Camilla Cummings, Quinmill Lei, Lauren Hochberg, Victoria I. Hones, Molly Brown
The objectives of this systematic review were to synthesize available information on social support and social networks among individuals experiencing chronic homelessness, examine the measurement of social support, the impact of social support on outcomes, and the impact of interventions on social support. The authors searched Academic Search Complete, PsycArticles, Pubmed, PsycINFO, ScienceDirect, Cinahl, and ProQuest for English-language empirical articles published between 1998 and 2019. Studies were included if they sampled single and unaccompanied adults experiencing chronic homelessness and examined the impact of social support and/or social networks. The search yielded 29 studies. Results were synthesized according to research questions and patterns of findings that emerged from included studies. Wide variability in the measurement of social support was found across studies. Nearly all studies found changes in social support associated with housing interventions. A substantial evidence base indicated intervention effects on social support are largely positive. Review findings suggest individuals with substance use disorders may require additional social functioning support once housed. Indigenous people may require tailored interventions to center their cultural values and facilitate existing community strengths. Overall, the results from this review suggest social support plays a key role in the housing experiences and outcomes of individuals experiencing chronic homelessness. Future studies should include qualitative and mixed methods work as these methods revealed important insights about social support. More evidence is needed to inform the development of specific interventions targeting social support to facilitate community integration of formerly homeless individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
本系统综述的目的是综合有关长期无家可归者的社会支持和社会网络的现有信息，检查社会支持的测量，社会支持对结果的影响，以及干预措施对社会支持的影响。作者检索了Academic Search Complete、PsycArticles、Pubmed、PsycINFO、ScienceDirect、Cinahl和ProQuest，以获取1998年至2019年间发表的英语实证文章。如果对长期无家可归的单身和无人陪伴的成年人进行抽样调查，并检查社会支持和/或社会网络的影响，就会纳入研究。这项搜索产生了29项研究。结果根据研究问题和纳入研究的发现模式进行综合。在各种研究中，社会支持的测量存在很大的差异。几乎所有的研究都发现，社会支持的变化与住房干预有关。大量证据表明，干预对社会支持的影响在很大程度上是积极的。审查结果表明，有物质使用障碍的个体可能需要额外的社会功能支持，一旦安置。土著人民可能需要有针对性的干预措施，以其文化价值为中心，促进现有的社区力量。总体而言，本综述的结果表明，社会支持在长期无家可归者的住房经历和结果中起着关键作用。未来的研究应该包括定性和混合方法的工作，因为这些方法揭示了社会支持的重要见解。需要更多的证据来为制定针对社会支持的具体干预措施提供信息，以促进以前无家可归的人融入社区。(PsycInfo Database Record (c) 2022 APA，版权所有)。
{"title":"Social support and networks among people experiencing chronic homelessness: A systematic review.","authors":"Camilla Cummings, Quinmill Lei, Lauren Hochberg, Victoria I. Hones, Molly Brown","doi":"10.1037/ort0000616","DOIUrl":"https://doi.org/10.1037/ort0000616","url":null,"abstract":"The objectives of this systematic review were to synthesize available information on social support and social networks among individuals experiencing chronic homelessness, examine the measurement of social support, the impact of social support on outcomes, and the impact of interventions on social support. The authors searched Academic Search Complete, PsycArticles, Pubmed, PsycINFO, ScienceDirect, Cinahl, and ProQuest for English-language empirical articles published between 1998 and 2019. Studies were included if they sampled single and unaccompanied adults experiencing chronic homelessness and examined the impact of social support and/or social networks. The search yielded 29 studies. Results were synthesized according to research questions and patterns of findings that emerged from included studies. Wide variability in the measurement of social support was found across studies. Nearly all studies found changes in social support associated with housing interventions. A substantial evidence base indicated intervention effects on social support are largely positive. Review findings suggest individuals with substance use disorders may require additional social functioning support once housed. Indigenous people may require tailored interventions to center their cultural values and facilitate existing community strengths. Overall, the results from this review suggest social support plays a key role in the housing experiences and outcomes of individuals experiencing chronic homelessness. Future studies should include qualitative and mixed methods work as these methods revealed important insights about social support. More evidence is needed to inform the development of specific interventions targeting social support to facilitate community integration of formerly homeless individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved).","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"9 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131924241","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}
Aurora Brinkman, Gianna Rea-Sandin, Emily M. Lund, Olivia M. Fitzpatrick, Michaela S. Gusman, Cassandra L. Boness
Individuals with disabilities comprise one of the largest marginalized groups in the United States and experience systemic barriers in health care. In Westernized communities, disability has historically been conceptualized via the medical model, which considers disability an individual-level deficit in need of correction. Although other models of disability (e.g., social model) have been developed to address the medical model's ableist shortcomings, these fail to consistently acknowledge intersectionality. Specifically, these models fail to consider that (a) a disabled individual may hold other marginalized or oppressed identities and (b) these intersecting oppressions may exacerbate health inequities. Intersectionality, which originates from Black feminist literature, describes the ways that systems of power and oppression (e.g., racism, sexism) interact to form an individual's unique experience. To date, the intersection of disability and other marginalized identities has been neglected in psychology and related fields, leaving little guidance for how scholars, clinicians, and other stakeholders can address disability via an intersectional lens. The present article discusses how a disability-affirmative, intersectional approach can serve as a strategy for challenging and reforming oppressive systems across the field of psychology. We assert that, ultimately, this approach has the potential to optimize and expand access to equitable, inclusive mental health care, and we propose actionable steps psychologists can take in research, practice, training, and policy in pursuit of this aim. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
残疾人是美国最大的边缘化群体之一，他们在医疗保健方面面临着系统性障碍。在西方化的社会中，残疾历来是通过医学模式概念化的，它认为残疾是一种需要纠正的个人层面的缺陷。虽然其他残疾模型(如社会模型)已被开发来解决医学模型的残疾清单缺陷，但这些模型未能始终承认相互关联。具体而言，这些模式没有考虑到:(a)残疾人可能拥有其他被边缘化或受压迫的身份，以及(b)这些相互交叉的压迫可能加剧卫生不平等。交叉性，起源于黑人女权主义文学，描述权力和压迫系统(如种族主义、性别歧视)相互作用形成个人独特经历的方式。迄今为止，在心理学和相关领域中，残疾和其他边缘身份的交叉点被忽视了，学者、临床医生和其他利益相关者如何通过交叉镜头来解决残疾问题的指导很少。本文讨论了残疾平权，交叉方法如何作为挑战和改革整个心理学领域压迫系统的策略。我们认为，最终，这种方法有可能优化和扩大获得公平、包容的精神卫生保健的机会，我们提出了心理学家可以在研究、实践、培训和政策方面采取的可行步骤，以实现这一目标。(PsycInfo Database Record (c) 2022 APA，版权所有)。
{"title":"Shifting the discourse on disability: Moving to an inclusive, intersectional focus.","authors":"Aurora Brinkman, Gianna Rea-Sandin, Emily M. Lund, Olivia M. Fitzpatrick, Michaela S. Gusman, Cassandra L. Boness","doi":"10.31234/osf.io/drmn7","DOIUrl":"https://doi.org/10.31234/osf.io/drmn7","url":null,"abstract":"Individuals with disabilities comprise one of the largest marginalized groups in the United States and experience systemic barriers in health care. In Westernized communities, disability has historically been conceptualized via the medical model, which considers disability an individual-level deficit in need of correction. Although other models of disability (e.g., social model) have been developed to address the medical model's ableist shortcomings, these fail to consistently acknowledge intersectionality. Specifically, these models fail to consider that (a) a disabled individual may hold other marginalized or oppressed identities and (b) these intersecting oppressions may exacerbate health inequities. Intersectionality, which originates from Black feminist literature, describes the ways that systems of power and oppression (e.g., racism, sexism) interact to form an individual's unique experience. To date, the intersection of disability and other marginalized identities has been neglected in psychology and related fields, leaving little guidance for how scholars, clinicians, and other stakeholders can address disability via an intersectional lens. The present article discusses how a disability-affirmative, intersectional approach can serve as a strategy for challenging and reforming oppressive systems across the field of psychology. We assert that, ultimately, this approach has the potential to optimize and expand access to equitable, inclusive mental health care, and we propose actionable steps psychologists can take in research, practice, training, and policy in pursuit of this aim. (PsycInfo Database Record (c) 2022 APA, all rights reserved).","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122111250","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}
Todd I. Herrenkohl, Tiffany M. Jones, C. Lea, Angela Malorni
Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) of six prominent SEL programs showed a positive return on the original investments in these programs at a ratio of about 11 to 1. SEL supports the development of skills in emotion regulation, social awareness, conflict resolution, and responsible decision making, all of which are essential to students' success within and outside the classroom. These so called noncognitive skills are associated not only with proximal gains in students' academic performance and reductions in conduct problems but also with their later choices related to education and employment, as discussed by the economist, James Heckman and his team (Heckman, Stixrud, & Urzua, 2006). Furthermore, according to a report by Nagaoka, Heath, Farrington, and Cureton Turner (2015) for the University of Chicago Consortium on Chicago School Research, evidence shows that not attending to fundamental SEL skills and competencies within and outside the context of formal schooling can actually undermine children's long-term development and keep them from succeeding in adult roles. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
{"title":"Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.","authors":"Todd I. Herrenkohl, Tiffany M. Jones, C. Lea, Angela Malorni","doi":"10.1037/ort0000435","DOIUrl":"https://doi.org/10.1037/ort0000435","url":null,"abstract":"Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) of six prominent SEL programs showed a positive return on the original investments in these programs at a ratio of about 11 to 1. SEL supports the development of skills in emotion regulation, social awareness, conflict resolution, and responsible decision making, all of which are essential to students' success within and outside the classroom. These so called noncognitive skills are associated not only with proximal gains in students' academic performance and reductions in conduct problems but also with their later choices related to education and employment, as discussed by the economist, James Heckman and his team (Heckman, Stixrud, & Urzua, 2006). Furthermore, according to a report by Nagaoka, Heath, Farrington, and Cureton Turner (2015) for the University of Chicago Consortium on Chicago School Research, evidence shows that not attending to fundamental SEL skills and competencies within and outside the context of formal schooling can actually undermine children's long-term development and keep them from succeeding in adult roles. (PsycINFO Database Record (c) 2019 APA, all rights reserved).","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127362551","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}
J. Boyd, Bruce Graunke, F. Frese, James T. R. Jones, J. Adkins, R. Bassman
State licensing boards have obligations to protect the public from impaired professionals and to protect the rights of professionals applying for licensure. Competently functioning professionals who have or have had a mental health diagnosis or are being treated for a mental health condition should not be screened out, according to the Americans with Disabilities Act (ADA). A review of case law shows applicable precedents from discrimination among physicians and lawyers but not, to date, among psychologists. An examination of psychology licensure application materials from all 50 states and the District of Columbia revealed that some states, particularly Alaska, Arkansas, Colorado, Florida, Georgia, Kentucky, Missouri, Montana, and New Hampshire, include language that might screen out professionals with lived experience who are currently functioning competently. For comparison, we review a sample of licensure applications for physicians and lawyers and find a similar pattern. Five of the present authors offer ourselves and other published authors as examples of competent licensed psychologists who have lived with mental illnesses. We conclude with recommendations for more inclusive language and protection of confidentiality. (PsycINFO Database Record
{"title":"State psychology licensure questions about mental illness and compliance with the Americans with Disabilities Act.","authors":"J. Boyd, Bruce Graunke, F. Frese, James T. R. Jones, J. Adkins, R. Bassman","doi":"10.1037/ORT0000177","DOIUrl":"https://doi.org/10.1037/ORT0000177","url":null,"abstract":"State licensing boards have obligations to protect the public from impaired professionals and to protect the rights of professionals applying for licensure. Competently functioning professionals who have or have had a mental health diagnosis or are being treated for a mental health condition should not be screened out, according to the Americans with Disabilities Act (ADA). A review of case law shows applicable precedents from discrimination among physicians and lawyers but not, to date, among psychologists. An examination of psychology licensure application materials from all 50 states and the District of Columbia revealed that some states, particularly Alaska, Arkansas, Colorado, Florida, Georgia, Kentucky, Missouri, Montana, and New Hampshire, include language that might screen out professionals with lived experience who are currently functioning competently. For comparison, we review a sample of licensure applications for physicians and lawyers and find a similar pattern. Five of the present authors offer ourselves and other published authors as examples of competent licensed psychologists who have lived with mental illnesses. We conclude with recommendations for more inclusive language and protection of confidentiality. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130233955","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}
Amy M. Salazar, K. Haggerty, Benjamin de Haan, R. Catalano, Terri Vann, J. Vinson, Michael A. Lansing
The prevention of mental, emotional, and behavioral (MEB) disorders among children and adolescents is a national priority. One mode of implementing community-wide MEB prevention efforts is through evidence-based community mobilization approaches such as Communities That Care (CTC). This article provides an overview of the CTC framework and discusses the adaptation process of CTC to prevent development of MEBs through preventing child abuse and neglect and bolstering child well-being in children aged 0 to 10. Adaptations include those to the intervention itself as well as those to the evaluation approach. Preliminary findings from the Keeping Families Together pilot study of this evolving approach suggest that the implementation was manageable for sites, and community board functioning and community adoption of a science-based approach to prevention in pilot sites looks promising. Implications and next steps are outlined. (PsycINFO Database Record
{"title":"Using communities that care for community child maltreatment prevention.","authors":"Amy M. Salazar, K. Haggerty, Benjamin de Haan, R. Catalano, Terri Vann, J. Vinson, Michael A. Lansing","doi":"10.1037/ort0000078","DOIUrl":"https://doi.org/10.1037/ort0000078","url":null,"abstract":"The prevention of mental, emotional, and behavioral (MEB) disorders among children and adolescents is a national priority. One mode of implementing community-wide MEB prevention efforts is through evidence-based community mobilization approaches such as Communities That Care (CTC). This article provides an overview of the CTC framework and discusses the adaptation process of CTC to prevent development of MEBs through preventing child abuse and neglect and bolstering child well-being in children aged 0 to 10. Adaptations include those to the intervention itself as well as those to the evaluation approach. Preliminary findings from the Keeping Families Together pilot study of this evolving approach suggest that the implementation was manageable for sites, and community board functioning and community adoption of a science-based approach to prevention in pilot sites looks promising. Implications and next steps are outlined. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117081735","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}
E. Bruns, Mylien T. Duong, Aaron R. Lyon, M. Pullmann, Clayton R. Cook, D. Cheney, E. McCauley
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including services to address both academic and MEB problems. In this article, we review the potential value of multi-tier frameworks in facilitating access to, and increasing the effectiveness of, mental health services in schools, and review the empirical support for school-based mental health interventions by tier. We go on to describe a community-academic partnership between the Seattle Public Schools and the University of Washington School Mental Health Assessment, Research, and Training (SMART) Center that exemplifies how multi-tier educational frameworks, research and evidence, and purposeful collaboration can combine to improve development and implementation of a range of school-based strategies focused on MEB needs of students. Finally, we present a set of 10 recommendations that may help guide other research and practice improvement efforts to address MEB problems in youth through effective school mental health programming. (PsycINFO Database Record
{"title":"Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.","authors":"E. Bruns, Mylien T. Duong, Aaron R. Lyon, M. Pullmann, Clayton R. Cook, D. Cheney, E. McCauley","doi":"10.1037/ort0000083","DOIUrl":"https://doi.org/10.1037/ort0000083","url":null,"abstract":"The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including services to address both academic and MEB problems. In this article, we review the potential value of multi-tier frameworks in facilitating access to, and increasing the effectiveness of, mental health services in schools, and review the empirical support for school-based mental health interventions by tier. We go on to describe a community-academic partnership between the Seattle Public Schools and the University of Washington School Mental Health Assessment, Research, and Training (SMART) Center that exemplifies how multi-tier educational frameworks, research and evidence, and purposeful collaboration can combine to improve development and implementation of a range of school-based strategies focused on MEB needs of students. Finally, we present a set of 10 recommendations that may help guide other research and practice improvement efforts to address MEB problems in youth through effective school mental health programming. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124142871","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}
Jennifer A. Oppenheim, Whitney M. Stewart, Ekaterina Zoubak, Ingrid Donato, L. Huang, William Hudock
In 2008, the Substance Abuse and Mental Health Services Administration (SAMHSA) created a national grant program, Project LAUNCH (Linking Actions for Unmet Needs in Children's Health), to improve behavioral health and developmental outcomes for young children through the incorporation of prevention and wellness promotion practices in key early childhood settings. Project LAUNCH supports states, tribal nations, and territories to improve coordination across early childhood systems and implement 5 core strategies of prevention and promotion. This article focuses on the lessons learned from 1 of the 5 core strategies: integration of behavioral health into primary care for young children. This paper analyzes the experiences of a sample of Project LAUNCH grantees, describing 10 common elements of integration approaches and exploring some of the challenges of promoting health and preventing social, emotional, and behavioral problems at a population level. (PsycINFO Database Record
{"title":"Launching forward: The integration of behavioral health in primary care as a key strategy for promoting young child wellness.","authors":"Jennifer A. Oppenheim, Whitney M. Stewart, Ekaterina Zoubak, Ingrid Donato, L. Huang, William Hudock","doi":"10.1037/ort0000149","DOIUrl":"https://doi.org/10.1037/ort0000149","url":null,"abstract":"In 2008, the Substance Abuse and Mental Health Services Administration (SAMHSA) created a national grant program, Project LAUNCH (Linking Actions for Unmet Needs in Children's Health), to improve behavioral health and developmental outcomes for young children through the incorporation of prevention and wellness promotion practices in key early childhood settings. Project LAUNCH supports states, tribal nations, and territories to improve coordination across early childhood systems and implement 5 core strategies of prevention and promotion. This article focuses on the lessons learned from 1 of the 5 core strategies: integration of behavioral health into primary care for young children. This paper analyzes the experiences of a sample of Project LAUNCH grantees, describing 10 common elements of integration approaches and exploring some of the challenges of promoting health and preventing social, emotional, and behavioral problems at a population level. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115414245","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}
Before the development of the germ theory in the late 19th century, infectious illnesses were largely uncontrollable and caused significant mortality. Implementing public hygiene, preventive, and treatment interventions created remarkable improvements in population health. Today's U.S. public health crises involve threats to health and human capital evidenced by multiple indicators of deteriorating wellbeing. These problems result from the interaction of risk and protective factors. Specifically, we argue that the interaction of genetic vulnerability and toxic stress are antecedents to a developmental cascade that undermines healthy development and human capital. We review relevant literature, summarize effective strategies to prevent or ameliorate this deterioration, and outline a theory of the mechanisms currently undermining our health. A series of strategies that we believe will constitute the next major era in public health are discussed, involving actions at the individual/family, community and societal level to reduce risk and strengthen protective factors. (PsycINFO Database Record
{"title":"Toxic stress, behavioral health, and the next major era in public health.","authors":"D. Shern, A. Blanch, Sarah M Steverman","doi":"10.1037/ort0000120","DOIUrl":"https://doi.org/10.1037/ort0000120","url":null,"abstract":"Before the development of the germ theory in the late 19th century, infectious illnesses were largely uncontrollable and caused significant mortality. Implementing public hygiene, preventive, and treatment interventions created remarkable improvements in population health. Today's U.S. public health crises involve threats to health and human capital evidenced by multiple indicators of deteriorating wellbeing. These problems result from the interaction of risk and protective factors. Specifically, we argue that the interaction of genetic vulnerability and toxic stress are antecedents to a developmental cascade that undermines healthy development and human capital. We review relevant literature, summarize effective strategies to prevent or ameliorate this deterioration, and outline a theory of the mechanisms currently undermining our health. A series of strategies that we believe will constitute the next major era in public health are discussed, involving actions at the individual/family, community and societal level to reduce risk and strengthen protective factors. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129673749","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}
M. Evans, E. Bruns, M. Armstrong, S. Hodges, Mario Hernandez
The passage of the Patient Protection and Affordable Care Act (ACA; 2010) has had tremendous influence on behavioral health in the United States (Alker & Chester, 2015). Shortly after its passage, the editors of this special section became interested in examining the provisions of the ACA related to care for mental, emotional, and behavioral disorders in children and youth and synthesizing their implications in the context of other contemporary trends in children's behavioral health promotion. We first developed a white paper with the goal of increasing our own understanding of these issues and their possible influence on the status quo of designing, implementing, financing, and evaluating behavioral health services for children and their families. From our discussions came the idea of developing a special section in the American Journal of Orthopsychiatry featuring input from researchers who have been exploring these issues and who have tangible and relevant examples of "new frontiers" in building mental, emotional, and behavioral health for children and youth. The result is the current special section, the purpose of which is to highlight the importance of prevention in behavioral health and to explore examples of efforts that have used a broad public health approach to prevention and early intervention in mental, emotional, and substance use disorders in children and youth. Before introducing the seven articles in this special section, we describe in detail our foundational thinking about building mental, emotional, and behavioral health for children and youth, as expressed in our initial white paper on this topic. (PsycINFO Database Record
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The current investigation evaluated the impact of a universal school-based resiliency intervention (ERASE-Stress) on educators who were working with elementary schoolchildren exposed to the Canterbury earthquake in New Zealand. In the context of major disasters, educators may suffer from "dual trauma"; they can experience symptoms of both primary trauma (as a result of the disaster itself) and secondary trauma (as a result of working with traumatized students). Sixty-three educators were randomly assigned to either the ERASE-Stress intervention or an alternative Managing Emergencies and Traumatic Incidents (METI) program which served as a control group. Efficacy of the program was evaluated at the end of the training as well as at 8 months follow-up. Compared with educators in the control group, those in the ERASE-Stress intervention significantly reduced their posttraumatic distress and secondary traumatization symptoms, improved their perceived level of professional self-efficacy as a helper of earthquake survivors, developed an optimistic outlook regarding their personal future and enhanced their sense of hope, and honed some of their positive coping strategies and reduced the utilization of some maladaptive coping methods. These beneficial consequences of the ERASE-Stress training make it a potentially useful tool for educators working with traumatized students in the context of major disasters. (PsycINFO Database Record
{"title":"Reducing primary and secondary traumatic stress symptoms among educators by training them to deliver a resiliency program (ERASE-Stress) following the Christchurch earthquake in New Zealand.","authors":"R. Berger, Hisham Abu-Raiya, Joy Benatov","doi":"10.1037/ort0000153","DOIUrl":"https://doi.org/10.1037/ort0000153","url":null,"abstract":"The current investigation evaluated the impact of a universal school-based resiliency intervention (ERASE-Stress) on educators who were working with elementary schoolchildren exposed to the Canterbury earthquake in New Zealand. In the context of major disasters, educators may suffer from \"dual trauma\"; they can experience symptoms of both primary trauma (as a result of the disaster itself) and secondary trauma (as a result of working with traumatized students). Sixty-three educators were randomly assigned to either the ERASE-Stress intervention or an alternative Managing Emergencies and Traumatic Incidents (METI) program which served as a control group. Efficacy of the program was evaluated at the end of the training as well as at 8 months follow-up. Compared with educators in the control group, those in the ERASE-Stress intervention significantly reduced their posttraumatic distress and secondary traumatization symptoms, improved their perceived level of professional self-efficacy as a helper of earthquake survivors, developed an optimistic outlook regarding their personal future and enhanced their sense of hope, and honed some of their positive coping strategies and reduced the utilization of some maladaptive coping methods. These beneficial consequences of the ERASE-Stress training make it a potentially useful tool for educators working with traumatized students in the context of major disasters. (PsycINFO Database Record","PeriodicalId":409666,"journal":{"name":"The American journal of orthopsychiatry","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114244046","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}
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