Psychiatric services最新文献_第2页

Evaluating and Advancing the Evidence Base for School Mental Health Programs. 评估和推进学校心理健康计划的证据基础。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 DOI: 10.1176/appi.ps.24075014

Lee Kern, Mark D Weist, Sam McQuillin

引用次数: 0

Reimbursement for a Broader Array of Services in Coordinated Specialty Care for Early Psychosis. 早期精神病协调专科护理中更广泛服务的报销。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-03-27 DOI: 10.1176/appi.ps.20230551

Matthew E Hirschtritt, Brandon Staglin, Stuart Buttlaire, Kerry Ahearn, Sarada Oglesby, Lisa B Dixon, David Shern, Toby Ewing, Tara A Niendam

引用次数: 0

Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base. 减少课堂上的干扰和分心行为：评估证据基础。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-05-13 DOI: 10.1176/appi.ps.20230543

Tina Marshall, Tabitha Hoey, Neha Rao, Jeffrey Taylor, Preethy George, Sushmita Shoma Ghose, John Cosgrove, Nikhil A Patel

{"title":"Reducing Disruptive and Distracting Behaviors in the Classroom: Assessing the Evidence Base.","authors":"Tina Marshall, Tabitha Hoey, Neha Rao, Jeffrey Taylor, Preethy George, Sushmita Shoma Ghose, John Cosgrove, Nikhil A Patel","doi":"10.1176/appi.ps.20230543","DOIUrl":"10.1176/appi.ps.20230543","url":null,"abstract":"Objective: Disruptive and distracting behaviors in the classroom, from off-task to aggressive behaviors, negatively affect academic engagement and achievement and can lead to more serious problems, including mental health conditions and substance use disorders. The goals of this systematic review were to assess the level of evidence, using established rating criteria, for interventions aimed at preventing or reducing disruptive and distracting classroom behaviors; identify program components common to multiple interventions; synthesize the evidence in regard to students from different racial-ethnic groups; and conduct an economic analysis of these interventions.Methods: A search of major databases, gray literature, and evidence base registries was conducted to identify studies published between 2008 and 2022. The authors rated interventions as having high, moderate, or low levels of evidence of effectiveness on the basis of the number and rigor of studies with positive outcomes.Results: Of the 27 interventions identified across 65 studies (N=73 articles), six interventions received a high or moderate evidence rating. The Good Behavior Game was the most frequently studied intervention. Many interventions shared similar program components, including behavioral management, classroom management, emotional-cognitive processes, and skills acquisition. Most articles (86%) were focused on elementary school students. The four interventions rated as having high evidence of effectiveness also showed generally positive outcomes in studies conducted in school settings with racial-ethnic diversity. No studies met the criteria for inclusion in an economic analysis.Conclusions: With greater use and more research, interventions focusing on reducing disruptive and distracting behaviors have the potential to promote student well-being and prevent mental health conditions.","PeriodicalId":20878,"journal":{"name":"Psychiatric services","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140912614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mental Health Care for Veterans. 退伍军人的心理保健。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 DOI: 10.1176/appi.ps.24075013

Andrew D Carlo, Lisa B Dixon

引用次数: 0

Assessing the Evidence Base for School-Based Promotion and Prevention Interventions: Introduction to the Series. 评估校本促进和预防干预措施的证据基础：系列介绍。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-05-13 DOI: 10.1176/appi.ps.20230542

Sushmita Shoma Ghose, Nikhil A Patel, Tina Marshall, Preethy George, Jeffrey Taylor, Mustafa Karakus, Laura Crocker, Tabitha Hoey, Howard H Goldman

{"title":"Assessing the Evidence Base for School-Based Promotion and Prevention Interventions: Introduction to the Series.","authors":"Sushmita Shoma Ghose, Nikhil A Patel, Tina Marshall, Preethy George, Jeffrey Taylor, Mustafa Karakus, Laura Crocker, Tabitha Hoey, Howard H Goldman","doi":"10.1176/appi.ps.20230542","DOIUrl":"10.1176/appi.ps.20230542","url":null,"abstract":"Schools are an important component in the mental health system of care for youths. Teachers and other school staff have unique opportunities to promote emotional wellness and prevent mental health conditions. Although numerous programs are available, identifying evidence-based and effective options is a significant challenge. This introduction lays out the rationale and methodology of the Assessing the Evidence Base (AEB) series, a collection of systematic reviews of school-based mental health promotion and prevention approaches recommended by the National Academies of Sciences, Engineering, and Medicine for students in kindergarten through grade 12. Authors of the current AEB series used the rating criteria derived from the 2014 AEB series, which provided systematic reviews of a wide spectrum of interventions for mental and substance use disorders. Like its predecessor, the current series upholds a high standard of scientific rigor while ensuring that the information is easily accessible to various stakeholders in education, behavioral health, and communities. It describes the universal features included in each systematic review, such as a rating of the level of evidence for interventions, intervention program components, identification of interventions that have yielded positive outcomes for students from underserved populations, and a review of cost data. The AEB systematic reviews will serve as an important tool for decision makers involved in managing limited resources for various programs in school-based mental health services by synthesizing large bodies of research for use by leaders in education and behavioral health.","PeriodicalId":20878,"journal":{"name":"Psychiatric services","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140912558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Hidden Psychometric Model Underlying the DSM: What Happens When It Fails to Fit Psychiatric Data. DSM 隐藏的心理测量模型：当它不适合精神病学数据时会发生什么？

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-05-21 DOI: 10.1176/appi.ps.20230370

Antonio A Morgan-López, Lissette M Saavedra, Krithika Prakash, Stephen G West, Denise A Hien

引用次数: 0

Antibullying Interventions in Schools: Assessing the Evidence Base. 学校反欺凌干预措施：评估证据基础。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-05-13 DOI: 10.1176/appi.ps.20230541

Preethy George, John Cosgrove, Jeffrey Taylor, Neha Rao, Tina Marshall, Sushmita Shoma Ghose, Nikhil A Patel

{"title":"Antibullying Interventions in Schools: Assessing the Evidence Base.","authors":"Preethy George, John Cosgrove, Jeffrey Taylor, Neha Rao, Tina Marshall, Sushmita Shoma Ghose, Nikhil A Patel","doi":"10.1176/appi.ps.20230541","DOIUrl":"10.1176/appi.ps.20230541","url":null,"abstract":"Objective: This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions.Methods: Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings.Results: Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students.Conclusions: Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.","PeriodicalId":20878,"journal":{"name":"Psychiatric services","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140912553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Racial and Ethnic Disparities in Barriers to Mental Health Treatment Among U.S. College Students. 美国大学生心理健康治疗障碍的种族和民族差异。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-05-29 DOI: 10.1176/appi.ps.20230185

Natalia Van Doren, Yiqin Zhu, Melissa M Vázquez, Jillian Shah, Anne Claire Grammer, Ellen E Fitzsimmons-Craft, Daniel Eisenberg, Denise E Wilfley, Craig Barr Taylor, Michelle G Newman

{"title":"Racial and Ethnic Disparities in Barriers to Mental Health Treatment Among U.S. College Students.","authors":"Natalia Van Doren, Yiqin Zhu, Melissa M Vázquez, Jillian Shah, Anne Claire Grammer, Ellen E Fitzsimmons-Craft, Daniel Eisenberg, Denise E Wilfley, Craig Barr Taylor, Michelle G Newman","doi":"10.1176/appi.ps.20230185","DOIUrl":"10.1176/appi.ps.20230185","url":null,"abstract":"Objective: Using a sample of U.S. college students, the authors evaluated whether barriers to mental health treatment varied by race and ethnicity.Methods: Data were drawn from a large multicampus study conducted across 26 U.S. colleges and universities. The sample (N=5,841) included students who screened positive for at least one mental disorder and who were not currently receiving psychotherapy.Results: The most prevalent barriers to treatment across the sample were a preference to deal with issues on one's own, lack of time, and financial difficulties. Black and Hispanic/Latine students reported a greater willingness to seek treatment than did White students. However, Black and Hispanic/Latine students faced more financial barriers to treatment, and Hispanic/Latine students also reported lower perceived importance of mental health. Asian American students also reported financial barriers and preferred to handle their issues on their own or with support from family or friends and had lower readiness, willingness, and intentionality to seek help than did White students.Conclusions: Disparities in unmet treatment needs may arise from both distinct and common barriers and point to the potential benefits of tailored interventions to address the specific needs of students of color from various racial and ethnic backgrounds. The findings further underscore the pressing need for low-cost and brief treatment models that can be used or accessed independently to address the most prevalent barriers for students.","PeriodicalId":20878,"journal":{"name":"Psychiatric services","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Need to Adapt the Psychiatric Clinical Assessment to the Digital Age: A Practical Approach. 使精神科临床评估适应数字化时代的必要性：实用方法。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-09-01 Epub Date: 2024-03-13 DOI: 10.1176/appi.ps.20230399

Marcos A Moreno, Lisa B Dixon, Samantha Jankowski, David A Adler, Jeff Berlant, Mary F Brunette, Enrico G Castillo, Matthew L Edwards, Matthew D Erlich, Michael B First, Nicole Kozloff, David Oslin, Sam Siris, Rachel M Talley

引用次数: 0

"A Liability to the University"-Addressing Student Mental Health Needs on Campus. "大学的责任"--解决校园内学生的心理健康需求。

IF 3.3 3区医学

Psychiatric services Pub Date : 2024-08-27 DOI: 10.1176/appi.ps.20240362

Paul S Appelbaum

引用次数: 0