BOOK
Prevention of Mental Health Disorders: Principles and Implementation, An Issue of Child and Adolescent Psychiatric Clinics of North America, E-Book
Aradhana Bela Sood | Jim Hudziak
(2016)
Additional Information
Book Details
Abstract
Prevention and the concept of collective impact on population health is the focus of this issue led by Aradhana Bela Sood. Primary, secondary, and tertiary themes run throughout each article with evidence base explicitly stated. An Appendix presenting select programs for prevention concludes this issue. Topics include: Early childhood mental health: Neurobiological underpinnings of early brain development and Health promotion and prevention in non-psychiatric settings; Prevention in childhood; Mindfulness and alternative and complementary therapies; Prevention of violence; Bullying; Depression and suicide; HIV and AIDS; Substance use disorders; Obesity in children and youth; Delinquency and prevention; Public policy and system building. Some programs presented in the Appendix are Blueprint for violence prevention; Nurse-family partnership; Harlem Children's Project, and others.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Prevention of Mental Health Disorders: Principles and Implementation\r | i | ||
| Copyright\r | ii | ||
| Contributors | iii | ||
| CONSULTING EDITOR | iii | ||
| CONSULTING EDITOR EMERITUS | iii | ||
| FOUNDING CONSULTING EDITOR | iii | ||
| EDITORS | iii | ||
| AUTHORS | iii | ||
| Contents | vii | ||
| Preface: Prevention of Mental Health Disorders: Principles and Implementation\r | vii | ||
| Adverse Childhood Experiences, Resilience and Mindfulness-Based Approaches: Common Denominator Issues for Children with Emo ... | vii | ||
| Child Maltreatment Prevention and the Scope of Child and Adolescent Psychiatry\r | vii | ||
| The Vermont Family Based Approach: Family Based Health Promotion, Illness Prevention, and Intervention\r | vii | ||
| The Neurobiological Impact of Postpartum Maternal Depression: Prevention and Intervention Approaches\r | viii | ||
| Prevention of Depression in Childhood and Adolescence\r | viii | ||
| Suicide Prevention Strategies for Improving Population Health\r | viii | ||
| Bullying\r | viii | ||
| Prevention of Youth Violence: A Public Health Approach\r | ix | ||
| Empirically Based Strategies for Preventing Juvenile Delinquency\r | ix | ||
| Child Obesity and Mental Health: A Complex Interaction\r | ix | ||
| Human Immunodeficiency Virus Prevention\r | ix | ||
| Substance Abuse Prevention\r | x | ||
| A Population Health Approach to System Transformation for Children’s Healthy Development\r | x | ||
| Appendix\r | x | ||
| CHILD AND ADOLESCENT\rPSYCHIATRIC CLINICS\r | xii | ||
| FORTHCOMING ISSUES | xii | ||
| July 2016 | xii | ||
| October 2016 | xii | ||
| January 2017 | xii | ||
| RECENT ISSUES | xii | ||
| January 2016 | xii | ||
| October 2015 | xii | ||
| July 2015 | xii | ||
| Prevention of Mental Health Disorders: Principles and Implementation | xiii | ||
| REFERENCES | xv | ||
| Adverse Childhood Experiences, Resilience and Mindfulness-Based Approaches | 139 | ||
| Key points | 140 | ||
| INTRODUCTION | 140 | ||
| METHODS | 142 | ||
| Population and Data | 142 | ||
| Key Measures | 142 | ||
| Analytical Methods | 143 | ||
| RESULTS | 143 | ||
| Characteristics of US Children with Emotional, Mental, or Behavioral Conditions by Adverse Childhood Experiences Status | 143 | ||
| Prevalence of Emotional, Mental, or Behavioral Conditions by Adverse Childhood Experiences Status, Household Income, and Ag ... | 143 | ||
| Prevalence of Emotional, Mental, or Behavioral Conditions by Adverse Childhood Experiences and Resilience Status | 147 | ||
| Prevalence of Emotional, Mental, or Behavioral Conditions by School Success Factors, Adverse Childhood Experiences, and Res ... | 147 | ||
| Prevalence of Emotional, Mental, or Behavioral Conditions by Family Protective Factors and Associations with Adverse Childh ... | 147 | ||
| Use of Risk Regulating Mindfulness-Based, Mind–Body Approaches, and Medical Expenditures | 151 | ||
| DISCUSSION | 152 | ||
| SUMMARY | 154 | ||
| REFERENCES | 154 | ||
| Child Maltreatment Prevention and the Scope of Child and Adolescent Psychiatry | 157 | ||
| Key points | 158 | ||
| APPRAISAL OF RISK FOR CHILD MALTREATMENT | 159 | ||
| Home Visitation for Infant/Toddler Patients and Infant/Toddler Siblings of Patients | 160 | ||
| Evidence-Based Parenting Education and Parent-Child Interactional Therapy | 160 | ||
| Other Evidence-Based Interventions in the Prevention of Child Maltreatment | 161 | ||
| SUMMARY AND FUTURE DIRECTIONS | 162 | ||
| REFERENCES | 162 | ||
| The Vermont Family Based Approach | 167 | ||
| Key points | 167 | ||
| INTRODUCTION | 167 | ||
| THE VERMONT FAMILY BASED APPROACH | 168 | ||
| Vermont Family Based Approach Family Wellness Coaching | 169 | ||
| Vermont Family Based Approach Focused Family Coaching | 170 | ||
| Vermont Family Based Approach Psychiatry | 170 | ||
| The Vermont Family Based Approach in Community Settings | 170 | ||
| THE CASE FOR THE VERMONT FAMILY BASED APPROACH | 171 | ||
| Family Routines and Practices are Mechanisms of Health Promotion | 171 | ||
| Positive Parenting Promotes Children’s Health | 172 | ||
| Parental Emotional/Behavioral Health Is Essential for Children’s Healthy Development | 173 | ||
| Enrichment Activities Promote Children’s Health | 174 | ||
| Contemplative interventions | 174 | ||
| Music training | 174 | ||
| SUMMARY | 175 | ||
| ARTICLE SUMMARY | 176 | ||
| REFERENCES | 176 | ||
| The Neurobiological Impact of Postpartum Maternal Depression | 179 | ||
| Key points | 179 | ||
| INTRODUCTION | 179 | ||
| Infant Neurodevelopment | 181 | ||
| Postpartum Depression and the Spectrum of Postpartum Disorders | 182 | ||
| Neurodevelopmental Impact of Maternal Postpartum Depression | 182 | ||
| UNIVERSAL, SELECTED, AND INDICATED EFFORTS FOR MATERNAL POSTPARTUM DEPRESSION | 183 | ||
| Universal | 184 | ||
| Universal screening | 184 | ||
| Universal interventions | 185 | ||
| Selected | 185 | ||
| Selected interventions | 186 | ||
| Indicated | 188 | ||
| Maternal psychotherapeutic interventions | 188 | ||
| Dyadic interventions | 189 | ||
| Infant massage | 190 | ||
| SUMMARY | 190 | ||
| REFERENCES | 191 | ||
| Prevention of Depression in Childhood and Adolescence | 201 | ||
| Key points | 201 | ||
| INTRODUCTION | 201 | ||
| Rationale for Prevention | 202 | ||
| A Framework for Prevention | 202 | ||
| Types of Prevention | 203 | ||
| OVERVIEW OF PREVENTION SETTINGS AND PROGRAMS | 204 | ||
| School-based Approaches | 204 | ||
| Universal programs | 204 | ||
| Resourceful adolescent program | 204 | ||
| beyondblue | 205 | ||
| Problem Solving for Life | 205 | ||
| Selective programs | 208 | ||
| Penn Resiliency Program | 208 | ||
| Aussie Optimism Program | 208 | ||
| Indicated programs | 209 | ||
| The Feelings Club | 209 | ||
| Personal Growth Class | 209 | ||
| Family-based Approaches | 209 | ||
| Other Settings and Delivery Modalities | 210 | ||
| DISCUSSION | 210 | ||
| Universal Versus Targeted Prevention Approaches | 211 | ||
| Prevention of Depressive Symptoms Versus Major Depressive Disorder | 211 | ||
| Moderators of Intervention Effects | 212 | ||
| Study Limitations | 212 | ||
| Future Directions | 213 | ||
| SUMMARY | 214 | ||
| REFERENCES | 214 | ||
| Suicide Prevention Strategies for Improving Population Health | 219 | ||
| Key points | 219 | ||
| OVERVIEW | 219 | ||
| DEFINITIONS | 220 | ||
| THEORETIC FRAMEWORKS AND MODELS | 220 | ||
| CHALLENGES IN SUICIDE PREVENTION | 221 | ||
| Prevention Programs | 222 | ||
| SECONDARY PREVENTION | 222 | ||
| Gatekeeper Training | 222 | ||
| Sources of Strength | 223 | ||
| School and community preparation | 223 | ||
| Peer leader recruitment and training | 223 | ||
| School-wide messaging phase | 223 | ||
| Sources of Strength intervention conceptual model | 223 | ||
| Research documenting Sources of Strength impact | 224 | ||
| Signs of Suicide | 224 | ||
| Interactive Screening Program | 224 | ||
| Screening in Pediatric Medical Settings | 225 | ||
| Zuni American Indian Life Skills Program | 226 | ||
| TERTIARY PREVENTION | 226 | ||
| Psychotherapy | 226 | ||
| Pharmacotherapy | 226 | ||
| Safety Plans | 226 | ||
| PRIMARY PREVENTION | 227 | ||
| Means Restriction | 227 | ||
| The Good Behavior Game | 227 | ||
| Youth Aware of Mental Health Program | 228 | ||
| SUMMARY AND FUTURE DIRECTIONS | 229 | ||
| REFERENCES | 229 | ||
| Bullying | 235 | ||
| Key points | 235 | ||
| INTRODUCTION | 235 | ||
| DEFINITION AND PHENOMENOLOGY OF BULLYING | 236 | ||
| NEGATIVE EFFECTS OF BULLYING | 236 | ||
| BULLYING DETECTION AND INTERVENTION | 237 | ||
| Identification | 237 | ||
| Individual Level Interventions | 238 | ||
| Bully victims | 238 | ||
| Bullies | 239 | ||
| School- and Community-Based Programs | 239 | ||
| CURRENT CONTROVERSIES AND SUMMARY | 240 | ||
| REFERENCES | 240 | ||
| Prevention of Youth Violence | 243 | ||
| Key points | 243 | ||
| INTRODUCTION | 243 | ||
| SCOPE OF THE PROBLEM | 244 | ||
| CAUSES AND CORRELATIONS | 244 | ||
| APPROACHES TO PREVENTING YOUTH VIOLENCE | 245 | ||
| Reducing Influence of External Factors | 245 | ||
| Preventing Violence Using a Public Health Approach | 246 | ||
| EFFECTIVE YOUTH VIOLENCE PREVENTION PROGRAMS | 247 | ||
| Child, Parent, and Family Program Examples (Primary Prevention) | 247 | ||
| Nurse-family partnership | 247 | ||
| Parent management training–Oregon model | 247 | ||
| Mentoring programs as a strategy to reduce violence | 248 | ||
| Special Population or High-Risk Youth (Secondary Prevention) | 248 | ||
| Examples of programs for delinquent youth | 248 | ||
| Multisystemic therapy | 248 | ||
| Multidimensional Treatment Foster Care (now called Treatment Foster Care Oregon) | 249 | ||
| Functional family therapy | 249 | ||
| Social Cognitive Strategies Within Schools to Reduce Violence (All Levels of Prevention) | 249 | ||
| School-Based Programs to Reduce Violence | 250 | ||
| Examples | 250 | ||
| Promoting alternative thinking strategies | 250 | ||
| The Olweus bullying prevention program | 251 | ||
| DISCUSSION | 251 | ||
| REFERENCES | 251 | ||
| Empirically Based Strategies for Preventing Juvenile Delinquency | 257 | ||
| Key points | 257 | ||
| INTRODUCTION | 257 | ||
| DEVELOPMENTAL COURSE OF DELINQUENT BEHAVIOR | 258 | ||
| BEHAVIORAL PRECURSORS OF SEVERE DELINQUENT BEHAVIOR | 258 | ||
| CAUSES OF JUVENILE DELINQUENCY | 259 | ||
| MULTITIERED APPROACHES TO DELINQUENCY PREVENTION | 259 | ||
| GENERAL CHARACTERISTICS OF EFFECTIVE PROGRAMS | 260 | ||
| COMMON COMPONENTS OF EVIDENCE-BASED PROGRAMS | 261 | ||
| Parent Management Training | 261 | ||
| Behavioral Contracting | 261 | ||
| Socioemotional and Problem-Solving Skills Training | 261 | ||
| Family Therapy | 264 | ||
| Case Management Services | 264 | ||
| PHARMACOTHERAPY | 264 | ||
| PROMOTING THE WIDESPREAD ADOPTION OF EVIDENCE-BASED PRACTICES | 264 | ||
| Communities That Care | 265 | ||
| Standardized Program Evaluation Protocol | 265 | ||
| SUMMARY | 265 | ||
| REFERENCES | 266 | ||
| Child Obesity and Mental Health | 269 | ||
| Key points | 269 | ||
| PREDICTORS OF LATER LIFE OBESITY | 270 | ||
| CHILDHOOD OBESITY AS A PREDICTOR OF IMPAIRED PSYCHOSOCIAL HEALTH | 270 | ||
| PSYCHIATRIC COMORBIDITIES OF OBESITY | 272 | ||
| COMBINED PREVENTION AND TREATMENT STRATEGIES | 273 | ||
| A PARADIGM SHIFT FROM TREATMENT TO PREVENTION | 273 | ||
| SUMMARY AND DISCUSSION: THE FUTURE OF CHILD MENTAL AND PHYSICAL HEALTH RESEARCH AND PRACTICE EFFORTS | 276 | ||
| Epigenetic Influences | 276 | ||
| Combined Mental and Physical Health Implementation Investigations | 278 | ||
| REFERENCES | 278 | ||
| Human Immunodeficiency Virus Prevention | 283 | ||
| Key points | 283 | ||
| INTRODUCTION | 283 | ||
| Human Immunodeficiency Virus Disparities | 283 | ||
| Human Immunodeficiency Virus Transmission | 284 | ||
| Human Immunodeficiency Virus Prevention | 284 | ||
| Human Immunodeficiency Virus Risk Factors | 284 | ||
| Treatment for People Living with Human Immunodeficiency Virus | 285 | ||
| Challenges to Human Immunodeficiency Virus Medication Adherence | 285 | ||
| INTERVENTIONS | 286 | ||
| Behavioral Interventions | 286 | ||
| Biomedical Interventions | 286 | ||
| Linkage to, Retention in, and Re-Engagement in Human Immunodeficiency Virus Care Interventions | 287 | ||
| Structural Interventions | 287 | ||
| Condom distribution | 287 | ||
| Needle exchange | 293 | ||
| SUMMARY | 293 | ||
| REFERENCES | 294 | ||
| Substance Abuse Prevention | 297 | ||
| Key points | 297 | ||
| INTRODUCTION | 297 | ||
| SCHOOL-BASED PREVENTION STRATEGIES | 298 | ||
| Universal School-based Prevention | 298 | ||
| The unplugged program | 299 | ||
| The life skills training program | 299 | ||
| The good behavior game | 299 | ||
| Selective and Indicated School-based Prevention | 300 | ||
| NON–SCHOOL-BASED PREVENTION STRATEGIES | 302 | ||
| Universal Non–School-based Prevention | 302 | ||
| Selective and Indicated Non–School-based Prevention | 302 | ||
| SUMMARY/DISCUSSION | 302 | ||
| REFERENCES | 303 | ||
| A Population Health Approach to System Transformation for Children’s Healthy Development | 307 | ||
| Key points | 307 | ||
| THE SCIENTIFIC RATIONALE FOR SYSTEM TRANSFORMATION | 308 | ||
| PUBLIC POLICY, POPULATION HEALTH, AND SYSTEM TRANSFORMATION | 310 | ||
| Promote the Healthy Development of all Children | 310 | ||
| Create Integrated Systems of Care with Strong Linkages | 311 | ||
| Make Optimal Use of Existing Resources | 311 | ||
| Build a Strong Evidence Base and Use Data More Effectively | 311 | ||
| THE HELP ME GROW STORY | 311 | ||
| IMPLICATIONS FOR EFFECTIVE SYSTEM TRANSFORMATION | 314 | ||
| REFERENCES | 316 | ||
| Appendix | 319 | ||
| Key points | 319 | ||
| INTRODUCTION | 319 | ||
| BLUEPRINTS FOR HEALTHY YOUTH DEVELOPMENT | 320 | ||
| THE SOCIAL RESEARCH UNIT | 322 | ||
| SOCIAL DEVELOPMENT RESEARCH GROUP | 322 | ||
| THE NURSE-FAMILY PARTNERSHIP | 323 | ||
| THE GATEHOUSE PROJECT | 324 | ||
| THE MAGNOLIA PLACE COMMUNITY INITIATIVE – LOS ANGELES, CALIFORNIA | 324 | ||
| YORK, NEW YORK | 325 | ||
| CONDITIONAL CASH TRANSFER | 326 | ||
| DIEGO, CALIFORNIA | 327 | ||
| CONNECTICUT | 328 | ||
| LOUIS, MISSOURI | 329 | ||
| ANGELES, CALIFORNIA | 330 | ||
| THE VERMONT FAMILY BASED APPROACH | 331 | ||
| REFERENCES | 332 | ||
| Index | 337 |