The American journal of orthopsychiatry最新文献

Community participation is important to the well-being of people with serious mental illnesses. While theories suggest that depressive symptoms can negatively impact community participation, evidence from previous studies was inconclusive. This study analyzed the relationship between severity of depressive symptoms and various participation constructs including number of days of participation in various community activities, breadth of interests in participating in community activities, and satisfaction with the amount to which one participates. A national sample of individuals with serious mental illnesses (n = 296) was employed. Overall, those who were severely depressed had fewer total days of participation, reported fewer participation areas as important, were less likely to participate in those areas that were important to them, and were less likely to participate as much as they wanted to in areas that were important to them. This relationship generally remained even after controlling for demographics. Overall, the findings from this study suggest that greater attention should be paid to the relationship between depressive symptoms and community participation in this population, including explorations that examine how the promotion of participation may have an impact on depressive symptoms. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Adolescent suicide is a serious public health problem in Chile. Given the high prevalence of suicidal behaviors and suicide, youth suicide researchers must approach participants, families, and communities with care. Special attention must be given to suicide-related trauma among survivors of suicidal behaviors and of suicide. In this article, we discuss how investigators can infuse the trauma-informed model in their work. Our discussion is organized around research stages and tasks: study design, recruitment, data collection and analysis, and care for the research team. We illustrate the integration of the trauma-informed (TI) model key elements and principles with examples from our work in youth suicide research. We posit that infusing the TI model in research aligns with the ethical mandate of beneficence. Our goal is to help other researchers reflect on how to design and implement TI informed research that is attuned to participants, staff, and communities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Due to increasing incidence of mental health challenges in college students and its relation to poorer student outcomes (e.g., recruitment, retention, graduation), higher education institutions have turned their attention toward the needs of students experiencing mental health challenges (Collins & Mowbray, 2005). In attempts to ameliorate poorer student outcomes, some states have investigated the impact of mental health on those enrolled in higher education as well as the needs for supports and services for those impacted (e.g., Oregon Higher Education Coordinating Commission [OHECC], Office of Academic Policy and Authorization, 2018). However, despite these initiatives, limited empirical research is available related to the lived experiences of individuals with mental health challenges in higher education settings; including the supports and barriers they may experience while navigating these complex settings. This study begins to address this knowledge gap by using qualitative content analysis to examine and compare key stakeholder lived experiences related to mental health challenges in higher education, including the similarities and differences regarding service and support needs, determinants to usage (support and barriers), and recommendations for future research and improving the continuum of care. Considerations for policy, practice, and future research are provided. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Sexual identity stress may damage the well-being of lesbian, gay, and bisexual (LGB) individuals, but limited research has examined the potential protective factors in this context. The present study addressed this research gap by testing a psychological flexibility model of sexual identity development and positive mental health among LGB individuals. We hypothesized that psychological flexibility would be associated with greater engaged living (i.e., valued living and life fulfillment), which would, in turn, be linked to lower sexual identity stress (i.e., identity uncertainty, acceptance concern, internalized homonegativity, sexuality concealment, and difficult process of identity development) and then better well-being (i.e., emotional, psychological, and social well-being). A total of 401 LGB individuals completed questionnaire measures of psychological flexibility, engaged living, sexual identity stress, and well-being. Structural equation modeling showed that psychological flexibility was related to greater engaged living, which was, in turn, related to lower sexual identity stress and then better well-being. Bootstrap analyses further revealed that psychological flexibility had significant indirect effects on sexual identity stress via engaged living and on well-being via engaged living and sexual identity stress. In addition, multigroup analyses demonstrated that the mediation model held across women and men and across lesbian/gay and bisexual individuals. Theoretically, this study elucidated how psychological flexibility could enable LGB individuals to reduce sexual identity stress and improve well-being through living a valuable and fulfilling life. Practically, this study pointed to the utility of psychological flexibility training in facilitating LGB individuals to develop a positive sexual identity and enhance positive mental health. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

There is concern for the mental health of healthcare providers during the COVID-19 pandemic. In this article, we focus on the protective strategies that all people, but in this case healthcare providers, use when facing danger and how specific preventive responses could reduce the mental health burden to nurses, doctors, and emergency medical personnel working in hospitals. Our primary contributions are to demonstrate that healthcare providers are not a homogeneous group regarding mental health risks and that, consequently, individuals might need different forms of preventive and ameliorative response. We propose some (a) universally beneficial approaches, (b) strategy-specific approaches, and (c) strategy-specific contra-indicated approaches. Our two central points are that there are important psychological differences among healthcare providers and that these create different mental health needs in the COVID-19 crisis and require different protective solutions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In this article, we tested if female adopted Chinese youth's sense of exclusion predicted their behavioral adjustment and mental disorder diagnoses concurrently (Study 1) and longitudinally 5 years later (Study 2). In Study 1, 224 adoptees (M = 13.6 years, SD = 2.1) provided survey data on sense of exclusion (as indexed by ethnic marginality, ethnic identity search, and negative feelings toward adoption) and Internalizing Problems (i.e., anxiety, withdrawal, and somatic complaints), measured with the Child Behavior Checklist (CBCL)-Youth Self-Report. In Study 1, the adoptive parents additionally completed the CBCL parent-report on the adopted children's Internalizing Problems and reported if the adopted children had any mental disorder diagnoses. In Study 2, 60 youth from Study 1 (M = 18.6 years, SD = 2.1) completed the 3rd edition of the Behavioral Assessment System for Children-Self Report of Personality (BASC-3-SRP) that measures School Problems (i.e., negative attitudes toward teacher, negative attitudes toward school, and sensation seeking), Internalizing Problems (i.e., atypicality, locus of control, social stress, anxiety, depression, sense of inadequacy, and somatization), Attention-Deficit/Hyperactivity Disorder (ADHD; i.e., inattention and hyperactivity), and Personal Adjustment (i.e., relations with parents, peer relations, self-esteem, and self-reliance). They also responded to questions on receiving mental disorder diagnoses and treatments. We found that in Study 1, 33.2% of the youth had at least one diagnosis, with Anxiety Disorder (21.4%), ADD/ADHD (16.7%), and Attachment Disorder (7.5%) being the top three disorders. In Study 2, 40.3% had at least one diagnosis, with Anxiety Disorder (25.0%), Depression (21.7%), and ADD/ADHD (16.7%) being the top three disorders. Path analyses showed that in Study 1, ethnic marginality and negative feelings about adoption, but not ethnic identity search, significantly predicted parent-reported and self-reported Internalizing Problems; in Study 2, none of the three indicators of sense of exclusion predicted the adopted youth's adjustment. Implications for clinical practice and future research were discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The COVID-19 pandemic has required public social services departments to cope with an unexpected and unprecedented emergency situation. As community social workers work on the macrolevel and deal with entire communities in emergency situations, the present study investigated the challenges they face as well as the factors that promoted they are coping during the "age of COVID." Drawing on in-depth interviews with 20 managers of community social work departments in Israel, findings highlighted three main themes: (a) organizational politics, which impeded community social workers' work; (b) the mobilization of both professional community social work staff as well as civilians; and (c) the perception of the crisis as an opportunity. Findings pointed to the challenges, promotive factors, and perceptions of community social workers in public social services departments who have had to cope with the pandemic. We discuss these findings in light of the theoretical perspectives of "the politics of pandemic" pandemic, social support, and resilience. Implications for community practice are outlined. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

It is now well understood that exposure to Adverse Childhood Experiences (ACEs) is negatively linked to health and well-being across the lifespan. In an effort to disrupt ACEs exposure and its effects, there is a nationwide movement to screen for ACEs in primary care, despite a lack of well-established guidelines for assessing and responding to risk within routine care. Additionally, developing culturally responsive models of ACEs assessment is imperative, particularly because racial and ethnic minority populations face disproportionate risk of exposure to ACEs and disparities in quality of health care. Using mixed methods, we explored the feasibility, acceptability, and utility of conducting ACEs routine inquiry with an ethnically and economically diverse pediatric population through a unique collaborative practice model (CPM) consisting of an integrated, multidisciplinary team within primary care. In the CPM study, 163 children from a safety-net health system were enrolled; of those, an ACEs questionnaire was collected from 158 (97%) study participants as part of their mental health evaluation. The sample was highly ACEs exposed, with 40% of children and 56% of teens having scores of four or more. There were significant associations between level of ACEs exposure and degree of mental health impairment in both children and teens. Providers viewed the ACEs assessment process as feasible, acceptable, and to have utility for the care of the study's diverse pediatric population. Findings highlight benefits, challenges, cultural considerations and recommendations for promoting health equity through a primary-care integrated ACEs assessment model. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The development of social-emotional competencies in early childhood is essential for long-term health and wellbeing, and these skills are particularly critical for children from disadvantaged backgrounds to set the foundation for success in school and in life. The present study examined the effects of an intervention to support prekindergarten (pre-k) teachers' ability to address the specific social-emotional needs of their students. Teachers in a publicly funded pre-k program completed the Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999; LeBuffe & Shapiro, 2004) to measure social-emotional functioning. "Intervention" teachers received summaries of their students' social-emotional strengths and needs based on the DECA and packets providing teaching strategies they could use to target the social-emotional domains assessed by the DECA. Teachers were encouraged to work with their coaches to interpret their classroom summaries and implement strategies to address their students' needs. Multilevel modeling revealed that students whose teachers received social-emotional feedback (classroom summaries and strategy packets) showed significantly greater social-emotional gains (across multiple domains) over the school year compared to students whose teachers did not receive feedback. Our findings suggest that having teachers complete social-emotional assessments of their students at the beginning of the school year and providing teachers with data-based feedback may build teachers' capacity to promote social-emotional development for children from disadvantaged backgrounds. We discuss the potential to build on this data-guided approach to better prepare children to succeed in elementary school and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved).