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Racially and ethnically minoritized (REM) youth have been historically underrepresented in the field of school psychology due, in part, to poor program climate. Numerous strategies to increase the recruitment and retention of REM school psychology students have been put forth. Despite this, concerns regarding program climate remain and calls for the increased diversification of the field continue. The purpose of this article is to put forth the use of diversity committees (DCs) as a way to increase the recruitment and retention of REM students within school psychology. We present two case examples of DCs implemented in school psychology graduate programs. We conclude with implications, as well as future research needs as it relates to the examination of effectiveness and implementation of DCs. Practitioner Points: 1.Diversity committees (DCs) are presented as a potential strategy to increase racial & ethnic minoritized (REM) school psychology student recruitment and retention.2.Case examples of DCs demonstrate their potential to be a safe space for REM graduate students to engage in advocacy as well as build community with other REM students.3.Case examples review barriers and supports to DC implementation in school psychology programs. [ABSTRACT FROM AUTHOR]

WHICH ANTIVIRAL TREATMENT OPTIONS ARE SUITABLE FOR THERAPY OF PATIENTS INFECTED WITH THE OMIC... Treatment with recombinant monoclonal antibodies (mAbs) that neutralize SARS-CoV-2 can reduce the risk for severe disease. In contrast, neutralization of the Omicron variant is dramatically reduced,1 indicating that immunity following infection by previously circulating SARS-CoV-2 variants provides little to no protection against the Omicron variant. Keywords: antibody; omicron; SARS-CoV-2; spike EN antibody omicron SARS-CoV-2 spike 1 3 3 05/31/22 20220501 NES 220501 The severe acute respiratory syndrome coronavirus 2 Omicron variant (B.1.1.529) swept the globe with breathtaking speed, rapidly displacing the Delta variant and causing record numbers of new infections. [Extracted from the article]

Generalised anxiety disorder (GAD) is prevalent among college students in India; however, barriers like stigma, treatment accessibility and cost prevent engagement in treatment. Web‐ and mobile‐based, or digital, mental health interventions have been proposed as a potential solution to increasing treatment access. With the ultimate goal of developing an engaging digital mental health intervention for university students in India, the current study sought to understand students' reactions to a culturally and digitally adapted evidence‐based cognitive behavioural therapy (CBT) for GAD intervention. Specifically, through theatre testing and focus groups with a non‐clinical sample of 15 college students in India, the present study examined initial usability, acceptability and feasibility of the "Mana Maali Digital Anxiety Program." Secondary objectives comprised identifying students' perceived barriers to using the program and eliciting recommendations. Results indicated high usability, with the average usability rating ranking in the top 10% of general usability scores. Participants offered actionable changes to improve usability and perceived acceptability among peers struggling with mental health issues. Findings highlight the benefits of offering digital resources that circumvent barriers associated with accessing traditional services. Results build on existing evidence that digital interventions can be a viable means of delivering mental healthcare to large, defined populations. [ABSTRACT FROM AUTHOR]

Guyana, a low‐to‐middle‐income country (LMIC) in South America, leads the world in youth suicide. As an understanding of risk and protective factors is critical to the development of culturally informed suicide prevention efforts, research exploring these factors among youth in Guyana is needed. The current study expands on current research on adolescent suicide in Guyana and LMICs broadly by using qualitative focus groups and interviews to explore adult stakeholders' and youth's perspectives. Participants included 17 adult stakeholders and 40 adolescents in Guyana. Data were analysed using a grounded theory approach. Themes related to participants' perceptions of risk factors for suicide included demographic characteristics, pressure and expectations, adults' responses to youth, limited coping with stressful life events and exposure to suicide. Themes related to protective factors for suicide included positive social support and involvement in community activities. Findings have implications for the development and tailoring of suicide prevention efforts for Guyanese youth. [ABSTRACT FROM AUTHOR]

To conclude, CMC needs to be suspected in a young child with recurrent oral thrush and systemic infections. To the Editor, Chronic mucocutaneous candidiasis (CMC) is characterized by recurrent fungal infections of the skin, mucosa, and nails and is commonly associated with primary immune-deficiency states, autoimmune polyendocrinopathy syndrome, and Hyper-IgE syndrome.1 I STAT i mutations are the commonest mutations associated with CMC.2 We present a young boy who was diagnosed CMC and pancytopenia. [Extracted from the article]

Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees' and professionals' perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions. [ABSTRACT FROM AUTHOR]

This study examined (a) the roles of perceived and personal stigma on attitudes toward professional psychological help seeking and (b) the effects of these constructs across gender in South Asians. Personal stigma and being male was negatively associated with attitudes toward professional psychological help seeking; no difference in the association between personal and perceived stigma and attitudes across genders was found. These findings have implications for the engagement of South Asians in mental health services in the United States. Este estudio examinó (a) los roles de estigmas percibidos y personales en las actitudes hacia la búsqueda de ayuda psicológica profesional y (b) los efectos de estos constructos en indiviuos sudasiáticos según su sexo. El estigma personal y la identidad masculina se asociaron negativamente con las actitudes hacia la búsqueda de ayuda psicológica profesional; no se halló diferencia en la asociación entre estigmas personales y percibidos y las actitudes de los distintos sexos. Estos hallazgos tienen implicaciones para la participación de los individuos sudasiáticos en los servicios de salud mental en Estados Unidos. [ABSTRACT FROM AUTHOR]

This study sought to assess current and future school psychologists' attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two-hundred seventy-nine school psychologists ( n = 162, 58%) and school psychology graduate students ( n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay-straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. [ABSTRACT FROM AUTHOR]

Schools present a unique environment in which to conduct universal screenings for youth depression. The present study examines the efficiency of a multiple-stage assessment procedure assessing youth depression in the schools by calculating hit rates and establishing diagnostic accuracy for the measures used. Girls ( N = 3318) aged 8 to 13, participated in a three-stage screening conducted in schools. At Stage 1, participants completed self-report measures. At Stage 2, participants completed either a second self-report measure or a brief symptom interview. At Stage 3, diagnostic interviews were conducted. Hit rates were calculated at Stages 1 and 2 to compare the efficiency of the different assessments. The diagnostic accuracy of the screening measures was investigated through the calculation of sensitivity and specificity indices, logistic regression, and receiver operating characteristic curve analysis. Bias in identification rates across ethnicities was also examined. Comparison of hit rates indicated that the brief symptom interview had greater efficiency in the identification of depression at Stage 2; moreover, the measures demonstrated accuracy in their prediction of depression. Results also indicated a lack of bias in screening measures, as they did not over-identify depression in different ethnic or racial groups. Recommendations for implementation of multiple-stage screenings in schools are discussed. [ABSTRACT FROM AUTHOR]

Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided through rigid adherence to the treatment manual. The transportability of such interventions to schools will be discussed, highlighting challenges that school psychologists may face, along with addressing important aspects for the successful implementation of treatments. The ACTION treatment program, a highly effective cognitive behavioral intervention for depressed youth, is provided as an example of one such program. Primary treatment components of ACTION are described along with subtleties to effectively train school psychologists who intend to treat depressed youth. The importance of improved training for school psychologists to become effective at implementing cognitive behavioral interventions is highlighted. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]