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Descriptors:
Health Services; Substance Abuse; Federal Aid; Emotional Disturbances; Mental Health Programs; Caregivers; Mental Health; Measurement; Grants; Severe Disabilities; Longitudinal Studies; Delivery Systems; Family Programs; Holistic Approach; Outcomes of Treatment; Children; Adolescents; Hypothesis Testing; Program Effectiveness; Symptoms (Individual Disorders)

Abstract:
Background: Systems of care is a family centered, strengths-based service delivery model for treating youth experiencing a serious emotional disturbance. Wraparound is the most common method of service delivery adopted by states and communities as a way to adhere to systems of care philosophy. Objective: The purpose of this study was to evaluate outcomes for children ages 5-18 experiencing serious emotional disturbances who received wraparound in a systems of care community funded through a 6-year federal grant from the Substance Abuse and Mental Health Services Administration, Grant # SM54497-06. This study evaluated the following hypotheses. (1) Youths diagnosed with a SED participating in wraparound services will experience improved mental health symptoms, improved functioning, and improved behavioral and emotional strengths. (2) Caregivers of youths diagnosed with a serious emotional disturbance participating in wraparound services will experience decreased levels of caregiver strain. Methods: Youths were evaluated at intake (baseline) and every 6 months up to 24 months. Results: All of the caregiver completed measurement instruments showed statistical and clinical levels of improvement in youth behavioral and emotional strengths, mental health symptoms, and caregiver stress by the 6-month data collection point that was sustained through 24-month. Youths rated themselves as having fewer problems than the ratings given by caregivers at intake. Changes across the youth rated instruments did not show significant improvement until the 12 or 18-month data points. The findings of this study are overall favorable for using a wraparound service delivery model in systems of care for youth experiencing a SED. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Needs; Intervention; Early Childhood Education; Mental Health Programs; Caregivers; Mental Health; Infants; Emotional Disturbances; Special Needs Students; Special Education; Mothers; Parent Child Relationship; Depression (Psychology); Aggression; Resilience (Psychology); Risk; Identification; Trauma; Emotional Development; Social Development; Evaluation Methods; Supervision; Organizational Effectiveness; Program Evaluation; Consultation Programs; Professional Personnel; Preschool Children

Abstract:
Integrating infant mental health services into early education programs leads to better child outcomes and stronger parent-child relationships--the big question is how to do it appropriately and effectively. Clear answers are in this accessible textbook, created to prepare early childhood professionals and programs to weave best practices in mental health into their everyday work. Ideal for preservice university courses, in-service professional development, and program administrators, this introductory text combines the authoritative guidance of more than a dozen respected mental health and early childhood experts. Professionals will get a "primer on infant mental health", strengthening their knowledge of key issues such as screening and assessment, attachment, emotional dysregulation and aggression, risk and resilience, maternal depression, and children's exposure to trauma. With this highly readable introduction to key mental health principles, the next generation of early childhood professionals will fully understand the latest research and best practice--so they can support optimal caregiver-child relationships, enhance professional collaboration, and strengthen child development. This book is divided into two parts. Part I, Understanding Infant Mental Health: Development and Relationships by Susan Janko Summers, contains the following: (1) Understanding Infant Mental Health (Deborah Roderick & Rachel Chazan-Cohen); (2) The Challenging Child: Emotional Dysregulation and Aggression (Neena M. Malik); (3) Maternal Depression (Linda S. Beeber & Rachel Chazan-Cohen); (4) Finding Family Strengths in the Midst of Adversity: Using Risk and Resilience Models to Promote Mental Health (Colleen I. Monahan, Linda S. Beeber, & Brenda Jones Harden); (5) Exposure to Direct and Indirect Trauma (Meryl Yoches, Susan Janko Summers, Linda S. Beeber, Brenda Jones Harden, & Neena M. Malik); (6) Assessing Young Children's Social and Emotional Development (Jane Squires); and (7) Assessing Primary Caregiver Relationships (Neil W. Boris & Timothy F. Page). Part II, Supporting Infant Mental Health: Intervention Strategies and Organizational Supports by Susan Janko Summers, contains the following: (8) Promoting Infant Mental Health in Early Childhood Programs: Intervening with Parent-Child Dyads (Brenda Jones Harden & Melissa Duchene); (9) Intervening with Parents (Linda S. Beeber & Regina Canuso); (10) Infant Mental Health Consultation in Early Childhood Classrooms (Sherryl Scott Heller, Allison B. Boothe, Angela Walter Keyes, & Neena M. Malik); (11) Reflective Supervision (Sherryl Scott Heller); (12) Meeting the Mental Health Needs of Staff (Nicole Denmark & Brenda Jones Harden); (13) Organizational Readiness (Jamell White & Brenda Jones Harden); and (14) Evaluating Infant Mental Health Programs (Susan Janko Summer). An index is included. [Foreword by Hiram E. Fitzgerald.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Mental Disorders; Mental Health Programs; Mental Health; Drug Use; Suicide; Depression (Psychology); National Surveys; Incidence; Adolescents; Adults; Therapy; Youth; Substance Abuse; Trend Analysis; Gender Differences; Counseling; Emotional Disturbances; Behavior Problems; Measurement; Statistical Analysis

Abstract:
This report presents results pertaining to mental health from the 2010 National Survey on Drug Use and Health (NSDUH), an annual survey of the civilian, noninstitutionalized population of the United States aged 12 years old or older. This report presents national estimates of the prevalence of past year mental disorders and past year mental health service utilization for youths aged 12 to 17 and adults aged 18 or older. Among adults, estimates presented include rates and numbers of persons with any mental illness (AMI), serious mental illness (SMI), suicidal thoughts and behavior, major depressive episode (MDE), treatment for depression (among adults with MDE), and mental health service utilization. Estimates presented in this report for youths include MDE, treatment for depression (among youths with MDE), and mental health service utilization. Measures related to the co-occurrence of mental disorders with substance use or with substance use disorders also are presented for both adults and youths. The report focuses mainly on trends between 2009 and 2010 and differences across population subgroups in 2010. Findings include: (1) In 2010, there were an estimated 45.9 million adults aged 18 or older in the United States with any mental illness (AMI) in the past year. This represents 20.0 percent of all adults in this country. Among adults aged 18 or older in 2010, the percentage having serious mental illness (SMI) in the past year was 5.0 percent (11.4 million adults); (2) Women aged 18 or older were more likely than men aged 18 or older to have past year AMI (23.0 vs. 16.8 percent) and SMI (6.5 vs. 3.4 percent); (3) In 2010, an estimated 8.7 million adults (3.8 percent) aged 18 or older had serious thoughts of suicide in the past year. Among adults aged 18 or older, 2.5 million (1.1 percent) made suicide plans in the past year, and 1.1 million (0.5 percent) attempted suicide in the past year; (4) Among the 45.9 million adults aged 18 or older with AMI in the past year, 20.0 percent (9.2 million adults) met criteria for substance dependence or abuse in that period compared with 6.1 percent (11.2 million adults) among those who did not have mental illness in the past year. Among the 11.4 million adults aged 18 or older with SMI in the past year, 25.2 percent also had past year substance dependence or abuse compared with 6.1 percent of adults who did not have mental illness; (5) In 2010, 31.3 million adults (13.7 percent of the population 18 years or older) received mental health services during the past 12 months; (6) Among the 45.9 million adults aged 18 or older with AMI in 2010, 17.9 million (39.2 percent) received mental health services in the past year. Among the 11.4 million adults aged 18 or older with SMI in 2010, 6.9 million (60.8 percent) received mental health services in the past year; (7) Among the 2.9 million adults aged 18 or older in 2010 with both SMI and substance dependence or abuse in the past year, 64.0 percent received substance use treatment at a specialty facility or mental health treatment in that period. Included in the 64.0 percent are 14.5 percent who received both mental health treatment and specialty substance use treatment, 45.0 percent who received mental health treatment only, and 4.3 percent who received specialty substance use treatment only; (8) In 2010, there were 1.9 million youths (8.0 percent of the population aged 12 to 17) who had major depressive episode (MDE) during the past year. Among youths aged 12 to 17 in 2010 who had past year MDE, 37.2 percent used illicit drugs in the past year compared with 17.8 percent among youths who did not have past year MDE; and (9) In 2010, 2.9 million youths aged 12 to 17 (12.2 percent) received treatment or counseling for problems with emotions or behavior in a specialty mental health setting (inpatient or outpatient care). The most common reason for receiving specialty mental health services among youths was feeling depressed (47.6 percent). Appended are: (1) Description of the Survey; (2) Statistical Methods and Measurement; (3) Other Sources of Mental Health Data; (4) References; and (5) List of Contributors. (Contains 35 figures, 6 tables and 23 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Poverty; Economically Disadvantaged; Correlation; At Risk Students; Disadvantaged Youth; Case Studies; Child Health; Child Development; Cultural Awareness; Cultural Influences; Student Behavior; Low Achievement; Educational Quality; Student Needs; School Role; Teacher Role; Parent Participation; Classroom Environment; Cooperation; Student Motivation

Abstract:
Poverty is a phrase that has been constantly linked to failures in American schools. The beginning of every year sees an increasing number of children enrolling in schools. Most of these children come from poor socio economic backgrounds with needs that schools, even well funded ones, are unprepared to meet. Most people tend not to understand what poverty is and its devastating effects on families. When a family is embedded in poverty, the child's education becomes the least on their scale of preference. For the family without resources, survival takes the front seat. It can be wrong, however, for anyone to embrace the belief that parents from poor families overlook their children's education. The reality is that for them, keeping the children alive is of the utmost importance. In this paper, I will look into the effect of poverty on learning in American schools. Additionally, the difficulties faced by those teaching children of poverty will also be highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Adolescents; Educational Change; Cancer; Caregivers; Patients; Clinical Diagnosis; Phenomenology; Therapy; Medical Services; Caregiver Attitudes; Program Improvement; Intervention; Emotional Disturbances; Prevention; Social Services; Cooperation; Delivery Systems; School Role; Educational Attainment; Academic Support Services

Abstract:
The diagnosis and treatment of cancer in adolescence requires that adolescents and their caregivers learn to transition and adjust to the challenges associated with cancer. The aim of this phenomenological study was to generate a detailed examination of the experiences of four caregivers and their adolescent children, 11 to 18 years of age, undergoing treatment for cancer as they transitioned between the healthcare and education systems. This study sought to understand the meaning of the lived experiences in order to provide a clearer picture of the nature and scope of the experience. Schools are an important part of this change process; they are no longer just a place that students will perhaps return to if they become healthy enough. Practitioners need to understand the meaning of the experiences from the adolescents', as well as their caregivers' perspective, in an attempt to improve the unique needs of this population, provide appropriate interventions, and improve educational programs in order to prevent or relieve distress in these patients and their families. The findings in this study have global implications for the development of policies and procedures in the medical as well as the education field for providing the best support for all students including those adolescents with cancer (AWC). Through the formation of the Students with Cancer Advisory Team (SCAT), this community of individuals can help prepare the AWC and their caregivers as they transition between the diagnosis, treatment, and re-entry back into the school setting. This researcher encourages educators and the medical field to coordinate and collaborate with other education and social service agencies to better serve the AWC and their families by providing a seamless delivery of services facilitating them in leading a fulfilling life, despite the psychological, physical, and social effects of cancer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Needs; Disadvantaged Schools; Economically Disadvantaged; Disproportionate Representation; Identification; Classification; Foreign Countries; Socioeconomic Background; Probability; Emotional Disturbances; Behavior Disorders; Mental Health; Well Being; Measures (Individuals); Disabilities; Special Education; Eligibility; Elementary School Students

Abstract:
Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child's own performance on an internationally validated emotional and mental health measure--the Piers-Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers-Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Child Welfare; Drug Therapy; Mental Health; Incidence; Disadvantaged Youth; At Risk Persons; Biology; Prenatal Influences; Substance Abuse; Nutrition; Environmental Influences; Developmental Delays; Foster Care; Emotional Disturbances; Behavior Problems; Social Influences; Psychological Patterns; Grief; Attachment Behavior; Parent Role; Evaluation Methods; Health Insurance; Industry; Pharmacy; Child Health

Abstract:
Recent studies have highlighted the progressively increasing number of children prescribed psychotropic medication, while findings have illustrated significantly greater usage among child welfare-involved children. These findings have raised serious concerns among mental health and child welfare professionals as well as the general public. To address this issue, the authors explore the factors that may contribute to the higher incidence of psychotropic medication usage among child welfare-involved children and the unintended negative consequences for these children and the public health system. They propose methods to effectively address this problem. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Services; Therapy; Mental Health; Older Adults; Depression (Psychology); Mental Health Workers; Mental Health Programs; Gerontology; Case Studies; Males; Anxiety; Research Needs; Cognitive Restructuring

Abstract:
Older adults are the fastest growing segment of the population. With these changing demographics, mental health professionals will be seeing more older clients. Additionally, older adults are an underserved population in that most older adults in need of mental health services do not receive treatment. Thus, it is essential that treatments for mental and behavioral health problems are empirically supported with older adults and that mental health professionals are aware of the special needs of older adult populations. Acceptance and Commitment Therapy (ACT) is an emerging approach to the treatment of distress. The purpose of this article is to provide a rationale for using ACT with older adults based on gerontological theory and research. We also review research on ACT-related processes in later life. We present a case example of an older man with depression and anxiety whom we treated with ACT. Finally, we describe treatment recommendations and important adaptations that need to be considered when using ACT with older adults and discuss important areas for future research. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Behavior; Academic Achievement; Grief; Children; Adolescents; Parents; Foreign Countries; Guidance; Death; Coping; Stress Management; Child Development; Adolescent Development; School Role; Interviews; Mental Health; Psychological Patterns; School Counseling; Peer Relationship; Administrator Role; Counselor Role; Emotional Response

Abstract:
Important loss (death) in individuals' life may cause various kinds of bereavement reactions. Most of the individuals cope with bereavement effects in various ways and they adapt themselves to the new situation. On the other hand, some individuals may have problems in coping with and analyzing bereavement period effects caused by loss. Parent loss in this period may bring serious developmental and academic problems in terms of children and adolescents. In this study, the fact that how the bereavement period affects education process and sanity of children and adolescents living in Northern Cyprus experiencing parent loss, how they cope with the bereavement period, by whom and how the loss is explained to them and what school boards and guidance services do after the bereavement period caused by a loss, are investigated. In this sense, the effects of bereavement on children and adolescents' education process and sanity and bereavement reactions are included in general. In the framework of the study done by the researcher, how parent loss bereavement period reflect their behaviours is investigated. In this way, it is found out that children and adolescents think of their death parents much more and longer than adults, their psychology, besides academic success and social relationship are affected negatively, as well. In the literature search done, it is determined that children and adolescents experiencing parent loss tend to have psychological problems in their future life and this risk can be harder in the case the death is so sudden and having no person to replace for the death one. Besides, the importance of the fact that these people's life conditions should be improved and supported by specialist and expert people, is emphasized too. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Access to Health Care; Foreign Countries; Mental Retardation; Civil Rights; Developing Nations; Barriers; Children; Childrens Rights; Questionnaires; Social Attitudes; Rehabilitation; Mental Health; Social Services; Attitude Change; Parents; Attitude Measures

Abstract:
Background: Children with intellectual disabilities (IDs) have the same human value as other children and are entitled to their basic human rights. And yet, in developing countries they face many barriers to accessing these rights. This study focuses on children with IDs in Egypt. Method: A new measure, the Human Rights of children with Intellectual Disabilities-Egypt, was developed to assess (1) awareness of the human rights of children with IDs and (2) perceptions of the extent to which children with IDs currently have access to these rights. Results: The questionnaire was completed by 200 respondents across Egypt. Of great concern, there was a widespread lack of awareness of the rights of children with IDs. Moreover, respondents reported that they believed that this group of children had limited access to health care and treatment, including mental health care, social care, education and rehabilitation. Conclusion: While the sample size was small, the findings identify the urgency in Egypt of (1) raising public awareness of the human rights of children with IDs, and (2) implementing and sustaining changes to improve access to these rights. The new government is responsible for ensuring that its apparent commitment to human rights is now translated into effective action to make tangible improvements in the lives of children with IDs and their families. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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