124,350 results
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202. Cyberbullying among Youths in Malaysia
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Zan Azma Nasruddin, Nor Hapiza Mohd Ariffin, Nur Khairunnisa Mohd Azmi, Umairah Mohd Nazri, Nurhusnina Hasya Khairulrizal, and Nur Umairah Zuraimi Irwan Mazlin
- Abstract
Cyberbullying is a relatively new phenomenon that poses a serious problem, because anyone can become a victim of cyberbullying. Due to the special technical possibilities of social media, it can have long-term effects on the victims, especially on the well-being of young people. The aim of this study is to collect data on related topics such as demographic profiles, social media use, experiences of cyberbullying, attitudes towards cyberbullying and suggestions to curb cyberbullying in Malaysia. An online questionnaire survey was conducted with 50 respondents. The results show that bad things are done to the victims of cyberbullying, causing emotional disturbance and trauma to the victims. Rule utilitarianism and action utilitarianism are used in certain cases to solve the ethical problem of cyberbullying. Although there is no specific law against cyberbullying in Malaysia, there are certain laws such as the Computer Crimes Act 1997, the Communication and Multimedia Act 1998 and the Penal Code to combat cyberbullying. The solution has also been highlighted through awareness campaigns to prevent cyberbullying. For the concerned parties, developing concrete strategies to reduce cyberbullying among youths in Malaysia should be a major concern. [For the full proceedings, see ED654100.]
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- 2023
203. Teaching Intrapersonal Conflict: A Necessity in a Post COVID World
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Elmoudden, Sanae
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At the university level, mental health and mental illness education is still limited to clinical disciplines. However, Post COVID-19 mental health issues have become an epidemic that the university cannot ignore. Left alone to clinical disciplines, mental health issues appear as a health disturbance instead of a daily process of internal negotiations in need of acceptance and promotion. Indeed, the normalization of mental health can lead students to seek the required help with no fear of diagnosis stigma. By interviewing students and faculty about their mental health journey during COVID and Post-COVID 19, this paper proposes different spaces where the normalization of mental health can be integrated easily within Higher Education. One of the spaces alluded to in the paper is an inclusive language that incorporates neurodiversity mental illness. However, the main purpose of this focuses on intrapersonal conflict as a discursive space where teaching can become mindful.
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- 2023
204. Lives on Hold: Prospective International Students and the #JapanTravelBan
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Thomas Brotherhood
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This paper analyses Japan's COVID-19 response drawing on a survey of more than 3200 prospective international students affected by the (colloquially named) #JapanTravelBan. The paper charts the evolution of Japan's COVID-19 response from the earliest border restrictions in February 2020 to the eventual blanket reopening to international students in Summer 2022. Subsequently, survey DATA provide evidence of (1) the drastic mental health effects for prospective international students during this time, (2) students' loss of agency due to the protracted uncertainty of both policy and communication from the Japanese government, and (3) potential damage caused to Japan's reputation as a study destination. Drawing on these findings the paper offers broader suggestions for appropriate student migration policymaking: greater transparency, attention to students' security throughout their study sojourn, an emphasis on stability, and resilience to crises.
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- 2023
205. The Mindful Interactions (MI) Tool: Promoting Student Mental Health in Tertiary Education
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Elspeth Stephenson and Helen Yost
- Abstract
This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: "understandings" to provide theoretical guidance which inform pedagogy, "practices" to provide strategies for translating theory into practice, and "guiding principles" which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two 'approaches' (the 'Three Pillars of Trauma-informed Care' and 'Trust Based Relational Intervention') along with associated trauma literature underpinned the development of the MI tool.
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- 2023
206. Can a Teacher's Mental Health Impact Teaching Pedagogies in the New Normal?
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Parin Somani
- Abstract
Teachers globally have been required to adapt to immense change providing students within higher educational institutions (HEI) with the best teaching pedagogies, through which they can progress. The coronavirus (COVID-19) pandemic has accelerated the use of technologies to facilitate learning due to remote learning regulations imposed upon HEI. Within the new normal world teachers have been required to re-skill ensuring appropriate teaching pedagogies are implemented to help students reach their educational endeavours. This study aims to understand the impacts on HEI teacher mental health within the new normal world and the implications on teaching pedagogies. A systematic review of published and grey literature is conducted. Results have revealed the following: Teachers within HEI have experienced negative mental health impacts including, stress, anxiety, depression, and loneliness. They have adapted teaching pedagogies to facilitate changing social circumstances leading to re-skill and up-skill ensuring student educational progression. Modes of communication altered to include social media platforms. Teaching pedagogies have included interactive video conferencing and software utilising artificial intelligence. Both students and teachers became accustomed to remote learning during the COVID-19 pandemic, however post-pandemic hybrid learning has become more dominant. This study has deduced that teacher mental health does impact the quality of teaching pedagogies in the new normal world, affecting innovation and authenticity impacting student results. Teachers require flexibility and appropriate skills to ensure sustainable teaching pedagogies to support student learning. Recommendations are provided to facilitate teacher mental health and improve teaching pedagogies. [For the full proceedings, see ED656038.]
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- 2023
207. Women and mental health. Papers from the 1st International Conference on Women and Mental Health. London.
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- Female, Humans, Mental Health, Women's Health
- Published
- 1991
208. The Link: Connecting Juvenile Justice and Child Welfare. Volume 7, Number 4, Fall 2009/Winter 2010
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Child Welfare League of America and Williams, Meghan
- Abstract
This issue of "The Link" newsletter contains the following articles: (1) CWLA National Advisory Committee on Juvenile Justice Position Paper; (2) Director's Message; (3) Interview with Ed Kelley, NACJJ Chair; (4) Research on Pathways to Desistance; and (5) The Office of Juvenile Justice and Delinquency Prevention "Model Programs Guide." Individual articles contain figures, footnotes, and references. [For the Spring/Summer 2009 issue of "The Link," see ED507079.]
- Published
- 2010
209. Nursing approaches to the mental health of the elderly: a position paper.
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Whall AL
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- Aged, Humans, Geriatric Nursing trends, Mental Health, Psychiatric Nursing trends, Specialties, Nursing organization & administration
- Abstract
Although geropsychiatric nursing or mental health nursing with the elderly (MHNE) can be conceived of as a new subspecialty in psychiatric mental health nursing, in essence it is as old as nursing itself, for caring for people of all ages has always been within the purview of nursing. Today, however, in the more developed countries, older adults have increased both in numbers and in sophistication. These two changes have altered mental health care for the elderly. For example, mental health professionals now recognize that the elderly have an image problem which leads to underutilization of existing services. Psychiatric mental health nursing as a whole is questioning the nature of its practice and its place both within academic settings, and within the health care service delivery system. This paper explores the future possibilities and choices for the new subspecialty, mental health nursing with the elderly.
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- 1990
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210. University Student Settlement and Wellbeing with Dogs as Transitional Support
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Diahann Gallard
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This paper considers the topic of student wellbeing using the lens of a different type of support mechanism -- 'dog borrowing' -- which builds on prior research about emotion work and human-animal interactions but in the context of student transitions and pastoral care in higher education. This novel study was about the experiences of students settling into their university life and how, through a facilitated opportunity for students to connect to a dog and community partners, universities can meet mental health standards for wellbeing support. The findings outlined in this paper provide new insight into; how the university ethos and environment can be viewed as more personalised and emotionally supportive, how different kinds of relationships can support emotion state regulation conducive to wellbeing and effective learning and the ways that a human-animal bond can enhance connection with the community and provide social support for university students who have moved away from home.
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- 2024
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211. A Novel Approach in Psychiatric Healthcare: Co-Designing a Digital Platform
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Steinunn Gróa Sigurðardóttir, María Óskarsdóttir, Oddur Ingimarsson, and Anna Sigridur Islind
- Abstract
Purpose: This paper aims to focus on the involvement of mental healthcare professionals in a co-design process of a digital healthcare platform. Many people with severe mental disorders need constant support and monitoring, and with long waiting lists and scarce resources in mental healthcare, there is a dire need for innovative digital solutions to counteract those issues. This paper elaborates on a co-design process of a digital platform and mobile app designed for people with mental disorders. The platform primarily considers two perspectives: (i) the patients and (ii) the healthcare professionals. Design/methodology/approach: This paper is based on canonical action research, where the co-design involvement with 13 healthcare professionals is analyzed and their interactions with three primary scenarios are focused. Findings: The main contribution of this paper is three co-design principles: (i) clarity and information accessibility regarding the patient's side, (ii) efficiency and flexibility when it comes to the healthcare professional's side and (iii) a notification function in the mobile application. Originality/value: The theoretical contribution is the conceptualization of the three co-design principles that others can use when designing digital platforms in healthcare in general and psychiatric care in particular. The practical contributions are firstly outlined through the co-design process itself, where scenarios to guide the work are used, and secondly, the improvements made in the digital platform derived from the results of the co-design process.
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- 2024
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212. Coping Power -- Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools
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Amanda J. Nguyen, Jacqueline Hersh, Lydia Beahm, Lora Henderson Smith, Courtney Newman, Katelyn Birchfield, Kurt Michael, and Catherine P. Bradshaw
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Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper-elementary and middle schools. Method: Identified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process. Results: Between 2019-2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text "nudges" were improved to promote generalization of concepts across settings. Discussion: By partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools. [This paper was published in "School Mental Health."]
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- 2024
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213. 'Strive with Pride': The Voices of Indigenous Young People on Identity, Wellbeing, and Schooling in Australia
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Marnee Shay, Grace Sarra, Denise Proud, Iris-Jean Blow, and Fred Cobbo
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Indigenous Australian young people comprise over 50% of the total Indigenous population (Australian Bureau of Statistics, 2017). Yet, the voices of Indigenous young people are seldom centred in policy or scholarship (Shay & Sarra, 2021). This paper shares findings from a three-year national transdisciplinary, qualitative study that explored the identity and well-being of Indigenous young people in diverse school settings. The data told counter-stories through the lens of Indigenous young people currently absent in mental health and educational wellbeing scholarship. This article illustrates how the theoretical/methodological approach and data provide a strengths-based alternative to trauma-informed and medicalised mental health frameworks that dominate policy and practice approaches. This paper shares key findings from Indigenous young people who articulated their identities as underpinned by respect, pride and collectivism and shaped by culture, where you are from, physicality and role models. These expressions are clearly at odds with broader deficit discourses on Indigenous identity and have implications for health and schooling settings.
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- 2024
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214. Digital Wellbeing -- A Review of the JISC Guidance from the UK and Vietnam
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Scott Foster, Trang Ly Thien, Anna Jayne Foster, Thi Hanh Tien Ho, and Sarah Knight
- Abstract
Purpose: The aim of this paper is to contribute to the discussion of wellbeing within the university education system by outlining the key issues and benefits and recognising future research on digital well-being for students. The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. Design/methodology/approach: This is a technical review article which summarises key guidance for organisational digital wellbeing and then reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies). This is the first time a review has been conducted from the perspective of different countries. There are two aspects to digital wellbeing, individual and the social or organisational perspectives. Findings: The JISC Digital wellbeing paper highlights the many positive and negative impacts associated with digital wellbeing. This paper explores how some of these features have been considered within institutions within the UK and Vietnam and highlights the emerging research in one Vietnamese institution in relation to student wellbeing, where digital wellbeing was identified as a key concern. The context of digital wellbeing within higher education is then discussed drawing similarities between the UK and Vietnamese student experiences whilst acknowledging the limitations of current research within the field. Originality/value: Many institutions have seen a rise in the number of wellbeing challenges, and there are few examples of specific initiatives aimed at addressing digital wellbeing challenges for their stakeholders. Existing research on students' wellbeing is predominately focused on undergraduate students and does not differentiate between undergraduate and postgraduate students, nor between masters, doctoral and professional level students and does not explore the impact of digital wellbeing discretely; this is an area which would benefit from future research.
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- 2024
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215. Perceptions and Implementation of a Child Perspective among Professionals Working with Vulnerable Children Who Have Experienced War and Crises
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Anna Stålberg and Henrik Eriksson
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The child perspective, i.e. an adult understanding and viewing of a child, is frequently being discussed. However, it is open to individual interpretation as the concept is only vaguely defined. This paper focuses on factors characterising the child perspective held by adults in an organisation which treats and supports adults and children who endure mental illness as a result of war, torture, and/or life as refugees. A cross-sectional descriptive design involving qualitative data was used. Data were gathered at the Health and care department, Swedish Red Cross, through open-ended questions in a web-based questionnaire answered by 69 employees. Additionally, ten semi-structured interviews were conducted with key individuals who represented a variety of professional functions within the department. The data were combined to form a united data set used for analysis. A thematic analysis was undertaken, based on the descriptions by Braun and Clarke, and three major themes emerged. Two of these described the professionals' perceptions in terms of a child perspective. The first, "Considering the child as an individual", focused on how a child perspective encouraged the employees to create a friendly atmosphere and to seek out children's perspectives. The second, "Acknowledging the child's rights", highlighted a view of the child perspective as involving the safeguarding of children and the provision of "voice". The third theme, "Ambiguity in implementation", described the operationalisation of the child perspective in daily work, illustrating both favourable and problematic factors. To conclude, the understanding gained by this paper could be used to raise awareness of, concretise and operationalise a child perspective in other organisations in which adults encounter children. Likewise, this understanding could be used for ongoing research, knowledge development and further discussions in terms of child-focused work and rights-related initiatives involving children.
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- 2024
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216. Theoretical Foundations of Culturally Responsive Teaching and Connections to Saskatchewan Curriculum and Indigenous Education
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Jessica K. Madiratta
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This paper examines the attributes of culturally responsive teaching (CRT) as well as its theoretical foundations. Gay's (2018) work describes the eight attributes of CRT as validating, comprehensive and inclusive, multidimensional, empowering, transformative, emancipatory, humanistic, and normative and ethical. After unpacking each attribute, I present and discuss four dimensions of Gay's (2018) theoretical foundations of CRT which include culturally diverse curriculum, teacher caring, home and school connection, and academic achievement. Further, I write about how CRT and the epistemologies of Indigenous education can lead to healthy and transformative spaces for Indigenous students in Saskatchewan public schools. For the purposes of this paper, I define healthy and transformative spaces as spaces where students have their needs met in the four dimensions of spirit, mental, physical, and emotional health.
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- 2024
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217. Strategies of Infiltrating Psychological Fitness Education into Ideological and Political Education
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Ma Yin and Xiangang Hu
- Abstract
As the cradle of cultivating talents, universities are facing great opportunities and challenges in their education. Among them, IPE (ideological and political education), as an important foundation for the future growth of university students, is of great significance. This paper discusses the relationship between IPE and psychological fitness education in university teaching. This paper expounds the necessity and feasibility of playing the role of psychological fitness education in IPECU (ideological and political education in colleges and universities). Based on this, this paper gives the strategy of infiltrating psychological fitness education into IPE. This paper combines NN (neural network) method to construct an assessment model of IPE quality. In this paper, MATLAB is used for simulation and comparative analysis. The final experiment shows that the RMSE of this algorithm is 0.512, MAE is 1.089, and the accuracy of the algorithm is 0.958.
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- 2024
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218. Approaching the Self: Alternative Perspectives of Selfwork in Education
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Julie Allan and Valerie Harwood
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In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.
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- 2024
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219. Weekly Policy Papers.
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MENTAL health ,PUBLIC health ,PSYCHIATRY ,PSYCHOLOGY ,YOUTH - Abstract
The article presents information on EPM Weekly Policy Papers, covering the period from 13 to 17 November 2023. Notably, no government policy papers were published during this timeframe. Parliamentary policy papers include a House of Lords Library briefing on "Mental health support for children and young people," addressing the decline in mental health among youth and recent policies to enhance services.
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- 2023
220. Weekly Policy Papers.
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AUDITING ,DATA protection ,EDUCATIONAL leadership ,MENTAL health ,WELL-being - Abstract
The article focuses on summarizing various policy papers published between October 16 and October 20, 2023. Topics include an audit closure summary by the Information Commissioner's Office (ICO) regarding data protection in the Department for Education, an evaluation of the school leader mental health and wellbeing service, and a report on the development of a skills classification for the Great Britain.
- Published
- 2023
221. Cognitive-Behavioral Treatment of Late-Life Anxiety Disorders.
- Author
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Gorenstein, Ethan E. and Papp, Lazlo A.
- Abstract
In the absence of data, pharmacotherapy with benzodiazepines has become the mainstay of anxiety management in the elderly population. However, the use of benzodiazepines in the elderly has many problems. Elderly persons are more sensitive to anti-anxiety medications and are subject to a variety of increased risks, including cognitive impairment, falls, and respiratory depression. The "discontinuance syndrome," which consists of rebound anxiety, recurrence of original symptoms, and withdrawal, frequently accompanies attempts to taper benzodiazepine use. The consensus is that most patients would be better off on no medication if alternative treatment could control their anxiety. The approach to treating anxiety described in this conference paper includes standard cognitive-behavioral methods, such as: education, relaxation training, cognitive therapy, and exposure to anxiety-provoking situations combined with behavioral skills training. In addition, certain problems that appear to be particularly common in elderly anxiety sufferers require special attention. These are: somatic anxiety, panic symptoms, benzodiazepine withdrawal, and worry behaviors. A case study is presented to illustrate many of the problems confronted when working with this population, with data presented in four diagrams. General strategies for approaching said problems are discussed. (JBJ)
- Published
- 1995
222. Developing a woman‐centered, inclusive definition of positive childbirth experiences: A discussion paper.
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Leinweber, Julia, Fontein‐Kuipers, Yvonne, Karlsdottir, Sigfridur Inga, Ekström‐Bergström, Anette, Nilsson, Christina, Stramrood, Claire, and Thomson, Gill
- Subjects
- *
CHILDBIRTH , *MATERNAL health services , *WELL-being , *ATTITUDES of mothers , *SOCIAL support , *WOMEN , *PATIENT-centered care , *MEDICAL personnel , *MENTAL health , *EXPERIENCE , *PATIENTS' attitudes , *TERMS & phrases , *HEALTH care teams , *EXPERTISE , *RESPECT , *CONTENT analysis , *SOCIAL integration , *PATIENT safety - Abstract
Introduction: A positive childbirth experience promotes women's health, both during and beyond the perinatal period. Understanding what constitutes a positive childbirth experience is thus critical to providing high‐quality maternity care. Currently, there is no clear, inclusive, woman‐centered definition of a positive childbirth experience to guide practice, education, and research. Aim: To formulate an inclusive woman‐centered definition of a positive childbirth experience. Methods: A six‐step process was undertaken: (a) Key concepts associated with a positive childbirth were derived from a rapid literature review; (b) The key concepts were used by interdisciplinary experts in the author group to create a draft definition; (c) The draft definition was presented to clinicians and researchers during a European research meeting on perinatal mental health; (d) The authors integrated the expert feedback to refine the working definition; (e) A revised definition was shared with women from consumer groups in six countries to confirm its face validity; and (f) A final definition was formulated based on the women's feedback (n = 42). Results: The following definition was formulated: "A positive childbirth experience refers to a woman's experience of interactions and events directly related to childbirth that made her feel supported, in control, safe, and respected; a positive childbirth can make women feel joy, confident, and/or accomplished and may have short and/or long‐term positive impacts on a woman's psychosocial well‐being." Conclusions: This inclusive, woman‐centered definition highlights the importance of provider interactions for facilitating a positive childbirth experience. Feeling supported and having a sense of control, safety, and respect are central tenets. This definition could help to identify and validate positive childbirth experience(s), and to inform practice, education, research, advocacy, and policy‐making. [ABSTRACT FROM AUTHOR]
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- 2023
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223. The abuse of regression in the National Health Service allocation formulae: response to the Department of Health's 2007 `resource allocation research paper'
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Galbraith, Jane and Stone, Mervyn
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- 2011
224. Positive Digital Practices: Supporting Positive Learner Identities and Student Mental Wellbeing in Technology-Enhanced Higher Education
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Kate Lister, Elena Riva, Alison Hartley, Philippa Waterhouse, Naomi Moller, Leigh Downes, Tim Coughlan, Agnes Kukulska-Hulme, Elaine McPherson, Ian Macdonald, Sophie Jones-Tinsley, Cath Brown, and Ruth Tudor
- Abstract
Embedding mental wellbeing in learning is a priority for the UK Higher Education sector, as increasing numbers of students disclose mental health difficulties, challenges and conditions. Technology-enhanced, distance and blended learning is uniquely positioned to make a change for good in the sector; it can provide alternatives to traditional education models, support hard-to-reach students and make positive changes to practice. However, to make positive change, it needs to address the barriers to mental health that are inherent throughout education, and embed student wellbeing throughout its practices, cultures and digital environments. The Positive Digital Practices project aims to scale up existing work on mental wellbeing in technology-enhanced learning, creating resources to support practitioners in three focus areas: "Positive Learner Identities"--supporting students' emotional awareness, reflection, resilience in adversity and wellbeing literacy; "Positive Digital Communities"--supporting students' sense of belonging and facilitating meaningful connections that do not rely on a campus environment; "Positive Digital Pedagogies"--creating and sharing pedagogical practices that support mental wellbeing. In this paper, we present baseline data from staff and students on perceptions of barriers and enablers to student mental wellbeing, and we explore examples of positive practice from the "Positive Learner Identities" work area. We present the participatory co-creation methodologies used, the resources created, and we discuss how these can be applied by practitioners. These resources are a call to action for post-secondary practitioners to work together to enhance student mental health and wellbeing, and make education a more inclusive, equitable experience.
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- 2024
225. The Impact of School Closures on Learners' Mental Health in the Context of COVID-19 in the City of Cape Town
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Thulani Andrew Chauke and Olusegun Samson Obadire
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This paper explores the negative impact of the shutdown of contact-based learning on learners' mental health as a result of COVID-19 and provides recommendations to promote learners' mental health during and post COVID-19. A qualitative research method was used to guide the collection and analysis of the data. Data was collected from a sample of 20 learners from Cape Town and analysed through thematic analysis. The study findings revealed that with the shutdown of contact-based learning as one of the COVID-19 containment measures by the government learners experienced social anxiety disorder and sleeping disorder. Youth policymakers need to design interventions that promote mental health in after-school programmes implemented by qualified youth workers and social workers. Youth workers should take the courses of action in a non-formal education to promote youth mental health.
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- 2024
226. 'Taking Action': Reflections on Forming and Facilitating a Peer-Led Social Justice Advocacy Group
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Sunanda M. Sharma, Jennifer E. Bianchini, Zeynep L. Cakmak, MaryRose Kaplan, and Muninder K. Ahluwalia
- Abstract
According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.
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- 2024
227. The Relationship Pattern between Personality Traits and Learning Responsibility
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Ugur Akpur
- Abstract
As the interest in the shift from teacher-centred paradigm to student-centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self-engagement in the learning process. In an attempt to explore the role of personality in self-engagement, this paper aims to assess the relationship pattern between individuals' personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten-Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.
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- 2024
228. The Self-Tracking Information Literacy Practices of LGBTQ+ Students: Empowerment through Self-Knowledge
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Pamela McKinney, Corin Peacock, and Andrew Cox
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This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place--restricted due to self-consciousness or fear of judgement--and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.
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- 2024
229. Consensus paper of the WFSBP task force on biological markers: Biological markers for alcoholism
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Hashimoto, Eri, Riederer, Peter Franz, Hesselbrock, Victor M, Hesselbrock, Michie N, Mann, Karl, Ukai, Wataru, Sohma, Hitoshi, Thibaut, Florence, Schuckit, Marc A, and Saito, Toshikazu
- Subjects
Biological Psychology ,Pharmacology and Pharmaceutical Sciences ,Biomedical and Clinical Sciences ,Psychology ,Behavioral and Social Science ,Substance Misuse ,Genetics ,Brain Disorders ,Alcoholism ,Alcohol Use and Health ,Neurosciences ,4.1 Discovery and preclinical testing of markers and technologies ,Detection ,screening and diagnosis ,Mental health ,Good Health and Well Being ,Alcoholism ,Biomarkers ,Consensus ,Humans ,alcohol ,biochemical markers ,abuse ,alcohol dependence ,alcohol use disorder ,Clinical Sciences ,Psychiatry ,Clinical sciences ,Biological psychology - Abstract
ObjectivesThis article presents an overview of the current literature on biological markers for alcoholism, including markers associated with the pharmacological effects of alcohol and markers related to the clinical course and treatment of alcohol-related problems. Many of these studies are well known, while other studies cited are new and still being evaluated.MethodsIn this paper we first describe known biomarkers of alcohol-related disorders, review their features and the problems involved in their use. We then consider future developments on biomarkers and their possible impact on the field.ResultsMore recent findings cited include the work on type 7 adenylcyclase (AC) polymorphism and its lower expression levels in female alcoholics. Neuroimaging studies involving biomarkers have also reported brain volume reductions of gray and white matter, including amygdala and subcortical regions in alcoholic patients, while a high association between the copy number variations (CNVs) in 6q14.1/5q13.2 and alcohol dependence has more recently been identified in genetic studies.ConclusionsIn addition to their possible importance for diagnosis, biomarkers may have utility for predicting prognosis, progression of the disorder, the development of new treatments, and monitoring treatment effects. Although such findings should be verified in independent studies, the search for new biomarkers is continuing. Several potential candidate biomarkers have been found recently in blood, imaging, and genetic studies with encouraging results.
- Published
- 2013
230. Letter to the Editor (September 10, 2021) concerning the paper 'Availability of psychological support for medical students in Poland'
- Author
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Wiktoria Milczyńska, Amy de Wolf, and Akhil Mohindra
- Subjects
psychological support ,medical students ,mental health ,medical education ,stress ,support systems ,Medicine - Published
- 2021
- Full Text
- View/download PDF
231. Mental health and expatriate psychological adjustment post-COVID: towards a new framework
- Author
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Derksen, Donna, Patel, Parth, Mohyuddin, Syed M., Prikshat, Verma, and Shahid, Sehrish
- Published
- 2024
- Full Text
- View/download PDF
232. Mental and general health at the edges of owner occupation
- Author
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Truong, N.T. Khuong, Smith, Susan J., Wood, Gavin, Clark, William A.V., Lisowski, William, and Ong ViforJ, Rachel
- Published
- 2024
- Full Text
- View/download PDF
233. Ecological Study of Urbanicity and Self-reported Poor Mental Health Days Across US Counties.
- Author
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Olson-Williams H, Grey S, and Cochran A
- Subjects
- Humans, United States epidemiology, Infant, Newborn, Self Report, Educational Status, Mental Health, Income
- Abstract
Geography may influence mental health by inducing changes to social and physical environmental and health-related factors. This understanding is largely based on older studies from Western Europe. We sought to quantify contemporary relationships between urbanicity and self-reported poor mental health days in US counties. We performed regression on US counties (n = 3142) using data from the County Health Rankings and Roadmaps. Controlling for state, age, income, education, and race/ethnicity, large central metro counties reported 0.24 fewer average poor mental health days than small metro counties (t = - 5.78, df = 423, p < .001). Noncore counties had 0.07 more average poor mental health days than small metro counties (t = 3.06, df = 1690, p = 0.002). Better mental health in large central metro counties was partly mediated by differences in the built environment, such as better food environments. Poorer mental health in noncore counties was not mediated by considered mediators., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
- Published
- 2023
- Full Text
- View/download PDF
234. Early evaluation of the Children and Young People's Mental Health Trailblazer programme: a rapid mixed-methods study.
- Author
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Ellins J, Hocking L, Al-Haboubi M, Newbould J, Fenton SJ, Daniel K, Stockwell S, Leach B, Sidhu M, Bousfield J, McKenna G, Saunders K, O'Neill S, and Mays N
- Subjects
- Adolescent, Humans, Child, Surveys and Questionnaires, Focus Groups, Schools, Mental Health, Health Education
- Abstract
Background: The Children and Young People's Mental Health Trailblazer programme is funding the creation of new mental health support teams to work in schools and further education colleges. Mental health support teams directly support children and young people with 'mild to moderate' mental health problems and work with school and college staff to promote well-being for all. A new workforce of education mental health practitioners is being trained for the teams., Objective(s): The National Institute for Health and Care Research Birmingham, RAND and Cambridge Evaluation Rapid Evaluation Centre and Policy Innovation and Evaluation Research Unit undertook an early evaluation of the Trailblazer programme to examine the development, implementation and early progress of mental health support teams in the programme's first 25 'Trailblazer' sites., Design: A mixed-methods evaluation, comprising three work packages: 1. Establishing the baseline and understanding the development and early impacts of the Trailblazer sites, including two rounds of surveys with key informants and participating education settings in all 25 sites. 2. More detailed research in five purposively selected Trailblazer sites, including interviews with a range of stakeholders and focus groups with children and young people. 3. Scoping and developing options for a longer-term assessment of the programme's outcomes and impacts. Fieldwork was undertaken between November 2020 and February 2022. The University of Birmingham Institute for Mental Health Youth Advisory Group was involved throughout the study, including co-producing the focus groups with children and young people., Results: Substantial progress had been made implementing the programme, in challenging circumstances, and there was optimism about what it had the potential to achieve. The education mental health practitioner role had proven popular, but sites reported challenges in retaining education mental health practitioners, and turnover left mental health support teams short-staffed and needing to re-recruit. Education settings welcomed additional mental health support and reported positive early outcomes, including staff feeling more confident and having faster access to advice about mental health issues. At the same time, there were concerns about children who had mental health problems that were more serious than 'mild to moderate' but not serious enough to be accepted for specialist help, and that the interventions offered were not working well for some young people. Mental health support teams were generally spending more time supporting children with mental health problems than working with education settings to develop 'whole school' approaches to mental health and well-being, and service models in some sites appeared to be more clinically oriented, with a strong focus on mental health support teams' therapeutic functions., Limitations: Despite efforts to maximise participation, survey response rates were relatively low and some groups were less well represented than others. We were not able to gather sufficiently detailed data to develop a typology of Trailblazer sites, as was planned., Conclusions: Key lessons for future programme implementation include: - Whether mental health support teams should expand support to children and young people with more complex and serious mental health problems. - How to keep the twin aims of prevention and early intervention in balance. - How to retain education mental health practitioners once trained., Future Work: The findings have important implications for the design of a longer-term impact evaluation of the programme, which is due to commence in summer 2023., Study Registration: Ethical approval from the University of Birmingham (ERN_19-1400 - RG_19-190) and London School of Hygiene and Tropical Medicine (Ref: 18040) and Health Research Authority approval (IRAS 270760)., Funding: The Birmingham, RAND and Cambridge Evaluation Rapid Evaluation Centre is funded by the National Institute for Health and Care Research Health Services and Delivery Research programme (HSDR 16/138/31). The Policy Innovation and Evaluation Research Unit is funded by the NIHR Policy Research Programme (PR-PRU-1217-20602).
- Published
- 2023
- Full Text
- View/download PDF
235. Effectiveness of reminiscence therapy interventions for older people: Evidence mapping and qualitative evaluation.
- Author
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Yan Z, Dong M, Lin L, and Wu D
- Subjects
- Humans, Aged, Systematic Reviews as Topic, Psychotherapy methods, Mental Health
- Abstract
WHAT IS KNOWN ON THE SUBJECT?: Reminiscence therapy is a common psychosocial intervention in mental health nursing. Numerous secondary studies have explored the effects of reminiscence therapy interventions in older adults, and while the effects are significant, conflicting results remain. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: To date, research on reminiscence therapy has examined different disorders in isolation from one another. By illustrating the evidence gaps between studies, this paper highlights the need for a new evidence-based summary overview of reminiscence therapy research. The results suggest that reminiscence therapy can be beneficial to the improvement of mental health and quality of life for older people. However, we found that the secondary studies were not of high quality and that further high-quality literature supporting the evidence is still needed. WHAT ARE THE IMPLICATION FOR PRACTICE?: Reminiscence therapy may be considered a useful non-pharmacological intervention for older people with mental and psychological problems. However, there is a lack of normative guidelines for reminiscence therapy in terms of intervention time, frequency, and form. The development of a global standard protocol for the application of reminiscence therapy may be necessary for future randomized controlled trials (RCTs)., Abstract: INTRODUCTION: Reminiscence therapy is an alternative to pharmaceutical intervention provided during long-term care, especially for older people with mental and psychological problems. However, the effects of reminiscence therapy remain inconclusive., Aim: The present study aimed to systematically identify, synthesize and describe the research evidence and quality of systematic reviews (SRs) related to reminiscence interventions for older people through an evidence-mapping approach., Methods: Commonly used English and Chinese databases, including PubMed, EMBASE, The Cochrane Library, Web of Science, CNKI, WANFANG, VIP and SinoMed, were searched from inception till 31 March 2022. The study type was restricted to SRs with or without meta-analysis. The methodological quality of the included SRs was assessed by A Measurement Tool to Assess Systematic Reviews (AMSTAR-2). The Microsoft Excel 2019 tool was used for data extraction and coding, and bubble charts were used to synthesize information on the study population, intervention category, original study sample size and classification of findings., Results: A total of 28 SRs were enrolled, including 514 original studies, 91.4% of which were randomized controlled trials. The main participants of the study were depressed older people (7 publications), older people with dementia (10 publications) and ordinary older people (8 publications). The findings of 26 (92.8%) publications were categorized as either "beneficial" or "potentially beneficial." The primary outcome indicators of the effectiveness of the reminiscence intervention for older people are mental and psychological problems (especially depressive symptoms and cognitive functioning), quality of life and categories of positive psychology (e.g., life satisfaction, happiness and self-esteem). The main factors influencing the intervention effect were the intervention period, residential setting, intervention format (group/individual) and intervention intensity. The intervention settings/contexts were mainly community and long-term care facilities. However, the methodological quality of 27 (96.4%) of the SRs was scored as either "Low" or "Critically Low.", Discussion: Reminiscence therapy has been used to study the mental health and quality of life of older people in various conditions, with significant results. However, due to the limited evidence included in the studies and the low methodological quality, there is still a need to focus on the issue of effectiveness and evidence gaps for different interventions in the field of recall in the future, in addition to efforts to improve the methodological quality and standardize the reporting process for the evaluation of reminiscence intervention systems., Implications for Practice: Reminiscence therapy may be considered a useful non-pharmacological intervention for older people with mental and psychological problems. A standard protocol for reminiscence therapy may be necessary for future studies., (© 2022 John Wiley & Sons Ltd.)
- Published
- 2023
- Full Text
- View/download PDF
236. No. 91 Supply Of Newsprint Paper In Sheets For The Needs Of Buz Ur 'republican Clinical Center For Mental Health Mz Ur'
- Subjects
Mental health ,Business, international - Abstract
Tenders are invited for no. 91 supply of newsprint paper in sheets for the needs of buz ur 'republican clinical center for mental health mz ur' Major organization : BUDGET [...]
- Published
- 2023
237. Mental Health of Students. Position Statement. Revised
- Author
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National Association of School Nurses
- Abstract
It is the position of the National Association of School Nurses (NASN) that mental health is as critical to academic success as physical well-being. School nurses play a vital role in the school community by promoting positive mental health development in students through school/community-based programs and curricula. As members of interdisciplinary teams, school nurses play a vital role in supporting early assessment, planning, intervention, and follow-up of children in need of mental health services. In addition, school nurses serve as advocates, facilitators and counselors of mental health services both within the school environment and in the community. (Contains 24 references/resources.) [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
- Published
- 2008
238. The Alzheimer's Disease Neuroimaging Initiative: A review of papers published since its inception
- Author
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Weiner, Michael W, Veitch, Dallas P, Aisen, Paul S, Beckett, Laurel A, Cairns, Nigel J, Green, Robert C, Harvey, Danielle, Jack, Clifford R, Jagust, William, Liu, Enchi, Morris, John C, Petersen, Ronald C, Saykin, Andrew J, Schmidt, Mark E, Shaw, Leslie, Shen, Li, Siuciak, Judith A, Soares, Holly, Toga, Arthur W, Trojanowski, John Q, and Initiative, Alzheimer's Disease Neuroimaging
- Subjects
Biological Psychology ,Biomedical and Clinical Sciences ,Psychology ,Neurodegenerative ,Aging ,Brain Disorders ,Biomedical Imaging ,Prevention ,Dementia ,Alzheimer's Disease including Alzheimer's Disease Related Dementias (AD/ADRD) ,Acquired Cognitive Impairment ,Clinical Research ,Alzheimer's Disease ,Neurosciences ,Detection ,screening and diagnosis ,4.1 Discovery and preclinical testing of markers and technologies ,Neurological ,Alzheimer Disease ,Early Diagnosis ,Humans ,Multicenter Studies as Topic ,Neuroimaging ,United States ,Clinical and Health Psychology ,Mental Health ,Post-Traumatic Stress Disorder (PTSD) ,Traumatic Brain Injury (TBI) ,Physical Injury - Accidents and Adverse Effects ,Traumatic Head and Spine Injury ,Anxiety Disorders ,Injuries and accidents ,Good Health and Well Being ,Afghan Campaign 2001- ,Biomarkers ,Blast Injuries ,Brain Damage ,Chronic ,Brain Injuries ,Databases ,Factual ,Government Programs ,Iraq War ,2003-2011 ,Military Medicine ,Military Personnel ,National Institute of Neurological Disorders and Stroke (U.S.) ,Risk Factors ,Stress Disorders ,Post-Traumatic ,United States Department of Defense ,United States Department of Veterans Affairs ,Veterans Health ,Alzheimer's disease ,Risk factors ,Military medicine ,Traumatic brain injury ,Posttraumatie stress disorder ,Tau ,Beta-amyloid ,Apolipoprotein E e4 ,Alzheimer's Disease Neuroimaging Initiative ,Vietnam ,Veterans ,Chronic traumatic encephalopathy ,Blast injury ,Clinical Sciences ,Geriatrics ,Clinical sciences ,Biological psychology - Abstract
Traumatic brain injury (TBI) and post-traumatic stress disorder (PTSD) are signature injuries of the wars in Iraq and Afghanistan and have been linked to an increased risk of Alzheimer's disease (AD) and other dementias. A meeting hosted by the Alzheimer's Association and the Veterans' Health Research Institute (NCIRE) in May 2012 brought together experts from the U.S. military and academic medical centers around the world to discuss current evidence and hypotheses regarding the pathophysiological mechanisms linking TBI, PTSD, and AD. Studies underway in civilian and military populations were highlighted, along with new research initiatives such as a study to extend the Alzheimer's Disease Neuroimaging Initiative (ADNI) to a population of veterans exposed to TBI and PTSD. Greater collaboration and data sharing among diverse research groups is needed to advance an understanding and appropriate interventions in this continuum of military injuries and neurodegenerative disease in the aging veteran.
- Published
- 2013
239. CCBD's Position Executive Summary on School-Based Mental Health Services
- Author
-
Mathur, Sarup R., Kern, Lee, Albrecht, Susan F., Poland, Scott, Rozalski, Michael, and Skiba, Russell J.
- Abstract
This document provides administrative recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the need for school-based mental health services (SBMHS) in schools (Kern et al., 2017). It includes (1) an introduction, (2) key considerations for successful SBMHS, and (3) recommendations regarding local, state, and federal administrative guidelines.
- Published
- 2017
- Full Text
- View/download PDF
240. Editorial: Socio-economic inequality and child and adolescent mental health.
- Author
-
Pickett KE and Wilkinson RG
- Subjects
- Humans, Child, Adolescent, Mental Disorders therapy, Child Health, Adolescent Health, Mental Health, Socioeconomic Factors
- Published
- 2024
- Full Text
- View/download PDF
241. Perinatal depression screening in Australia: A position paper
- Author
-
Philip Boyce, Karen Hazell Raine, and Karen Thorpe
- Subjects
medicine.medical_specialty ,media_common.quotation_subject ,Psychological intervention ,Mothers ,Context (language use) ,Depression, Postpartum ,03 medical and health sciences ,0302 clinical medicine ,Pregnancy ,Humans ,Mass Screening ,Medicine ,Personality ,030212 general & internal medicine ,Child ,Psychiatry ,General Nursing ,Depression (differential diagnoses) ,media_common ,Parenting ,030504 nursing ,Depression ,business.industry ,Australia ,Infant ,General Medicine ,Mental health ,Mother-Child Relations ,Perinatal Care ,Position paper ,Female ,0305 other medical science ,business ,Psychosocial ,Perinatal Depression - Abstract
Perinatal depression can have enduring adverse effects on women and their children and families, incurring substantial ongoing economic and personal costs. A significant proportion of the cost of perinatal depression relates to adverse impacts on the child, most likely mediated through impairment to the mother-infant relationship. In recognition of this problem, Australia has invested in routine perinatal depression screening. Our previous research produced convergent findings suggesting that expected benefits for children have not yet been realised through perinatal depression screening. We question the potential of including a measure of personality in current perinatal depression screening for identifying maternal mental health problems and suboptimal mother-infant relationships. This paper reviews our previous research findings within the broader context of perinatal depression screening. We propose a position, that perinatal depression screening in Australia should be redesigned to more precisely detect vulnerable mother-infant relationships, parenting, maternal mental health, and infant psychosocial and psychological development. Practice change to appropriately target antenatal interventions may more efficiently improve both maternal and child outcomes, thereby contributing to greater efficiency and cost savings for the health system.
- Published
- 2020
242. Findings from the Making Every Adult Matter (MEAM) service pilots: a summary paper
- Author
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Battrick, Tim, Hilbery, Oliver, and Holloway, Sue
- Published
- 2013
- Full Text
- View/download PDF
243. Position Statement on Documentation of the Relationship between School-Based Health Centers and the Academic Accomplishments of Students
- Author
-
National Assembly on School-Based Health Care (NASBHC)
- Abstract
The purpose of this position statement is to clarify issues and suggest priorities relating to the documentation of the relationship between school-based health centers (SBHCs) and the academic accomplishments of students. Current national educational policies, such as the No Child Left Behind Act, are increasingly exerting pressure upon schools to document improvements in student achievement. With increasing competition for limited school resources, the continued vitality and viability of school programs, such as SBHCs, may depend upon their ability to demonstrate their contribution toward academic success. The National Assembly on School-Based Health Care (NASBHC) is committed to providing health center staff, researchers, educational professionals, and other stakeholders across the nation with comprehensive information and guidance regarding SBHCs and academic outcomes. A bibliography is included. (Contains 1 table and 1 footnote.)
- Published
- 2005
244. Turning the Tide: A Vision Paper for multiple needs and exclusions
- Author
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Page, Anna
- Published
- 2011
- Full Text
- View/download PDF
245. Leaked NHS papers show true cost of doctors' strike
- Subjects
Mental health ,Strikes ,Physicians -- Labor relations ,General interest ,News, opinion and commentary - Abstract
The junior doctors' strike will lead to caesarean births being cancelled, an increase in the number of mental health patients detained and issues transferring the critically ill for urgent care, [...]
- Published
- 2023
246. Critically appraised paper: In children with overweight or obesity, an aerobic plus resistance exercise program improved cardiometabolic but not mental health [Commentary].
- Author
-
Tsiros, Margarita D
- Subjects
RESISTANCE training ,CARDIOVASCULAR diseases risk factors ,AEROBIC exercises ,CHILDHOOD obesity ,MENTAL health - Published
- 2024
- Full Text
- View/download PDF
247. Critically appraised paper: In children with overweight or obesity, an aerobic plus resistance exercise program improved cardiometabolic but not mental health [synopsis].
- Author
-
Milne, Nikki
- Subjects
RESISTANCE training ,CARDIOVASCULAR diseases risk factors ,AEROBIC exercises ,CHILDHOOD obesity ,MENTAL health - Published
- 2024
- Full Text
- View/download PDF
248. Perceptual constancy of pareidolias across paper and digital testing formats in neurodegenerative diseases.
- Subjects
ELECTRONIC paper ,NEURODEGENERATION ,CLINICAL health psychology ,LEWY body dementia ,CLINICAL psychology - Abstract
This article discusses a study on the use of a digital format for testing pareidolias, which are visual perceptual deficits where ambiguous shapes take on meaningful appearances. The study compared the results of paper-based and digital testing approaches on healthy controls and patients diagnosed with Alzheimer's disease, Dementia with Lewy body disease, and Parkinson's disease. The findings suggest that the illusionary phenomenon of pareidolia is consistent across both paper and digital modalities of testing, and that perceptual constancy is maintained across patient groups. The study also found that pareidolic misperceptions can be stabilized on a digital format, demonstrating a practical way of testing pareidolias on smartphones without compromising the functionality of the test. [Extracted from the article]
- Published
- 2024
249. Integrating Agendas for Mental Health in Schools into the Recommendations of the President's New Freedom Commission on Mental Health
- Author
-
University of California, Los Angeles, Center for Mental Health in Schools
- Abstract
It is long been acknowledged that psychosocial and mental health concerns must be addressed if schools are to function satisfactorily and students are to learn and perform effectively. This reality is reflected in the aims of the No Child Left Behind Act and the Individuals with Disabilities Education Act. And, it is consonant with the goals and recommendations of the President's New Freedom Commission on Mental Health. Indeed, these initiatives reflect a shared agenda and must coalesce in school improvement policies and initiatives in ways that more wisely invest and use sparse resources. In pursuit of a shared agenda, existing resources can be deployed and redeployed in ways that enhance equity with respect to availability, access, and effectiveness. There are about 90,000 schools in the U.S.A. In a real sense, schools are primary care and public health settings, and thus, school staff are primary care providers and agents for public health, although most don't identify as such. Moreover, our society calls on schools to serve all students without regard to disorder, disability, ethnicity, economic status, gender identity, and so forth. As a result, efforts to transform how mental health is delivered in this country need to include a specific emphasis on enhancing the focus on mental health in schools. To this end, this brief highlights ways in which the President's New Freedom Commission on Mental Health's recommendations apply to mental health in schools. As conceived here, mental health in schools is (a) part of essential student support systems that enable students to learn so that schools can achieve their mission and (b) a fundamental facet of the initiative to transform the mental health system. (Four appendices include: (1) Highlights of the Goals and Recommendations of the President's New Freedom Commission on Mental Health; (2) Federal Mental Health in Schools Program; (3) Note About Building on Current In-School Practices; and (4) Guidelines, Standards and Accountability for MH in Schools. Contains 2 footnotes and 1 figure.) [This brief was prepared in partnership with the Center for School Mental Health Assistance at the University of Maryland, Baltimore.]
- Published
- 2004
250. Opinion paper calls for clarity on the definition of 'psychedelic-assisted therapy' using psilocybin
- Subjects
Mental health ,Psychotherapy ,Hallucinogenic drugs ,Evidence-based medicine ,General interest ,News, opinion and commentary - Abstract
LONDON: COMPASS Pathways has issued the following press release: COMPASS Pathways plc (Nasdaq: CMPS) ('COMPASS'), a biotechnology company dedicated to accelerating patient access to evidence-based innovation in mental health, today [...]
- Published
- 2023
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