectively. Findings supported the benefits of CBGT in reducing anxiety in Thai middle school students and in enhancing their emotion regulation skills. Therapeutic implications for anxiety reduction were discussed.
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Affiliation(s)
- Boonjira Chonthannathi
- Faculty of Psychology, Chulalongkorn University, 7th Fl. Boromratchachonnanee Sri Satrapatra Bldg., Wang Mai, Patumwan, Bangkok, 10330 Thailand
- Office of Health Welfare, Counseling Center, Rangsit University, Lak Hok, Thailand
| | - Kullaya Pisitsungkagarn
- Faculty of Psychology, Chulalongkorn University, 7th Fl. Boromratchachonnanee Sri Satrapatra Bldg., Wang Mai, Patumwan, Bangkok, 10330 Thailand
| | - Somboon Jurukasemthawee
- Faculty of Psychology, Chulalongkorn University, 7th Fl. Boromratchachonnanee Sri Satrapatra Bldg., Wang Mai, Patumwan, Bangkok, 10330 Thailand
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Epel N, Zohar AA, Artom A, Novak AM, Lev-Ari S. The Effect of Cognitive Behavioral Group Therapy on Children's Self-Esteem. CHILDREN (BASEL, SWITZERLAND) 2021; 8:children8110958. [PMID: 34828671 PMCID: PMC8617969 DOI: 10.3390/children8110958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 10/05/2021] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Abstract
(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on children's self-esteem in grades five and six; to assess the effect of the CSE-CBT protocol on the therapeutic process; and to explore the feasibility of delivering the CSE-CBT protocol in a school setting. (2) Methods: Eighty elementary school children in grades five and six, divided into four intervention and four control groups, attended 12 structured sessions using the CSE-CBT protocol, led by specially trained teachers. The children completed questionnaires to assess their self-esteem at the beginning and at the end of the study, and answered weekly questionnaires that assessed therapeutic process. Hierarchical linear modeling was used to analyze the data. (3) Results: The CSE-CBT protocol had a significant effect on improving children's self-esteem over the course of the study, regardless of the children's working alliance with the teacher leading the group. (4) Conclusions: The findings suggest that the CSE-CBT protocol has the potential to benefit children's self-esteem and indicate that school teachers can be trained to administer the CBT-protocol.
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Affiliation(s)
- Naomi Epel
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
| | - Ariela Abir Zohar
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
| | - Adi Artom
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
- Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv 61390, Israel
| | - Anne Marie Novak
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
| | - Shahar Lev-Ari
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
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Baourda VC, Brouzos A, Mavridis D, Vassilopoulos SP, Vatkali E, Boumpouli C. Group Psychoeducation for Anxiety Symptoms in Youth: Systematic Review and Meta-analysis. JOURNAL FOR SPECIALISTS IN GROUP WORK 2021. [DOI: 10.1080/01933922.2021.1950881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Conroy K, Hong N, Poznanski B, Hart KC, Ginsburg GS, Fabiano GA, Comer JS. Harnessing Home-School Partnerships and School Consultation to Support Youth With Anxiety. COGNITIVE AND BEHAVIORAL PRACTICE 2021; 29:381-399. [PMID: 35812004 PMCID: PMC9267952 DOI: 10.1016/j.cbpra.2021.02.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Youth with anxiety often experience significant impairment in the school setting. Despite the relevance and promise of addressing anxiety in schools, traditional treatment approaches to school-based anxiety often do not adequately address generalization to the school setting, or they require removing the student from the classroom to deliver time- and staff-intensive programs. Such programs often leave teachers and caregivers feeling ill-equipped to support the student with anxiety throughout the natural course of the school day. Given the heavy demands placed on teachers and documented burnout among school professionals, providing effective school supports requires collaborative partnerships among outpatient therapists/specialists, school personnel, and caregivers. Drawing from literature on collaborative models for externalizing problems, we offer recommendations for outpatient therapists and specialists working to implement evidence-based supports in school settings and promote home-school partnerships to benefit youth with anxiety in the school setting. Our recommendations touch upon several components of such school consultation, including (a) identification of key parties involved, (b) conducting a needs assessment, (c) collaborative goal setting and development of a fear hierarchy, (d) plan development and implementation (e.g., facilitating a school-based exposure mindset, promoting home-school communication, enhancing school relationships), and (e) progress monitoring and ongoing support. We conclude with a case example to bring these recommendations to life.
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Ricardo Ramírez C, Álvarez Gómez M, Franco Vásquez JG, Zaraza Morales D, Caro Palacio J. Beliefs of parents of children with mental disorders in a university hospital out-patient clinic in Colombia. REVISTA COLOMBIANA DE PSIQUIATRIA (ENGLISH ED.) 2021; 50:108-115. [PMID: 33735047 DOI: 10.1016/j.rcp.2019.10.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Revised: 09/15/2019] [Accepted: 10/30/2019] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Describe the beliefs of parents about the mental disorders of their children who attended a paediatric outpatient clinic at a university hospital. METHODS This was a descriptive study with parents of children with mental disorders seen from January to May of 2018 at a high complexity hospital in Medellin, Colombia. Ninety-eight (98) parents of children and adolescents attending their first outpatient consultation with Paediatric Psychiatry were studied. An instrument designed by the investigators was applied to obtain demographic variables and beliefs about the origin of their child's mental disorder, treatment and adjuvants. RESULTS 49.9% of the 98 parents believed that their child had a mental disorder. 43.9% believed the disorder was inherited and 41.8% believed its cause was organic. 95.9% of the parents believed the child needed treatment, including psychotherapy (90.4%) and medication (58.51%). Among the alternative treatments the parents believed the child needed, healing was the most commonly cited by 27.5% of the parents. Of the adjuvant methods, the most commonly cited were reinforcing positive behaviour (82.7%) and correcting with words and setting a good example (72.4%). CONCLUSIONS Nearly half of the parents believed their child had a mental disorder, the treatment that was most commonly considered was psychotherapy above medication, and the best adjuvant methods cited by parents were reinforcing positive behaviour, correcting with words and setting a good example.
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Affiliation(s)
- Carmenza Ricardo Ramírez
- Médica psiquiatra, especialista en Neuropsicología Infantil, Universidad Pontificia Bolivariana, docente titular, Facultad de Medicina, Grupo de investigación Psiquiatría de Enlace, Medellín, Colombia.
| | - Matilde Álvarez Gómez
- Enfermera especialista en Farmacodependencia, Universidad Pontificia Bolivariana, docente titular, Facultad de Enfermería, Grupo de investigación de Cuidado, Universidad de Antioquia, Medellín, Colombia
| | - José Gabriel Franco Vásquez
- Médico psiquiatra, magíster en Epidemiología, Phd Neurociencias, Universidad Pontificia Bolivariana, docente titular, Facultad de Medicina, Grupo de investigación Psiquiatría de Enlace, Medellín, Colombia
| | - Daniel Zaraza Morales
- Enfermero, magíster en Salud Mental, Universidad Pontificia Bolivariana, docente titular, Facultad de Enfermería, Grupo de investigación de Cuidado, Medellín, Colombia
| | - Juliana Caro Palacio
- Estudiante de Medicina, Universidad Pontificia Bolivariana, SIFAM, Medellín, Colombia
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Ricardo Ramírez C, Álvarez Gómez M, Franco Vásquez JG, Zaraza Morales D, Caro Palacio J. Beliefs of parents of children with mental disorders in a university hospital out-patient clinic in Colombia. REVISTA COLOMBIANA DE PSIQUIATRIA (ENGLISH ED.) 2021; 50:108-115. [PMID: 34099247 DOI: 10.1016/j.rcpeng.2019.10.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Accepted: 10/30/2019] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Describe the beliefs of parents about the mental disorders of their children who attended a paediatric outpatient clinic at a university hospital. METHODS This was a descriptive study with parents of children with mental disorders seen from January to May of 2018 at a high complexity hospital in Medellin, Colombia. Ninety-eight (98) parents of children and adolescents attending their first outpatient consultation with Paediatric Psychiatry were studied. An instrument designed by the investigators was applied to obtain demographic variables and beliefs about the origin of their child's mental disorder, treatment and adjuvants. RESULTS 49.9% of the 98 parents believed that their child had a mental disorder. 43.9% believed the disorder was inherited and 41.8% believed its cause was organic. 95.9% of the parents believed the child needed treatment, including psychotherapy (90.4%) and medication (58.51%). Among the alternative treatments the parents believed the child needed, healing was the most commonly cited by 27.5% of the parents. Of the adjuvant methods, the most commonly cited were reinforcing positive behaviour (82.7%) and correcting with words and setting a good example (72.4%). CONCLUSIONS Nearly half of the parents believed their child had a mental disorder, the treatment that was most commonly considered was psychotherapy above medication, and the best adjuvant methods cited by parents were reinforcing positive behaviour, correcting with words and setting a good example.
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Affiliation(s)
- Carmenza Ricardo Ramírez
- Médica psiquiatra, especialista en Neuropsicología Infantil, Universidad Pontificia Bolivariana, docente titular, Facultad de Medicina, Grupo de investigación Psiquiatría de Enlace, Medellín, Colombia.
| | - Matilde Álvarez Gómez
- Enfermera especialista en Farmacodependencia, Universidad Pontificia Bolivariana, docente titular, Facultad de Enfermería, Grupo de investigación de Cuidado, Universidad de Antioquia, Medellín, Colombia
| | - José Gabriel Franco Vásquez
- Médico psiquiatra, magíster en Epidemiología, Phd Neurociencias, Universidad Pontificia Bolivariana, docente titular, Facultad de Medicina, Grupo de investigación Psiquiatría de Enlace, Medellín, Colombia
| | - Daniel Zaraza Morales
- Enfermero, magíster en Salud Mental, Universidad Pontificia Bolivariana, docente titular, Facultad de Enfermería, Grupo de investigación de Cuidado, Medellín, Colombia
| | - Juliana Caro Palacio
- Estudiante de Medicina, Universidad Pontificia Bolivariana, SIFAM, Medellín, Colombia
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Project Chill: Program Description and Session Feedback Data From a Proof-of-Concept Study of a School-Based Psychoeducational Program Using Creative Media. COGNITIVE AND BEHAVIORAL PRACTICE 2020. [DOI: 10.1016/j.cbpra.2020.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Learning to Cope: A CBT Evaluation Exploring Self-Reported Changes in Coping with Anxiety Among School Children Aged 5–7 Years. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2018.8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Duong MT, Bruns EJ, Lee K, Cox S, Coifman J, Mayworm A, Lyon AR. Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings: A Systematic Review and Meta-Analysis. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2020; 48:420-439. [PMID: 32940884 DOI: 10.1007/s10488-020-01080-9] [Citation(s) in RCA: 131] [Impact Index Per Article: 32.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/07/2020] [Indexed: 01/21/2023]
Abstract
A meta-analysis was conducted to examine the relative rates of youth mental health service utilization across settings among the general population and among those with elevated mental health symptoms or clinical diagnoses. Rates of school-based mental health were compared to outpatient, primary care, child welfare, juvenile justice, and inpatient. Nine studies presented rates of mental health service use for general-population youth in the U.S., and 14 studies presented rates for youth with elevated symptoms or clinical diagnoses. Random effects meta-analysis was used to calculate mean proportions of youth receiving care in each sector. Of general population youth, 7.28% received school mental health services. Rates for other sectors are as follows: 7.26% in outpatient settings, 1.76% in primary care, 1.80% in inpatient, 1.35% in child welfare, and 0.90% juvenile justice. For youth with elevated mental health symptoms or diagnoses, 22.10% of youth were served by school-based mental health services, 20.56% outpatient settings, 9.93% primary care, 9.05% inpatient, 7.90% child welfare, and 4.50% juvenile justice. Schools and outpatient settings are the most common loci of mental health care for both the general population and samples of youth with elevated symptoms or clinical diagnoses, although substantial amounts of care are also provided in a range of other settings. Results hold potential for informing resource allocation, legislation and policy, intervention development, and research. Given that mental health services are delivered across many settings, findings also point to the need for interconnection across child-serving sectors, particularly schools and outpatient clinics.
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Affiliation(s)
- Mylien T Duong
- Education, Research, and Impact, Committee for Children, Seattle, USA.
| | - Eric J Bruns
- University of Washington School of Medicine, Seattle, USA
| | - Kristine Lee
- University of Washington School of Medicine, Seattle, USA
| | - Shanon Cox
- University of Washington School of Medicine, Seattle, USA
| | | | | | - Aaron R Lyon
- University of Washington School of Medicine, Seattle, USA
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16
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Gee B, Reynolds S, Carroll B, Orchard F, Clarke T, Martin D, Wilson J, Pass L. Practitioner Review: Effectiveness of indicated school-based interventions for adolescent depression and anxiety - a meta-analytic review. J Child Psychol Psychiatry 2020; 61:739-756. [PMID: 32250447 DOI: 10.1111/jcpp.13209] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/03/2020] [Indexed: 02/06/2023]
Abstract
BACKGROUND Interest in delivering psychological interventions within schools to facilitate early intervention is increasing. However, most reviews have focused on universal or preventative programmes rather than interventions designed to decrease existing symptoms of depression or anxiety. This paper aims to provide a meta-analytic review of randomised controlled trials of indicated psychological interventions for young people aged 10-19 with elevated symptoms of depression and/or anxiety. METHODS Eight electronic databases were systematically searched from inception to April 2019 for eligible trials. Study quality was assessed using two scales designed to evaluate psychotherapy intervention trials. Random effects meta-analyses were conducted separately for trials that recruited participants based on symptoms of depression and based on symptoms of anxiety. RESULTS Data from 45 trials were analysed. Most interventions studied used cognitive and behavioural strategies. Few studies met methodological quality criteria, but effect size was not associated with study quality. Indicated school-based interventions had a small effect on reducing depression symptoms (SMD = .34, 95% CI -0.48, -0.21) and a medium effect on reducing anxiety symptoms (SMD = -.49, 95% CI -0.79, -0.19) immediately postintervention. Subgroup analyses indicated that interventions delivered by internal school staff did not have significant effects on symptoms. Reductions in depression were maintained at short-term (≤6 months) but not medium (>6 months ≤ 12) or long-term (>12-month) follow-up. Reductions in anxiety symptoms were not maintained at any follow-up. CONCLUSIONS Indicated school-based interventions are effective at reducing symptoms of depression and anxiety in adolescents immediately postintervention but there is little evidence that these reductions are maintained. Interventions delivered by school staff are not supported by the current evidence base. Further high-quality randomised controlled trials incorporating assessment of longer-term outcomes are needed to justify increased investment in school-based interventions for adolescent depression and anxiety.
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Affiliation(s)
- Brioney Gee
- Research & Development Department, Norfolk and Suffolk NHS Foundation Trust, Norwich, UK.,Norwich Medical School, University of East Anglia, Norwich, UK
| | - Shirley Reynolds
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Ben Carroll
- Research & Development Department, Norfolk and Suffolk NHS Foundation Trust, Norwich, UK
| | - Faith Orchard
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Tim Clarke
- Research & Development Department, Norfolk and Suffolk NHS Foundation Trust, Norwich, UK.,Norwich Medical School, University of East Anglia, Norwich, UK
| | - David Martin
- Research & Development Department, Norfolk and Suffolk NHS Foundation Trust, Norwich, UK
| | - Jon Wilson
- Research & Development Department, Norfolk and Suffolk NHS Foundation Trust, Norwich, UK.,Norwich Medical School, University of East Anglia, Norwich, UK
| | - Laura Pass
- Norwich Medical School, University of East Anglia, Norwich, UK.,School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
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17
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Addressing the Needs of Diverse Youth with ASD and Anxiety in Public Schools: Stakeholder Input on Adaptations of Clinic-Based Facing Your Fears. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09351-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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18
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Kandasamy P, Girimaji SC, Seshadri SP, Srinath S, Kommu JVS. Favourable short-term course and outcome of pediatric anxiety spectrum disorders: a prospective study from India. Child Adolesc Psychiatry Ment Health 2019; 13:11. [PMID: 30858876 PMCID: PMC6393978 DOI: 10.1186/s13034-019-0272-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Accepted: 02/17/2019] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Although anxiety disorders are the most prevalent psychiatric disorders among children and adolescents, there is a paucity of research on the course and outcome of anxiety spectrum disorders in low and middle-income countries. METHODS 60 children and adolescents aged 6-16 years with anxiety spectrum disorders attending the child and adolescent psychiatry department in a tertiary care center from India were included after taking written informed consent and assent in this prospective study conducted between April 2012 to May 2014. Assessments were done at baseline, 12 weeks and 24 weeks using pediatric anxiety rating scale, clinical global impression-severity, clinical global assessment scale and pediatric quality of life scale; MINI-KID (version 6.0) was used to examine remission status. RESULTS Mean age of children was 12.68 years and mean duration of illness was 34.52 months. Follow-up rate at 24 weeks was 80% with a remission rate of 64.6%. Socio-demographic factors did not affect the baseline severity or course and outcome measures. Children with greater baseline severity and social phobia had a less favorable outcome at 24 weeks. Improvements made in the initial 12 weeks were maintained at 24 weeks follow up. These findings are in line with earlier studies from high-income countries. LIMITATIONS Small sample size, attrition, rater bias. CONCLUSION The study has shown a favorable outcome in children and adolescents with anxiety spectrum disorders receiving treatment-as-usual in a tertiary care setting. Adolescents who present with greater severity, comorbid with other anxiety disorders and depression at baseline require intensive intervention, and long-term follow up. There is a need for interventional research with specific focus on universal preventive programs for anxiety spectrum disorders that are feasible for delivery in low and middle-income countries.
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Affiliation(s)
- Preeti Kandasamy
- 0000000417678301grid.414953.eDepartment of Psychiatry, Jawaharlal Institute of Post Graduate Medical Education and Research, Puducherry, 605006 India
| | - Satish C. Girimaji
- 0000 0001 1516 2246grid.416861.cDepartment of Child and Adolescent Psychiatry, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka India
| | - Shekhar P. Seshadri
- 0000 0001 1516 2246grid.416861.cDepartment of Child and Adolescent Psychiatry, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka India
| | - Shoba Srinath
- 0000 0001 1516 2246grid.416861.cDepartment of Child and Adolescent Psychiatry, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka India
| | - John Vijay Sagar Kommu
- 0000 0001 1516 2246grid.416861.cDepartment of Child and Adolescent Psychiatry, National Institute of Mental Health and Neurosciences, Bangalore, Karnataka India
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19
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Boege I, Herrmann J, Wolff JK, Hoffmann U, Koelch M, Kurepkat M, Lütte S, Naumann A, Nolting HD, Fegert JM. CCSchool: a multicentre, prospective study on improving continuum of care in children and adolescents with mental health problems associated with school problems in Germany. BMC Health Serv Res 2018; 18:947. [PMID: 30522471 PMCID: PMC6282354 DOI: 10.1186/s12913-018-3713-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2018] [Accepted: 11/14/2018] [Indexed: 11/10/2022] Open
Abstract
Background Most psychiatric disorders in childhood and adolescence cause impairment in academic performance. Early interventions in school are thought to reduce the burden of disorder and prevent chronicity of disorder, while a delay in reachable help may result in more severe symptoms upon first time presentation, often then causing upon first-time presentation immediate need of inpatient care. Methods The study aims at reducing hospitalization rates and increasing social participation and quality of life among children and adolescents by establishing collaborations between schools, mental health care services and youth welfare services. CCSchool offers children and adolescents, aged six to 18 years, who present with psychiatric problems associated to school problems, a standardized screening and diagnostic procedure as well as treatment in school if necessary. Students can participate in CCSchool in three federal states of Germany if they a) show symptoms vindicating a mental health diagnosis, b) present with confirmed school problems and c) have a level of general functioning below 70 on the children global assessment of Functioning (C-GAF). Intervention takes place in three steps: module A (expected n = 901, according to power calculation) with standardized diagnostic procedures; module B (expected n = 428) implies a school-based assessment followed by a first intervention; module C (expected n = 103) offering school-based interventions with either four to six sessions (basic, 80% of patients) or eight to 12 sessions (intensive, 20% of patients). Primary aim is to evaluate the effectiveness of CCSchool, in reducing the need of hospitalization in children with mental health problems. The analyses will be conducted by an independent institute using mainly data collected from patients and their caregivers during study participation. Additionally, claims data from statutory health insurances will be analysed. Relevant confounders will be controlled in all analyses. Discussion Evaluation may show if CCSchool can prevent hospitalizations, enhance social participation and improve quality of life of children and adolescents with mental health problems by providing early accessible interventions in the school setting. Trial registration Deutsches Register Klinischer Studien, Trial registration number: DRKS00014838, registered on 6th of June 2018.
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Affiliation(s)
- Isabel Boege
- CAP, ZfP Suedwuerttemberg, Weingartshoferstrasse 2, 88214, Ravensburg, Germany. .,CAP, Universitaet Ulm, Ulm, Germany.
| | - Julia Herrmann
- CAP, ZfP Suedwuerttemberg, Weingartshoferstrasse 2, 88214, Ravensburg, Germany
| | | | | | - Michael Koelch
- CAP, Universitaet Ulm, Ulm, Germany.,CAP, Ruppiner Kliniken, Brandenburg Medical School, Neuruppin, Germany
| | - Marc Kurepkat
- Clinische Studien Gesellschaft (CSG), Berlin, Germany
| | - Steffen Lütte
- Clinische Studien Gesellschaft (CSG), Berlin, Germany
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20
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Progress Monitoring Measures for Internalizing Symptoms: A Systematic Review of the Peer-Reviewed Literature. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9299-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Adams D, Simpson K, Keen D. School-related anxiety symptomatology in a community sample of primary-school-aged children on the autism spectrum. J Sch Psychol 2018; 70:64-73. [DOI: 10.1016/j.jsp.2018.07.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2018] [Revised: 06/07/2018] [Accepted: 07/26/2018] [Indexed: 12/28/2022]
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22
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Kilbourne AM, Smith SN, Choi SY, Koschmann E, Liebrecht C, Rusch A, Abelson JL, Eisenberg D, Himle JA, Fitzgerald K, Almirall D. Adaptive School-based Implementation of CBT (ASIC): clustered-SMART for building an optimized adaptive implementation intervention to improve uptake of mental health interventions in schools. Implement Sci 2018; 13:119. [PMID: 30185192 PMCID: PMC6126013 DOI: 10.1186/s13012-018-0808-8] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2018] [Accepted: 08/15/2018] [Indexed: 12/13/2022] Open
Abstract
Background Depressive and anxiety disorders affect 20–30% of school-age youth, most of whom do not receive adequate services, contributing to poor developmental and academic outcomes. Evidence-based practices (EBPs) such as cognitive behavioral therapy (CBT) can improve outcomes, but numerous barriers limit access among affected youth. Many youth try to access mental health services in schools, but school professionals (SPs: counselors, psychologists, social workers) are rarely trained adequately in CBT methods. Further, SPs face organizational barriers to providing CBT, such as lack of administrative support. Three promising implementation strategies to address barriers to school-based CBT delivery include (1) Replicating Effective Programs (REP), which deploys customized CBT packaging, didactic training in CBT, and technical assistance; (2) coaching, which extends training via live supervision to improve SP competence in CBT delivery; and (3) facilitation, which employs an organizational expert who mentors SPs in strategic thinking to promote self-efficacy in garnering administrative support. REP is a relatively low-intensity/low-cost strategy, whereas coaching and facilitation require additional resources. However, not all schools will require all three strategies. The primary aim of this study is to compare the effectiveness of a school-level adaptive implementation intervention involving REP, coaching, and facilitation versus REP alone on the frequency of CBT delivered to students by SPs and student mental health outcomes. Secondary and exploratory aims examine cost-effectiveness, moderators, and mechanisms of implementation strategies. Methods Using a clustered, sequential multiple-assignment, randomized trial (SMART) design, ≥ 200 SPs from 100 schools across Michigan will be randomized initially to receive REP vs. REP+coaching. After 8 weeks, schools that do not meet a pre-specified implementation benchmark are re-randomized to continue with the initial strategy or to augment with facilitation. Discussion EBPs need to be implemented successfully and efficiently in settings where individuals are most likely to seek care in order to gain large-scale impact on public health. Adaptive implementation interventions hold the promise of providing cost-effective implementation support. This is the first study to test an adaptive implementation of CBT for school-age youth, at a statewide level, delivered by school staff, taking an EBP to large populations with limited mental health care access. Trial registration NCT03541317—Registered on 29 May 2018 on ClinicalTrials.gov PRS Electronic supplementary material The online version of this article (10.1186/s13012-018-0808-8) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Amy M Kilbourne
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA. .,U.S. Department of Veterans Affairs, Quality Enhancement Research Initiative, Washington D.C., USA.
| | - Shawna N Smith
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Seo Youn Choi
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Elizabeth Koschmann
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Celeste Liebrecht
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Amy Rusch
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - James L Abelson
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Daniel Eisenberg
- School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Joseph A Himle
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA.,School of Social Work, University of Michigan, Ann Arbor, MI, USA
| | - Kate Fitzgerald
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Daniel Almirall
- Institute for Social Research, University of Michigan, Ann Arbor, MI, USA
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Abstract
Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses' capacity to optimize outcomes for anxious students.
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Affiliation(s)
- Michela A Muggeo
- 1 Department of Psychiatry, University of Connecticut School of Medicine, West Hartford, CT, USA
| | - Golda S Ginsburg
- 1 Department of Psychiatry, University of Connecticut School of Medicine, West Hartford, CT, USA
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24
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Allen JL, Lerman R. Teacher Responses to Anxiety in Children Questionnaire (TRAC): psychometric properties and relationship with teaching staff characteristics. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2017. [DOI: 10.1080/13632752.2017.1376974] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Jennifer L. Allen
- Department of Psychology and Human Development, UCL Institute of Education, London, UK
| | - Rebecca Lerman
- Department of Education, Middlesex University London, London, UK
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25
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Guo Y, Rousseau J, Renno P, Kehoe P, Daviss M, Flores S, Saunders K, Phillips S, Chin M, Evangelista LS. Feasibility of an emotional health curriculum for elementary school students in an underserved Hispanic community. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2017; 30:133-141. [PMID: 29504643 PMCID: PMC6198665 DOI: 10.1111/jcap.12185] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2017] [Revised: 11/15/2017] [Accepted: 12/17/2017] [Indexed: 01/24/2023]
Abstract
PROBLEM Hispanic children have greater mental health challenges but fewer received mental health services than other ethnic groups. A classroom-based Emotional Health Curriculum (EHC) was developed to address mental health disparities in an underserved Hispanic community. METHODS A quasi-experimental design with one group pre- and post-intervention was used to test the feasibility of an 8-week EHC for one hundred 3rd and 4th grade children in a dual-immersion Spanish-English elementary school. Limited efficacy was measured by changes in depression and anxiety scores reported by children and teachers. Acceptance was evaluated by a child-reported satisfaction survey and a focus group in which the four teachers shared their experiences. Implementation was measured by participation, retention, and fidelity rates. FINDINGS The child-reported depression and anxiety and teacher-reported depression were significantly decreased in at-risk children with the effect size ranging from 0.60 to 1.16 (ps < 0.05). The majority of children (89.7%) enjoyed the EHC and teachers observed that children had acquired skills to manage their emotional distress. The participation, retention, and fidelity rates were 98%, 94%, and 99.13%, respectively. CONCLUSIONS The results provide promising evidence that the EHC has the potential to improve depression and anxiety symptoms in at-risk children.
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Affiliation(s)
- Yuqing Guo
- Sue & Bill Gross School of Nursing, University of California, Irvine, 299D, Berk Hall, Irvine, CA, 92697-3959, Phone: 949-824-9057, Fax: 949-824-0470,
| | - Julie Rousseau
- Sue & Bill Gross School of Nursing, University of California, Irvine, Irvine CA, 92697-3959,
| | - Patricia Renno
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Semel Institute for Neuroscience & Human Behavior, Rm. 68-229, 760 Westwood Plaza, Los Angeles, CA 90095-1759,
| | - Priscilla Kehoe
- Sue & Bill Gross School of Nursing, University of California, Irvine, Irvine, CA 92697-3959,
| | - Monique Daviss
- El Sol Science and Arts Academy of Santa Ana, 1010 N. Broadway Street, Santa Ana, CA 92701, Phone: 714-543-0023,
| | - Sara Flores
- El Sol Science and Arts Academy of Santa Ana, 1010 N. Broadway Street, Santa Ana, CA 92701, Phone: 714-543-0023,
| | - Kathleen Saunders
- Sue & Bill Gross School of Nursing, University of California, Irvine, 209, Berk Hall, Irvine, CA, 92697-3959, Phone: 949-824-9694,
| | - Susanne Phillips
- Sue & Bill Gross School of Nursing, University of California, Irvine, 252E Berk Hall, Irvine, CA, 92697-3959, Phone: 949-824-4274,
| | - Mindy Chin
- Sue & Bill Gross School of Nursing, University of California, Irvine, 299C, Berk Hall, Irvine, CA, 92697-3959,
| | - Lorraine S. Evangelista
- Sue & Bill Gross School of Nursing, University of California, Irvine, 299E, Berk Hall, Irvine, CA, 92697-3959, Phone: 949-824-9057,
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26
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Fiat AE, Cook CR, Zhang Y, Renshaw TL, DeCano P, Merrick JS. Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2017. [DOI: 10.1080/15377903.2017.1292975] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Aria E. Fiat
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Clayton R. Cook
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Yanchen Zhang
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Tyler L. Renshaw
- Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Polocarpio DeCano
- Department of Educational Psychology, University of Washington, Seattle, Washington, USA
| | - Jillian S. Merrick
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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28
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Ingles CJ, Garcia-Fernandez JM, Marzo JC, Martinez-Monteagudo MC, Estevez E. School Anxiety Inventory–Short Version. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1177/0748175615578738] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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29
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Masia Warner C, Colognori D, Brice C, Herzig K, Mufson L, Lynch C, Reiss PT, Petkova E, Fox J, Moceri DC, Ryan J, Klein RG. Can school counselors deliver cognitive-behavioral treatment for social anxiety effectively? A randomized controlled trial. J Child Psychol Psychiatry 2016; 57:1229-1238. [PMID: 27002215 DOI: 10.1111/jcpp.12550] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/08/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND Social anxiety disorder (SAD) typically onsets in adolescence and is associated with multiple impairments. Despite promising clinical interventions, most socially anxious adolescents remain untreated. To address this clinical neglect, we developed a school-based, 12-week group intervention for youth with SAD, Skills for Academic and Social Success (SASS). When implemented by psychologists, SASS has been found effective. To promote dissemination and optimize treatment access, we tested whether school counselors could be effective treatment providers. METHOD We randomized 138, ninth through 11th graders with SAD to one of three conditions: (a) SASS delivered by school counselors (C-SASS), (b) SASS delivered by psychologists (P-SASS), or (c) a control condition, Skills for Life (SFL), a nonspecific counseling program. Blind, independent, evaluations were conducted with parents and adolescents at baseline, post-intervention, and 5 months beyond treatment completion. We hypothesized that C-SASS and P-SASS would be superior to the control, immediately after treatment and at follow-up. No prediction was made about the relative efficacy of C-SASS and P-SASS. RESULTS Compared to controls, adolescents treated with C-SASS or P-SASS experienced significantly greater improvement and reductions of anxiety at the end of treatment and follow-up. There were no significant differences between SASS delivered by school counselors and psychologists. CONCLUSION With training, school counselors are effective treatment providers to adolescents with social anxiety, yielding benefits comparable to those obtained by specialized psychologists. Questions remain regarding means to maintain counselors' practice standards without external support.
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Affiliation(s)
- Carrie Masia Warner
- Department of Psychology, William Paterson University, Wayne, NJ, USA. .,Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, USA. .,Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA.
| | - Daniela Colognori
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Chad Brice
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Kathleen Herzig
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Laura Mufson
- Department of Psychiatry, Columbia University College of Physicians and Surgeon and New York State Psychiatric Institute, New York, NY, USA
| | - Chelsea Lynch
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Philip T Reiss
- Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, USA.,Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA.,Department of Population Health, NYU Langone Medical Center, New York, NY, USA
| | - Eva Petkova
- Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, USA.,Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA.,Department of Population Health, NYU Langone Medical Center, New York, NY, USA
| | - Jeremy Fox
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Dominic C Moceri
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Julie Ryan
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
| | - Rachel G Klein
- Department of Child & Adolescent Psychiatry, NYU Langone Medical Center, New York, NY, USA
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30
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Ruocco S, Gordon J, McLean LA. Effectiveness of a school-based early intervention CBT group programme for children with anxiety aged 5–7 years. ACTA ACUST UNITED AC 2016. [DOI: 10.1080/1754730x.2015.1110495] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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31
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Fraccaro RL, Stelnicki AM, Nordstokke DW. Test Review: Multidimensional Anxiety Scale for Children by J. S. March. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2015. [DOI: 10.1177/0829573514542924] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Masia Warner C, Brice C, Esseling PG, Stewart CE, Mufson L, Herzig K. Consultants' perceptions of school counselors' ability to implement an empirically-based intervention for adolescent social anxiety disorder. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2014; 40:541-54. [PMID: 23716144 DOI: 10.1007/s10488-013-0498-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Social anxiety is highly prevalent but goes untreated. Although school-based CBT programs are efficacious when delivered by specialized psychologists, it is unclear whether school counselors can implement these interventions effectively, which is essential to promote sustainable school programs. We present an initial consultation strategy to support school counselor implementation of group CBT for social anxiety and an evaluation of counselors' treatment fidelity. Counselors were highly adherent to the treatment, but competence varied based on measurement. Counselors and consultants demonstrated good agreement for adherence, but relatively modest correspondence in competence ratings. We discuss future directions for school-based implementation efforts informed by these initial findings.
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