Your search found 2934 results.

Descriptors:
Posttraumatic Stress Disorder; Classification; Mental Disorders; Psychotherapy; Mental Health Programs; Models; Program Effectiveness; Literature Reviews; Trauma; Repetition; Developmental Psychology; Attachment Behavior; Victims; Barriers; Intimacy; Outcomes of Treatment; Evidence

Abstract:
The symptoms, assessment, and treatments of Post Traumatic Stress Disorder (PTSD) have been empirically investigated to the extent that there is a breadth of valid and reliable instruments investigating this psychopathological syndrome. There, too, exists a substantial evidence base for various treatment models demonstrating effectiveness in treating PTSD. There are, however, no instruments designed to investigate the phenomena associated with Complex PTSD, and it has yet to find its place in the "Diagnostic and Statistical Manual for Mental Disorders." There are also few outcome studies demonstrating effectiveness of various treatment approaches for Complex PTSD. Consequently, the current paper is an exhaustive literature review of outcome studies from various theoretical treatment orientations that have demonstrated effectiveness in the treatment of Complex PTSD. The paper closes with a review of various psychotherapy integration approaches and how those may be applied to the current research reviewed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (637K)

Descriptors:
Mental Retardation; Family Needs; Focus Groups; Individual Characteristics; Family Programs; Caregiver Attitudes; Family Attitudes; Participant Satisfaction; Positive Attitudes; Crisis Intervention; Psychiatric Services; Psychiatry; Mental Health Programs; Performance Factors

Abstract:
Carers of individuals with an intellectual disability are often responsible for managing their children's psychiatric crises when they arise. The purpose of this study was to examine the experiences of families using crisis and short-term transitional supports from the perspectives of families and of crisis and transitional support staff. Three focus groups were conducted. Families and staff were asked to discuss their positive experiences and challenges when accessing and utilizing crisis and transitional support services. Families and staff spoke about their positive experiences with crisis and transitional supports, the staff characteristics that enabled these positive experiences, the challenges they encountered with crisis and transitional support services as well as the general service system, and the impact that these service limitations had on families. Findings highlight the importance of understanding family needs in order to help them address crises before, during, and after they occur. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Violence; Intervention; School Social Workers; Mental Health Programs; Interpersonal Relationship; Surveys; School Health Services; Prevention; Teacher Role

Abstract:
A cross-sectional, Web-based survey was completed by 250 members of the School Social Work Association of America. This article addresses the research-practice gap in the delivery of mental health services in the school setting by examining the extent to which evidence-supported school violence intervention programs (ESPs) are known and used by school social workers. Despite 98.8 percent of respondents being aware of at least one ESP, only 72.4 percent reported using an ESP during the last three years. Perceived effectiveness of intervention programs and fidelity to curricular protocol were also examined. Using blocks of variables, two hypotheses were tested through multiple regression analysis: (1) Reported level of violence and practitioner capabilities will predict practitioner awareness of ESPs. (2) Reported level of violence, practitioner capabilities, and awareness of evidence-supported programs will predict use of ESPs. As expected, the greater a practitioner's time addressing violence, years of experience, confidence about successfully implementing violence intervention programs, and familiarity with the term "evidence-supported program," the greater his or her reported awareness of ESPs. In addition, the higher the practitioner's level of preparedness to effectively respond to school violence and awareness of ESPs, the greater his or her reported use of ESPs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mental Health; Health Services; Social Exchange Theory; Mental Health Programs; Counseling Services; Social Work; Consumer Economics; Economic Impact; Purchasing; Ethics; Risk

Abstract:
The present paper discusses literature concerning the practice of bartering for counseling, psychological, or social work services in lieu of traditional monetary payment. The author contrasts the language concerning the practice of bartering found in the respective ethical codes for each profession, and presents literature describing both risks and potential benefits of bartering arrangements. The primary risks of bartering include liability concerns and the potential for harmful or exploitive dual relationships. The primary benefits are that bartering makes mental health services available to those who cannot afford traditional fees, and allows for a culturally relevant compensation method for those whose cultural backgrounds emphasize the practice of bartering. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Mental Health; Adolescents; Public Agencies; Suicide; Grounded Theory; Constructivism (Learning); Mental Health Programs; Agency Cooperation; At Risk Persons; Counseling Techniques; Foreign Countries; Intervention; Access to Health Care

Abstract:
Child and youth care (CYC) professionals often provide care to children, youth and families in conjunction with professionals from other disciplines. How CYC professionals engage other service providers in the provision of care for suicidal adolescents requires examination. The purpose of the overall study was to understand and explain the process of CYC professionals' mental health literacy practices with suicidal adolescents. Findings presented here provide insight into the process of CYC professionals' practice with other service providers in the context of their encounters with suicidal adolescents. Using a constructivist grounded theory method, data were collected and analysed from interviews with CYC professionals, supervisors within youth-serving community agencies, educators within Schools of Child and Youth Care, and extant texts of relevance to suicide, such as organisational policies, assessment tools, and suicide education curricula. One practice identified during analysis, flooding the zone, is the focus of the present paper. Flooding refers to the process of contacting and informing a myriad of professionals or services of the adolescent's suicidality, and was comprised of making decisions as to whom to contact, informing the adolescent, and negotiating with services. Professionals' perceptions of their role and the availability and accessibility of mental health services influenced the practice of flooding. Based on analysis of the data, flooding the zone has the potential to disrupt CYC professionals' relational proximity to the adolescent and may reinforce a devalued role for CYC professionals in suicide intervention within the larger mental health system of care. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Mental Health; Child Welfare; Mental Health Programs; Mental Disorders; Therapy; Children; Outcomes of Treatment; Intervention; Placement; Family Involvement; Trauma

Abstract:
Background: Children involved in the child welfare system (CWS) have a greater need for mental health treatment relative to children in the general population. However, the research on mental health treatment for children in the CWS is sparse with only one known previous review of mental health services with children in the CWS. Objective: This review reports on an evaluation of the literature examining mental health interventions for children within the CWS. Methods: The Grades of Recommendation Assessment, Development and Evaluation (GRADE) process was used as the basis of the evaluation. Results: The results reflect that, while the overall quality of research in this area is low and findings are, at times, inconsistent, detailed, manualized interventions using multiple treatment components that focus on family, child, and school factors showed the most promise in regards to child mental health outcomes and placement stability. These interventions not only report the best quality outcomes for children and families, but they were also most highly recommended within the GRADE analysis. Conclusions: These findings emphasize the importance of comprehensive intervention efforts that involve the family and community, as well as the child. The inconsistent positive outcomes may be partially explained by the lack of trauma-informed practices incorporated into treatment for these often traumatized children. Recommendations for research in regards to mental health interventions for children in the CWS are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Therapy; Mental Health; Counseling Techniques; Severity (of Disability); Client Characteristics (Human Services); Quasiexperimental Design; Intervention; Mental Health Programs; Adventure Education; Gender Differences; Age Differences; Clinical Diagnosis; Scores; Behavior Change; Counseling Effectiveness; Predictor Variables

Abstract:
Background: There is an increasing need to identify effective mental health treatment practices for children and adolescents in community-based settings, due to current mixed findings of existing interventions. This study looked at adventure therapy (AT) as a viable option to meet this need. Objective: Using a sample of 1,135 youth from a community-based mental health center, this study addressed the following questions: (1) Is AT an effective treatment modality for youth compared to traditional counseling? (2) How do changes in problem severity associated with participation in AT-based interventions compare with those associated with traditional counseling across gender, age, primary diagnosis, and race? (3) What are the predictors of changes in problem severity in clients? Methods: In this exploratory non-equivalent groups quasi-experimental design study, pre- and post- mean scores of problem severity as reported by youth's primary clinician were compared by type of treatment and client characteristics. Treatment and client characteristics were used as predictors of changes in problem severity. Findings: Participants in AT had significant reported mean decreases in problem severity larger than those of clients not involved in counseling with an adventure component with larger decreases in female and African American clients. AT and psychological counseling were found to be significant predictors of decreases in problem severity; however, length of counseling, not length of AT, was a significant predictor. Discussion: These findings suggest that community-based AT may be a viable treatment for youth in community settings; yet these findings should be interpreted with caution due to several study limitations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Substance Abuse; Mental Health; Foreign Countries; Consortia; Mental Health Programs; School Health Services; Access to Health Care; Literature Reviews; National Surveys; Health Promotion; Prevention; Intervention; School Districts

Abstract:
The Mental Health Commission of Canada supported a comprehensive research project to determine the current state of mental health and substance use programs and practices in Canadian schools. The School-Based Mental Health and Substance Abuse Consortium is made up of a group of 40 leading Canadian researchers, policy makers, and practitioners. The Consortium systematically reviewed literature from around the world, conducted a program scan (147 programs) of current practices in Canadian schools, and distributed a national survey to school boards (n = 177) and schools (n = 643) seeking input on the state of knowledge and practice in child and youth mental health and substance abuse. This information is being shared with policy makers and school boards to help inform the delivery of future mental health services in Canada's schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Depression (Psychology); Mental Health; Adolescents; Mental Disorders; Mental Health Programs; At Risk Persons; Symptoms (Individual Disorders); Incidence; Trend Analysis; Counseling; Barriers; Access to Health Care; Gender Differences; Behavior Disorders; Anxiety Disorders; Eating Disorders; Attention Deficit Hyperactivity Disorder

Abstract:
Mental disorders are diagnosable conditions characterized by changes in thinking, mood, or behavior (or some combination of these) that can cause a person to feel stressed out and impair his or her ability to function. These disorders are common in adolescence. This "Adolescent Health Highlight" presents the warning signs of mental disorders; describes the types of mental disorders and their prevalence and trends; discusses the consequences and risk of mental disorders; presents treatment options and barriers to accessing mental health care; and provides mental health resources. (Contains 2 figures and 16 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website

Descriptors:
Addictive Behavior; Counseling Services; Counselor Training; Mental Health Programs; Clinical Experience; Minimum Competencies; Standard Setting; Educational Methods; Integrated Curriculum; Educational Theories; Etiology; Intervention; Prevention; Screening Tests; Counseling Psychology; Counseling Techniques; Curriculum Implementation; Competency Based Education

Abstract:
The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website