Evidence-based practice in child and adolescent mental health最新文献

{"title":"Zero Suicide Quality Improvement: Developmental and Pandemic-Related Patterns in Youth at Risk for Suicide Attempts.","authors":"Joan R Asarnow, Greg N Clarke, Jeanne M Miranda, Anna C Edelmann, Christina R Sheppler, Alison J Firemark, Lily Zhang, Kalina Babeva, Chase Venables, Scott Comulada","doi":"10.1080/23794925.2023.2208382","DOIUrl":"10.1080/23794925.2023.2208382","url":null,"abstract":"<p><p>The Zero Suicide (ZS) approach to health system quality improvement (QI) aspires to reduce/eliminate suicides through enhancing risk detection and suicide-prevention services. This first report from our randomized trial evaluating a stepped care for suicide prevention intervention within a health system conducting ZS-QI describes 1) our screening and case identification process, 2) variation among adolescents versus young adults; and 3) pandemic-related patterns during the first COVID-19 pandemic year. Between April 2017 and January 2021, youths aged 12-24 with elevated suicide risk were identified through an electronic health record (EHR) case-finding algorithm followed by direct assessment screening to confirm risk. Eligible/enrolled youth were evaluated for suicidality, self-harm, and risk/protective factors. Case finding, screening, and enrollment yielded 301 participants showing suicide risk-indicators: 97% past-year suicidal ideation, 83% past suicidal behavior; 90% past non-suicidal self-injury (NSSI). Compared to young adults, adolescents reported: more past-year suicide attempts (47% vs 21%, p<.001) and NSSI (past 6-months, 64% vs 39%, p<.001); less depression, anxiety, posttraumatic stress, and substance use; and greater social connectedness. Pandemic-onset was associated with lower participation of racial-ethnic minority youths (18% vs 33%, p<.015) and lower past-month suicidal ideation and behavior. Results support the value of EHR case-finding algorithms for identifying youths with potentially elevated risk who could benefit from suicide-prevention services, which merit adaptation for adolescents versus young adults. Lower racial-ethnic minority participation after the COVID-19 pandemic-onset underscores challenges for services to enhance health equity during a period with restricted in-person health care, social distancing, school closures, and diverse stresses.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"1 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11114629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414571","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}

{"title":"The Prevalence and Treatment of Adjustment Disorders Among Children at Outpatient Mental Health Clinics","authors":"Phyllis Lee, Jason M. Lang, Madison Bodley, Jeffrey J. Vanderploeg, Timothy Marshall","doi":"10.1080/23794925.2023.2292035","DOIUrl":"https://doi.org/10.1080/23794925.2023.2292035","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"43 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expanding Access to Evidence-Based Mental Health Treatment: An Expert-Driven Training Model","authors":"Jessica M. McClure, Melissa Young, Monica Whitehead, Angela M. Scott, Katherine W. Junger, Rachel Holden, R. Herbst, Cassandra Esposito, Robert T. Ammerman, Lori J. Stark","doi":"10.1080/23794925.2023.2284139","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284139","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"101 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Portuguese Preschool Teachers and Psychologists about the Acceptability of a New Evidence-Based Universal Intervention Program with Targeted Elements for Inhibited-Withdrawn Behaviors","authors":"Maryse Guedes, M. Veríssimo, António J. Santos","doi":"10.1080/23794925.2023.2284138","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284138","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"11 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting Help-Seeking Behaviors in Caregivers of Children Newly Diagnosed with ADHD","authors":"L. Tamm, Erin Girio-Herrera, Richard E. A. Loren, Heather A. Ciesielski, Megan E. Narad, Allison K. Zoromski, Jeffery N Epstein, Taryn E. Cook, James L. Peugh, Stephen P. Becker","doi":"10.1080/23794925.2023.2284148","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284148","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"65 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance of a Tic Screening Tool (MOVeIT) in Comparison to Expert Clinician Assessment in a Developmental-Behavioral Pediatrics Clinic Sample","authors":"Jennifer A. Vermilion, Rebecca H. Bitsko, Melissa L. Danielson, Kristen P. Bonifacio, Shannon L. Dean, Susan L. Hyman, Erika F. Augustine, Jonathan W. Mink, Peter E. Morrison, Amy E. Vierhile, Stephen B. Sulkes, Edwin van Wijngaarden, Heather R. Adams","doi":"10.1080/23794925.2023.2272948","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272948","url":null,"abstract":"ABSTRACTYouth with intellectual and developmental disabilities typically have higher rates of tics and stereotypies compared to children with otherwise typical development. Differentiating between these two pediatric movement disorders can be challenging due to overlapping clinical features, but is relevant due to distinct treatment modalities. The current study evaluated sensitivity and specificity of a tic screening measure, the Motor or Vocal Inventory of Tics (MOVeIT) in a pediatric sample enriched for stereotypy and tics. Children (n = 199, age 2–15 years old) receiving care in a developmental-behavioral pediatrics clinic underwent a gold-standard diagnostic assessment by a tic expert; these evaluations were compared to the MOVeIT. The MOVeIT demonstrated good sensitivity (89.8%) and relatively lower specificity (57.1%) compared to tic expert for detecting tics in the overall sample. Specificity of the MOVeIT to identify tics improved to 75% when excluding children with co-occurring stereotypy. For children with tics and co-occurring stereotypy, sensitivity remained high (91.9%) but specificity was low (39.1%). The area under the curve (AUC) value to detect tics on the MOVeIT compared to the tic expert gold standard was significantly higher for children without stereotypy (AUC = 85.7%) than those with stereotypy (AUC = 64.3%, p < .01). Overall, the ability to detect tics was better in those without co-occurring stereotypy symptoms. Further work is needed to establish the utility of the MOVeIT in populations where there is a high likelihood of co-occurring tics and stereotypy and in general population settings. Accurate distinction between tics and stereotypy will guide choices for intervention and anticipatory guidance for families. AcknowledgmentsWe thank the children and their parents for participation in this study. We gratefully acknowledge the contributions of the clinical providers in the Developmental and Behavioral Pediatrics clinic who engaged with the study: Lynn Cole, DNP; Jenniffer Herrera, MD; Angela Liberatore, NP; Lorna Patanella, NP; Jessica Reiffer, MD; Melissa Ryan, NP; Johanna Stump-Siembor, NP.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/23794925.2023.2272948Additional informationFundingThis study was supported by the Association of University Centers on Disabilities (AUCD) cooperative agreement which was funded by the Centers for Disease Control and Prevention [Grant award U38OT000140]. Dr. Mink received salary support from IDDRC [grant P50HD103536] for preparation of the manuscript.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"20 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Youth CopeNYP Program: A Model for Brief, Evidence-Based Treatment in Pediatric Primary Care During the COVID-19 Pandemic","authors":"Corinne Catarozoli, Cori Green, Sonia Ruparell, Justin Mohatt","doi":"10.1080/23794925.2023.2272945","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272945","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic unfolded onto a preexisting national mental health crisis, resulting in significant increases in mental health problems among youth. Pediatric primary care practices subsequently faced an influx of families presenting for behavioral health concerns with few accessible options for evidence-based treatment. Youth CopeNYP was launched as a short-term, virtual intervention program using evidence-based principles offered to children, adolescents, and parents within the pediatric primary care setting. We describe the development and implementation of this service, including establishing a workforce, creating a referral workflow and handoff system with pediatricians, and developing a clinical manual using evidence-based practices. Adaptation from a crisis response service to a sustainable program to address the ongoing youth mental health crisis in pediatric primary care is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"16 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multiple-Baseline Design Study of Deliberate Practice for Learning Psychotherapeutic Techniques","authors":"John Young, McCall Schruff, Carolyn Humphrey, Jeffrey M. Pavlacic","doi":"10.1080/23794925.2023.2272949","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272949","url":null,"abstract":"ABSTRACTDeliberate practice is a framework for expertise development that has been applied in many fields but rarely to studies of psychotherapy skill development. The current multiple-baseline study sought to examine the effects of deliberate practice on initial psychotherapy skill acquisition in three completely novice students. In addition to quantitative measures of performance, qualitative feedback concerning their methods of orienting to tasks was also collected regularly. Participants were given a minimal set of instructions to conduct and record psychotherapy role-play exercises, two of whom were provided with opportunities for focal deliberate practice beginning after their 3rd or 5th sessions. Results indicated that deliberate practice was associated with rapid, precipitous increases in reliably coded, structured evaluation of skill, which in many cases approached the cutoff for competent professional CBT practice. The potential of these methods to enhance learning and establish lifelong methods of skill improvement at all performance levels is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Population-Based Study of the Utility of Screening for Tics and the Relative Contribution of Tics and Psychiatric Comorbidity to Academic and Social Impairment in Adolescents","authors":"Jessica N. Smith, Julie Sarno Owens, Steven W. Evans, Rebecca H. Bitsko, Joseph R. Holbrook","doi":"10.1080/23794925.2023.2263856","DOIUrl":"https://doi.org/10.1080/23794925.2023.2263856","url":null,"abstract":"ABSTRACTThis study examined the performance of a brief screening tool for tics in adolescents. Academic and social impairment in students by tic screen status and emotional/behavioral problem status were examined. Data were collected as part of an epidemiologic study, the Project to Learn about Youth – Mental Health. Participants were 2,312 secondary school students at the Ohio site (47.4% female; 94.4% non-Hispanic white) and their teachers. Students completed 6 items from the Motor tic, Obsessions and compulsions, Vocal tic Evaluation Survey (MOVES-6) and the Strengths and Difficulties Questionnaire (SDQ). Teachers completed the Proxy Report Questionnaire for tics and SDQ. Based on responses to the MOVES-6, 11.1% of students screened positive for tics. Internal consistency was adequate (α = 0.76); inter-rater consistency between teachers and students was low (0.03). Based on student self-report, those who screened positive for tics self-reported more academic and social impairment than students who screened negative for tics; teacher-report of impairment was similar between those with a positive or negative tic screen. Students who screened positive for tics and reported internalizing difficulties reported more academic and social impairment than students with only a positive tic screen. Teachers perceived those screening positive for tics and externalizing difficulties as the most socially impaired. In conclusion, a positive self-reported tic screen was associated with self-reported academic and social impairment. Findings reveal the independent contribution of tics to impairment, even when internalizing and externalizing problems are present, and the potential utility of a school-based screening for tics in adolescents. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe data presented in this article were obtained in a project supported by the Disability Research and Dissemination Center (DRDC) through its Grant Number [5U01DD001007-03] from the Centers for Disease Control and Prevention (CDC). The contents of the article are solely the responsibility of the authors and do not necessarily represent the official views of the DRDC or the CDC.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EPCAMH Call for Papers: Special Issue on Bilingual Youth Mental Health Services","authors":"","doi":"10.1080/23794925.2023.2282324","DOIUrl":"https://doi.org/10.1080/23794925.2023.2282324","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"24 1","pages":"560 - 560"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}