Evidence-based practice in child and adolescent mental health最新文献_第4页

Collaborative Safety Planning with Youth during a Suicide-Related Emergency: Developmental and Family Considerations 在与自杀有关的紧急情况下与青少年共同制定安全计划：发展和家庭考虑因素

Evidence-based practice in child and adolescent mental health Pub Date : 2024-05-14 DOI: 10.1080/23794925.2024.2344475

C. Ewell Foster, Tayla Smith, Christina S. Magness, A. Arango, Ewa Czyz, Seth Finkelstein, Victor Hong, J. Kettley, Cheryl A. King

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Outside the Clinic Door: How Neighborhood Sociodemographic Disadvantage is Associated with Community Therapist Secondary Traumatic Stress and Emotional Exhaustion 诊所门外：邻里社会人口劣势如何与社区治疗师二次创伤压力和情感衰竭相关联

Evidence-based practice in child and adolescent mental health Pub Date : 2024-02-08 DOI: 10.1080/23794925.2024.2310512

Mary Kuckertz, T. Lind, Anna S. Lau, M. Motamedi, Blanche Wright, Kenny Le, Lauren Brookman-Frazee

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Outside the Clinic Door: How Neighborhood Sociodemographic Disadvantage is Associated with Community Therapist Secondary Traumatic Stress and Emotional Exhaustion 诊所门外：邻里社会人口劣势如何与社区治疗师二次创伤压力和情感衰竭相关联

Evidence-based practice in child and adolescent mental health Pub Date : 2024-02-08 DOI: 10.1080/23794925.2024.2310512

Mary Kuckertz, T. Lind, Anna S. Lau, M. Motamedi, Blanche Wright, Kenny Le, Lauren Brookman-Frazee

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Open Trial of a Telehealth Adaptation of Team-Based Delivery of Cognitive Behavioral Treatment for Pediatric Anxiety and Obsessive-Compulsive Disorder 针对小儿焦虑症和强迫症的团队认知行为治疗的远程医疗改良公开试验

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-08 DOI: 10.1080/23794925.2023.2297873

Jennifer B. Freeman, Erin O’Connor, Jenny Herren, Kristen G. Benito, Giulia Righi, Lauren Milgram, Grace Cain, Kate Sheehan, Joshua Kemp

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Technology-Assisted Parenting Intervention Plus Therapist Coaching: A Pilot Randomized Trial in a Community Practice Setting 技术辅助育儿干预加治疗师辅导：社区实践环境中的试点随机试验

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-04 DOI: 10.1080/23794925.2023.2292026

Jennifer C. Wolff, Heather A. MacPherson, L. Brick, Emma DeMartino, Micaela Maron, A. Elwy, Melanie Altemus, Lynn Hernandez, Anthony Spirito

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Mental health prevention and treatment programs for infants experiencing homelessness: A systematic review. 无家可归婴儿的心理健康预防和治疗方案:系统综述

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-01 Epub Date: 2023-01-31 DOI: 10.1080/23794925.2023.2169971

Megan M Hare, Taylor D Landis, Melissa Hernandez, Paulo A Graziano

{"title":"Mental health prevention and treatment programs for infants experiencing homelessness: A systematic review.","authors":"Megan M Hare, Taylor D Landis, Melissa Hernandez, Paulo A Graziano","doi":"10.1080/23794925.2023.2169971","DOIUrl":"10.1080/23794925.2023.2169971","url":null,"abstract":"Experiencing homelessness in infancy has been linked to negative physical and mental health outcomes. Parental well-being and the parent-infant relationship can also be negatively impacted by experiencing homelessness. While numerous parent-based infant mental health programs have been identified by a recent review, the goal of this study was to further determine the extent to which these existing programs were developed and/or examined with at-risk populations such as families experiencing homelessness. Out of 60 programs identified by Hare et al., in press, only three had been implemented specifically in shelter settings with infants 0-12 months (Parent-Infant Psychotherapy, New Beginnings, and My Baby's First Teacher). Additionally, when examining programs that began in later infancy (after 12 months), only 2 programs were implemented in shelter settings (Incredible Years and Parent-Child Interaction Therapy). Implications for research, policy, and clinicians regarding implementation of evidence-based prevention/treatment programs for parents and their infants experiencing homelessness are discussed.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":"162-172"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11136483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45979410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are we on the same page? Therapist and caregiver agreement on therapist evidence-based strategy use in youth mental health. 我们在同一页上吗？治疗师和护理人员对治疗师循证策略在青少年心理健康中的应用达成一致

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-01 Epub Date: 2022-12-01 DOI: 10.1080/23794925.2022.2148310

Colby Chlebowski, Teresa Lind, William Ganger, Lauren Brookman-Frazee

引用次数: 0

Incorporating Community Perspectives to Inform the Scaling-Out of an Evidence-Based Executive Functioning Intervention from Schools to Community Mental Health Settings. 从学校到社区心理健康机构的基于证据的执行功能干预纳入社区视角

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-01 Epub Date: 2023-03-27 DOI: 10.1080/23794925.2023.2191353

Kelsey S Dickson, Megan Galligan, Tana Holt, Laura Anthony, Lauren Kenworthy, Lauren Brookman-Frazee

{"title":"Incorporating Community Perspectives to Inform the Scaling-Out of an Evidence-Based Executive Functioning Intervention from Schools to Community Mental Health Settings.","authors":"Kelsey S Dickson, Megan Galligan, Tana Holt, Laura Anthony, Lauren Kenworthy, Lauren Brookman-Frazee","doi":"10.1080/23794925.2023.2191353","DOIUrl":"10.1080/23794925.2023.2191353","url":null,"abstract":"There is an urgent need for targeted efforts to better translate effective, evidence-based interventions (EBIs) to community settings. EBI adaptations or modifications that respond to community members' needs and recommendations are critical to improve fit and use in publicly funded children's mental health services. The current mixed-methods study utilized caregiver and mental health therapist perspectives regarding the perceived fit and necessary adaptations to a school-based, transdiagnostic intervention targeting executive functioning for implementation in children's mental health settings. We gathered community perspectives through surveys (n = 43) and four focus groups with mental health therapists (total n = 14, mean participants per focus group = 3.5, range 2-5) and semi-structured interviews with caregivers (n = 17). Results indicated the perceived relevance of an EBI targeting executive functioning in mental health services. Key adaptation recommendations included: a) modifying and simplifying intervention materials, b) incorporating educational material regarding executive function, c) a stronger emphasis on caregiver involvement, and d) adjusting the intervention format and length to improve fit with the mental health services context. Findings suggest community-partnered processes are necessary to adapt EBIs as well as to improve fit and translation between school and mental health settings. We also review resulting adaptations as well as next steps and future recommendations.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":"60-77"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12587851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45173821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Teachers' Intentions to Use Behavioral Classroom Interventions. 探究教师使用行为课堂干预的意向

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-01 Epub Date: 2023-03-03 DOI: 10.1080/23794925.2023.2183434

Gwendolyn M Lawson, Julie Sarno Owens, David S Mandell, Samantha Tavlin, Steven Rufe, Thomas J Power

{"title":"Exploring Teachers' Intentions to Use Behavioral Classroom Interventions.","authors":"Gwendolyn M Lawson, Julie Sarno Owens, David S Mandell, Samantha Tavlin, Steven Rufe, Thomas J Power","doi":"10.1080/23794925.2023.2183434","DOIUrl":"10.1080/23794925.2023.2183434","url":null,"abstract":"Multi-tiered systems of behavioral supports offer teachers tools to implement positive, antecedent- or consequence-based interventions for all students (i.e., Tier 1), and for those who need additional support (i.e., Tier 2), such as students with ADHD. Because these interventions may be challenging to use, targeted, theory-driven implementation strategies may assist teachers in implementing them with fidelity. This exploratory study examined teachers' intended and self-reported use of specific Tier 1 and Tier 2 behavioral classroom interventions. Sixty-five K-8 teachers from five urban public schools completed an online survey about their intentions to use and self-reported use of four Tier 1 and Tier 2 behavioral classroom interventions. Teachers' intentions varied by intervention, with the weakest intentions for using a daily behavior report (Tier 2), and weaker intentions for using high rates of specific praise than for other Tier 1 interventions. Teacher's self-reported use was significantly lower than intended use for Tier 1 interventions, but not Tier 2 interventions. Results were generally similar whether the referent group was students with ADHD symptoms or the entire class. These results suggest specific factors to target to support teachers' use of behavioral classroom interventions.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":"78-86"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11060708/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46414883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Systematic Review of Infant Mental Health Prevention and Treatment Programs. 婴儿心理健康预防和治疗方案的系统综述

Evidence-based practice in child and adolescent mental health Pub Date : 2024-01-01 Epub Date: 2023-01-31 DOI: 10.1080/23794925.2022.2140458

Megan M Hare, Taylor D Landis, Melissa L Hernandez, Paulo A Graziano

{"title":"A Systematic Review of Infant Mental Health Prevention and Treatment Programs.","authors":"Megan M Hare, Taylor D Landis, Melissa L Hernandez, Paulo A Graziano","doi":"10.1080/23794925.2022.2140458","DOIUrl":"10.1080/23794925.2022.2140458","url":null,"abstract":"Although many prevention and treatment programs exist for children and families, there have been no reviews specifically examining their impact on infant mental health at the program level. Therefore, the purpose of the current review was to a) systematically examine prevention and treatment programs targeting infant mental health outcomes (i.e., internalizing problems, externalizing problems, social-emotional development, trauma) or the parent-infant relationship/ attachment in children from pregnancy to 2 years; b) classify each program by level of empirical support; and c) highlight strengths and identify gaps in the existing literature to inform future mental health intervention science. From over 121,341 publications initially identified, 60 prevention and treatment programs met inclusion criteria for this review. Each program was reviewed for level of scientific evidence. Of the 60 programs reviewed, 29 (48.33%) were classified as promising, while only six (10.0%) were classified as effective. Lastly, only two programs (3.33%; Attachment and Biobehavioral Catch-Up and Video-feedback Intervention Parenting Program) were classified as evidence-based specific to infant mental health and/or parent-infant relationship/attachment outcomes. Implications related to disseminating evidence-based prevention/treatment programs are discussed.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":"138-161"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11052540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45701569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0