BOOK
Pediatric Integrated Care, An Issue of Child and Adolescent Psychiatric Clinics of North America, E-Book
Tami D. Benton | Gregory K. Fritz | Gary R. Maslow
(2017)
Additional Information
Book Details
Abstract
This issue of Child and Adolescent Psychiatric Clinics of North America, edited by Drs. Gregory Fritz, Tami Benton, and Gary Maslow, will focus on issues surrounding Integrated Care in child and adolescent psychiatry. Topics covered in these articles will include: Telephonic Service and Telemedicine; the Massachusetts Access Program; Integrated Care Model for Adolescent Substance Use; Combined Training for Pediatrics and Psychiatry; Integrated care within a rural setting; Interdisciplinary Training for Integrated Care; Emergency Department Interventions; Economic Considerations for Integrated Care; A Lifespan Approach to Integrated Care; and Essential Elements of a Collaborative Mental Health Training Program for Primary Care, among others.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Pediatric Integrated Care | i | ||
| Copyright\r | ii | ||
| Contributors | iii | ||
| CONSULTING EDITOR | iii | ||
| EDITORS | iii | ||
| AUTHORS | iii | ||
| Contents | ix | ||
| Preface: Healthy Minds–Healthy Kids: Integrating Care | ix | ||
| Telemedicine for Child Collaborative or Integrated Care | ix | ||
| Massachusetts Child Psychiatry Access Project 2.0: A Case Study in Child Psychiatry Access Program Redesign | ix | ||
| Using Effective Public Private Collaboration to Advance Integrated Care | ix | ||
| From Theory to Action: Children’s Community Pediatrics Behavioral Health System | x | ||
| Preparing Trainees for Integrated Care: Triple Board and the Postpediatric Portal Program | x | ||
| Incorporating Trainees' Development into a Multidisciplinary Training Model for Integrated Behavioral Health Within a Pedia ... | x | ||
| Competencies and Training Guidelines for Behavioral Health Providers in Pediatric Primary Care | x | ||
| Family-Based Integrated Care (FBIC) in a Partial Hospital Program for Complex Pediatric Illness: Fostering Shifts in Family ... | xi | ||
| Preliminary Outcomes from an Integrated Pediatric Mental Health Outpatient Clinic | xi | ||
| The Emergency Department: Challenges and Opportunities for Suicide Prevention | xi | ||
| Integrated Behavioral Health Care in Pediatric Subspecialty Clinics | xii | ||
| Evaluating Integrated Mental Health Care Programs for Children and Youth | xii | ||
| Comparing Two Models of Integrated Behavioral Health Programs in Pediatric Primary Care | xii | ||
| Payment for Integrated Care: Challenges and Opportunities | xii | ||
| Essential Elements of a Collaborative Mental Health Training Program for Primary Care | xiii | ||
| The Basic Science of Behavior Change and Its Application to Pediatric Providers | xiii | ||
| CHILD AND ADOLESCENT\rPSYCHIATRIC CLINICS\r | xiv | ||
| FORTHCOMING ISSUES | xiv | ||
| January 2018 | xiv | ||
| April 2018 | xiv | ||
| July 2018 | xiv | ||
| RECENT ISSUES | xiv | ||
| July 2017 | xiv | ||
| April 2017 | xiv | ||
| January 2017 | xiv | ||
| Preface:\rHealthy Minds–Healthy Kids: Integrating Care | xv | ||
| Telemedicine for Child Collaborative or Integrated Care | 637 | ||
| Key points | 637 | ||
| INTRODUCTION | 637 | ||
| TECHNICAL CONSIDERATIONS FOR TELEVIDEO TELEMEDICINE | 639 | ||
| USES OF TELEVIDEO TELEMEDICINE | 641 | ||
| TELEVIDEO TELEMEDICINE FOR COLLABORATIVE CARE | 641 | ||
| OTHER WAYS TO USE TELEMEDICINE FOR COLLABORATIVE CARE | 642 | ||
| THIRD-PARTY REQUESTED TELEMEDICINE CONSULTATIONS | 643 | ||
| SUMMARY | 643 | ||
| REFERENCES | 644 | ||
| Massachusetts Child Psychiatry Access Project 2.0 | 647 | ||
| Key points | 647 | ||
| INTRODUCTION TO THE CHILD PSYCHIATRY ACCESS PROGRAMS MOVEMENT | 648 | ||
| THE MASSACHUSETTS CHILD PSYCHIATRY ACCESS PROJECT EXPERIENCE 2004 TO 2016 | 648 | ||
| THE NEED FOR REDESIGN | 649 | ||
| Program Performance Issues | 650 | ||
| Care coordination | 650 | ||
| Multiple Massachusetts Child Psychiatry Access Projects | 651 | ||
| Inconsistency in response times | 651 | ||
| Environmental Change: Pediatric Primary Care Networks and Behavioral Health Integration | 651 | ||
| THE REDESIGN PROCESS: ASSESSMENT, RECOMMENDATIONS, REPROCUREMENT | 652 | ||
| Assessment | 652 | ||
| Recommendations | 654 | ||
| Reprocurement | 656 | ||
| MASSACHUSETTS CHILD PSYCHIATRY ACCESS PROJECT 2.0: KEY ELEMENTS AND CHANGES | 657 | ||
| Structural Change | 657 | ||
| Change in Care Navigation Support | 658 | ||
| Outreach to Primary Care Practices | 658 | ||
| Clinical Practice Guidelines and Peer Review | 659 | ||
| TRANSITION AND LAUNCH OF MASSACHUSETTS CHILD PSYCHIATRY ACCESS PROJECT 2.0 | 659 | ||
| INITIAL IMPRESSIONS AND CHALLENGES GOING FORWARD | 660 | ||
| SUMMARY | 661 | ||
| ACKNOWLEDGMENT | 662 | ||
| REFERENCES | 662 | ||
| Using Effective Public Private Collaboration to Advance Integrated Care | 665 | ||
| Key points | 665 | ||
| BACKGROUND | 665 | ||
| THEORETIC FRAMEWORK | 666 | ||
| THE DC COLLABORATIVE FOR MENTAL HEALTH IN PEDIATRIC PRIMARY CARE | 666 | ||
| KEY ELEMENTS OF SUCCESSFUL IMPLEMENTATION | 669 | ||
| Community Engagement and Leadership | 669 | ||
| Evaluation of Impact | 670 | ||
| POLICY AND ADVOCACY | 671 | ||
| RECOMMENDATIONS AND SUMMARY | 672 | ||
| REFERENCES | 673 | ||
| From Theory to Action | 677 | ||
| Key points | 677 | ||
| INTRODUCTION | 677 | ||
| CONSIDERATIONS WHEN BUILDING A SYSTEM | 679 | ||
| SELECTING THERAPISTS | 681 | ||
| SUPPORTING SUCCESSFUL PSYCHIATRY ROLES | 683 | ||
| FROM THEORY TO ACTION: CHILDREN’S COMMUNITY PEDIATRICS BEHAVIORAL HEALTH SYSTEM | 683 | ||
| CLINICAL AND FINANCIAL MODEL | 684 | ||
| THE ROLE OF A TRIPLE-BOARDED PHYSICIAN | 685 | ||
| AREAS OF OPPORTUNITY | 685 | ||
| SUMMARY | 686 | ||
| REFERENCES | 686 | ||
| Preparing Trainees for Integrated Care | 689 | ||
| Key points | 689 | ||
| INTRODUCTION: RATIONALE FOR COMBINED TRAINING | 689 | ||
| DEVELOPMENT OF TRIPLE BOARD PROGRAMS | 690 | ||
| OVERSIGHT OF TRIPLE BOARD PROGRAMS | 691 | ||
| TRIPLE BOARD PROGRAM REQUIREMENTS | 691 | ||
| THE TRIPLE BOARD ORGANIZATION | 693 | ||
| TRIPLE BOARD OUTCOMES | 694 | ||
| Pilot Program | 694 | ||
| 2005 Survey | 694 | ||
| 2012 Survey | 695 | ||
| DEVELOPMENT OF THE POSTPEDIATRICS PORTAL PROGRAMS | 696 | ||
| OVERSIGHT | 697 | ||
| POSTPEDIATRIC PORTAL PROGRAM REQUIREMENTS | 697 | ||
| POSTPEDIATRIC PORTAL PROGRAM OUTCOMES | 697 | ||
| Discussion | 700 | ||
| SUMMARY | 701 | ||
| REFERENCES | 701 | ||
| Incorporating Trainees' Development into a Multidisciplinary Training Model for Integrated Behavioral Health Within a Pedia ... | 703 | ||
| Key points | 703 | ||
| INTRODUCTION | 704 | ||
| SETTING | 704 | ||
| INTEGRATED CARE MODEL | 705 | ||
| DEVELOPMENTAL APPROACH TO LEARNERS | 706 | ||
| Pediatric Residents and Others Training in Pediatrics | 706 | ||
| Psychologists | 708 | ||
| Child and Adolescent Psychiatrists | 711 | ||
| Data | 712 | ||
| Learners | 712 | ||
| Pediatric trainees | 712 | ||
| Psychology trainees | 712 | ||
| Child and adolescent trainees | 712 | ||
| Other trainees who have participated in research and evaluation efforts with the behavioral health team | 712 | ||
| Trainees that have gone on to work in integrated care settings | 712 | ||
| Scholarship | 712 | ||
| Patient-related outcomes | 713 | ||
| New developments in integrated systems | 713 | ||
| SUMMARY | 714 | ||
| REFERENCES | 715 | ||
| Competencies and Training Guidelines for Behavioral Health Providers in Pediatric Primary Care | 717 | ||
| Key points | 717 | ||
| INTRODUCTION | 718 | ||
| CURRENT INTEGRATED CARE COMPETENCIES ACROSS BEHAVIORAL HEALTH DISCIPLINES | 718 | ||
| Psychiatry | 718 | ||
| Psychology | 719 | ||
| Social Work | 721 | ||
| INTEGRATED GUIDELINES FOR TRAINING ACROSS DISCIPLINES | 723 | ||
| INTERPROFESSIONAL COLLABORATIVE PRACTICE COMPETENCIES CLUSTERS | 725 | ||
| Interprofessional Communication | 725 | ||
| Professionalism | 725 | ||
| Integrated Care Systems Practice | 725 | ||
| Practice-Based Learning and Education | 726 | ||
| Preventive Screening and Assessment | 726 | ||
| Cultural Competence | 727 | ||
| CHILDREN'S HOSPITAL OF PHILADELPHIA HEALTHY MINDS, HEALTHY KIDS INTEGRATED BEHAVIORAL HEALTH CARE ROTATION | 727 | ||
| SUMMARY AND FUTURE DIRECTIONS | 728 | ||
| REFERENCES | 729 | ||
| Family-Based Integrated Care (FBIC) in a Partial Hospital Program for Complex Pediatric Illness | 733 | ||
| Key points | 733 | ||
| OVERVIEW | 734 | ||
| Basic Construct of Family-Based Integrated Care | 734 | ||
| The Primacy of Working in the Context of the Family | 734 | ||
| Interdisciplinary Care | 734 | ||
| Advantages of Day Treatment | 735 | ||
| The Family-Based Integrated Care Model | 735 | ||
| The Family-Based Integrated Care Graph | 735 | ||
| Beliefs Axis | 736 | ||
| Relationships Axis | 737 | ||
| Interdisciplinary Value of the Family-Based Integrated Care Model | 738 | ||
| Message Magnification Across Providers | 740 | ||
| Case Example 1: Family-Based Integrated Care Case Conceptualization | 740 | ||
| Family-Based Integrated Care Case Example 2: Case Conceptualization | 741 | ||
| Family-Based Integrated Care Case Example 3: Case Conceptualization | 742 | ||
| THE PARTIAL HOSPITAL PROGRAM MODEL | 742 | ||
| Program Mission | 742 | ||
| Program Development | 743 | ||
| Program Beliefs | 743 | ||
| Population Served | 744 | ||
| Staffing | 745 | ||
| Structure of the Day | 745 | ||
| Admissions | 747 | ||
| Length of Stay | 748 | ||
| Check-In/Check-Out | 749 | ||
| Physical Space | 749 | ||
| The Milieu | 750 | ||
| Nutrition | 751 | ||
| School | 751 | ||
| The Point System | 752 | ||
| The Process of Collaborative Care | 752 | ||
| Patient Experience | 754 | ||
| Family Experience | 754 | ||
| Fiscal Considerations | 754 | ||
| Case Example 1: Family-Based Integrated Care Treatment Course | 755 | ||
| Case Example 2: Family-Based Integrated Care Treatment Course | 755 | ||
| Case Example 3: Family-Based Integrated Care Treatment Course | 756 | ||
| SUMMARY | 756 | ||
| REFERENCES | 757 | ||
| CLINICAL/RESEARCH MEASURES OF HCPHP | 758 | ||
| Preliminary Outcomes from an Integrated Pediatric Mental Health Outpatient Clinic | 761 | ||
| Key points | 761 | ||
| INTRODUCTION | 761 | ||
| METHOD | 762 | ||
| Evaluation Center Intervention | 762 | ||
| Review of the Evaluation Center Use and Overview of the Data Analysis Plan | 765 | ||
| RESULTS | 766 | ||
| DISCUSSION | 768 | ||
| REFERENCES | 769 | ||
| The Emergency Department | 771 | ||
| Key points | 771 | ||
| INTRODUCTION | 772 | ||
| THE EMERGENCY DEPARTMENT | 772 | ||
| MODELS OF EMERGENCY PSYCHIATRIC/BEHAVIORAL HEALTH CARE | 773 | ||
| SCREENING AND BRIEF INTERVENTIONS IN THE EMERGENCY DEPARTMENT | 774 | ||
| CURRENT GUIDELINES AND PRACTICE PARAMETERS | 776 | ||
| CARE PROCESS MODEL FOR YOUTHS PRESENTING WITH A RISK FOR SUICIDE AND SELF-HARM | 777 | ||
| SUMMARY | 780 | ||
| REFERENCES | 780 | ||
| Integrated Behavioral Health Care in Pediatric Subspecialty Clinics | 785 | ||
| Key points | 785 | ||
| INTRODUCTION | 785 | ||
| PEDIATRIC ONCOLOGY | 786 | ||
| Evaluating Integrated Mental Health Care Programs for Children and Youth | 795 | ||
| Key points | 795 | ||
| INTRODUCTION | 795 | ||
| DEFINING INTEGRATED CARE | 797 | ||
| AN EVALUATION FRAMEWORK FOR PEDIATRIC INTEGRATED CARE | 798 | ||
| Inner and Outer Practice Context | 798 | ||
| Changes to Primary Care Structure and Staff Expertise | 798 | ||
| Patient Engagement | 802 | ||
| Social Determinants of Care | 802 | ||
| Coordinated, Stepped, Evidence-Based Care | 802 | ||
| STUDY DESIGNS | 802 | ||
| LEARNING HEALTH CARE SYSTEMS, THEORIES OF CHANGE, AND “DYNAMIC SUSTAINABILITY” | 803 | ||
| WHAT TO MEASURE | 805 | ||
| OBTAINING OUTCOME DATA | 807 | ||
| SUMMARY | 808 | ||
| REFERENCES | 809 | ||
| Comparing Two Models of Integrated Behavioral Health Programs in Pediatric Primary Care | 815 | ||
| Key points | 815 | ||
| INTRODUCTION | 816 | ||
| Adult Behavioral Health Integrated Care Models | 816 | ||
| Translating Adult Models of Integrated Care to Pediatric Populations | 816 | ||
| Design, Staffing, and Treatment Considerations in Pediatric Behavioral Health Integrated Models | 817 | ||
| METHODS | 818 | ||
| Study Design | 818 | ||
| Study Sample | 819 | ||
| Two Models of Care | 819 | ||
| Generalist behavioral health provider model | 819 | ||
| Pediatric behavioral health integrated program | 819 | ||
| Data Collection | 820 | ||
| Referrals | 820 | ||
| Satisfaction and competency | 820 | ||
| Importance of screening with validated tools | 821 | ||
| Analytical Plan | 821 | ||
| RESULTS | 821 | ||
| Referral Rates | 822 | ||
| Self-reported Satisfaction | 822 | ||
| Self-reported Competency | 823 | ||
| Importance of Screening with Validated Tools | 824 | ||
| DISCUSSION | 824 | ||
| REFERENCES | 826 | ||
| Payment for Integrated Care | 829 | ||
| Key points | 829 | ||
| INTRODUCTION | 829 | ||
| CHALLENGES RELATED TO PAYMENT FOR INTEGRATED CARE | 830 | ||
| VALUE-BASED PURCHASING HOLDS PROMISE FOR INTEGRATED CARE | 831 | ||
| NATIONAL EXAMPLES OF CAPITATED PAYMENT ARRANGEMENTS SUPPORTING INTEGRATED CARE FOR YOUTH | 833 | ||
| Health Homes: New York State | 833 | ||
| Blended and Braided Funding Streams: Wraparound Milwaukee | 834 | ||
| Creating Capitation Within Fee-For-Service: The Montefiore Health System | 835 | ||
| Patient-Centered Medical Home: Colorado | 835 | ||
| SUMMARY AND FUTURE DIRECTIONS | 836 | ||
| REFERENCES | 837 | ||
| Essential Elements of a Collaborative Mental Health Training Program for Primary Care | 839 | ||
| Key points | 839 | ||
| INTRODUCTION | 839 | ||
| LEARNING THE BASIC PRINCIPLES OF MENTAL HEALTH INTEGRATION IN PRIMARY CARE PRACTICE | 840 | ||
| DEFINING ACCOUNTABILITY FOR QUALITY AND CLINICAL OUTCOMES | 840 | ||
| RECOGNIZING THE DIFFERENCE BETWEEN CONSULTATION, COLOCATION, AND COLLABORATIVE CARE | 840 | ||
| UNDERSTANDING THE ROLES OF THE COLLABORATIVE CARE TEAM | 841 | ||
| Primary Care Clinician | 841 | ||
| Consulting Mental Health Professional | 842 | ||
| Care Coordinator | 842 | ||
| Tertiary Mental Health Services | 842 | ||
| IDENTIFYING OUTCOME MEASURES TO DETERMINE PROGRAM SUCCESS | 842 | ||
| UNDERSTANDING REFERRAL PATTERNS TO THE CONSULTING MENTAL HEALTH PROFESSIONAL | 843 | ||
| ADDRESSING THE FINANCIAL INCENTIVES AND DISINCENTIVES FOR COLLABORATIVE CARE | 843 | ||
| TEACHING MENTAL HEALTH COMPETENCIES IN THE PRIMARY CARE SETTING | 844 | ||
| Competencies of Mental Health Anticipatory Guidance | 844 | ||
| Competencies of Assessment | 845 | ||
| Competencies of Treatment and Monitoring | 845 | ||
| VARIOUS METHODS OF TRAINING PRIMARY CARE PROVIDERS FOR MENTAL HEALTH INTEGRATIONS | 846 | ||
| SUMMARY | 847 | ||
| REFERENCES | 847 | ||
| The Basic Science of Behavior Change and Its Application to Pediatric Providers | 851 | ||
| Key points | 851 | ||
| INTRODUCTION | 852 | ||
| Provider Education Programs Do Not Reliably Produce Practice Behavior Change | 852 | ||
| Behavioral Science Theories and Principles Can Be Incorporated into Provider Education Programs | 853 | ||
| Behavioral decision theory | 853 | ||
| Adult learning and education principles | 856 | ||
| Cognitive neuroscience research applications | 857 | ||
| Persuasive communication theory | 858 | ||
| Summary | 860 | ||
| The Application of Theory-based Training Strategies | 860 | ||
| Support for the Patient-Centered Mental Health in Pediatric Primary Care Fellowship program | 864 | ||
| DISCUSSION | 871 | ||
| REFERENCES | 872 |