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1.
In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health–funded Initiative to Maximize Student Development (IMSD) program in the Division of Biology and Medicine, would have a positive effect on underrepresented minority (URM) recruitment and retention and objective measures of student success. These practices include: 1) develop strategic partnerships with selected undergraduate institutions; 2) provide a personalized education program of student support and skill-based modules to supplement discipline-based course work; and 3) transform institutional culture by engaging faculty in supporting diversity-related goals and practices. Data comparing URM numbers and key academic milestones before and after implementation of IMSD practices support the initial hypothesis and effectiveness of these practices at Brown. Program components are broadly applicable as best practices for others seeking to improve URM recruitment and achievements of graduate students traditionally underrepresented in the sciences.  相似文献   

2.
This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices; and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications: Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”.  相似文献   

3.
College counseling centers are experiencing a surging in demand for services that is unaccompanied by an equivalent growth in resources. A possible solution to this disparity is the adoption of a service paradigm founded on ultra-brief therapies, episodic treatments, and the walk-in model of mental health delivery. These models fit both the developmental needs of college students and the existing infrastructures of counseling centers. Moreover, the use of these models is already prevalent in most counseling centers, albeit in unrecognized forms.  相似文献   

4.
In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.  相似文献   

5.
This article has two aims: to explore the historical reasons why mental health has been a contested issue in Head Start, and to describe areas of challenge and innovation which might further the program's goal of improving the well-being of parents and children in poverty. The historical sources of silence in the program concerning mental health issues are noted, and recent efforts to bring mental health closer to the center of the Head Start agenda described. Four areas of challenge which are crucial in improving mental health in Head Start, are then reviewed: definitional issues at the individual and family levels, program-level consultation and services, system-level coordination, and macro-level policy changes. In each section, the nature of the challenge, current innovative practices in response to the challenge, and recommendations for further action are discussed. A concluding section presents a summary of recommendations for both program practice and research.  相似文献   

6.
ABSTRACT

The American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges.  相似文献   

7.
BackgroundToday, almost half of all refugees worldwide are children and adolescents, nearly a quarter of whom arrive in Europe as Unaccompanied Refugee Minors (URM). Many URMs have experienced the cumulative stress of being exposed both to the adverse environmental conditions which drive forced migration, and to the traumatic experience of displacement and resettlement. These experiences, coupled with other developmental stressors, may impede their overall development and increase their likelihood of mental health problems. Despite the evident vulnerability of URMs, much controversy currently surrounds the legitimacy of their arrival in host countries and their mental health is given little consideration.ObjectiveThis review synthesises and examines the limited published literature on the impact of traumatic refugee experiences on the mental health and development of URMs.MethodsAcademic databases and other sources were searched using key terms relating to URMs and mental health.ResultsThe findings confirm in large part that being a URM negatively influences mental health development, and that adolescence and being female are particular indicators of increased risk of psychiatric disorders. However, cultural differences in measurement and assessment of mental health are important confounding factors.ConclusionsThe current literature on youth in transit consistently paints a picture of how experiences URMs face can place a great burden on their mental health - clearly depicting an urgent need to consider their mental health within the current climate. The pressing need for improved care based on best practice is discussed.  相似文献   

8.
ABSTRACT

This article describes the development and implementation of a peer advocate program for eating disorders and body image outreach on a college campus. Empirical and conceptual literature on the use of peer educators and peer advocates in college student mental health is reviewed. Peer advocate program mission, history, implementation, and training components are described. Learning outcome assessment findings of peer advocate learning are discussed. A counseling center perspective on benefits, challenges, and limitations of facilitating this peer advocate program is shared.  相似文献   

9.
ABSTRACT

The growing prevalence and severity of mental health difficulties across university student populations is a critical issue for universities and their wider communities. Yet little is known about student perspectives on the stressors in university environments and the steps that universities could take to better support student mental wellbeing. This article reports on a study that collected and analyzed 2776 student responses to the question: What can be done to improve student wellbeing? Students made diverse recommendations that fell into seven categories: Academic teachers and teaching practices; student services and support; environment, culture and communication; course design; program administration; assessment; and student society activities. The findings from our study offer important insight to university educators and administrators about the role they can play in better supporting student wellbeing and preventing the high rates of psychological distress. We argue that the process of seeking and acting on students’ suggestions fosters students’ sense of inclusion and empowerment, and this is critical given that the goal of improving student mental wellbeing can only be achieved through an effective partnership between students and institutional actors.  相似文献   

10.
This article has two aims: to explore the historical reasons why mental health has been a contested issue in Head Start, and to describe areas of challenge and innovation which might further the program's goal of improving the well-being of parents and children in poverty. The historical sources of silence in the program concerning mental health issues are noted, and recent efforts to bring mental health closer to the center of the Head Start agenda described. Four areas of challenge which are crucial in improving mental health in Head Start, are then reviewed: definitional issues at the individual and family levels, program-level consultation and services, system-level coordination, and macro-level policy changes. In each section, the nature of the challenge, current innovative practices in response to the challenge, and recommendations for further action are discussed. A concluding section presents a summary of recommendations for both program practice and research.  相似文献   

11.
ABSTRACT

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students’ social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool students. Findings associated with this systematic review suggest that ECMHC could be a promising practice for targeting internalizing and externalizing behavioral concerns in prekindergarten students across a variety of settings. However, more research is needed in the areas of mental health/behavioral consultation and disciplinary disproportionality, as well as on the impact of such practices on preschool children of color. Implications for school psychologists are discussed, as are disciplinary practices when providing ECMHC and behavioral consultation services with students of diverse racial, ethnic, and cultural backgrounds.  相似文献   

12.
OBJECTIVE: Children with special health care needs are known to be at increased risk of all forms of child maltreatment when compared to children without such needs. We describe a health care team's experience providing medical evaluations for suspected child maltreatment to children with special health care needs. METHOD: Consecutive cases seen as outpatients in the Abuse Referral Clinic for Children with Disabilities were abstracted and analyzed. Mail and telephone follow-up contact was attempted after the medical evaluation to determine adherence with treatment recommendations. A subsample of cases for which complete financial information was available was reviewed to determine a reimbursement rate. RESULTS: During the study, 49 children received complete outpatient evaluations. Ages ranged from 3 to 16 years old, and 54% were males. Special needs spanned a wide range of physical, developmental/cognitive and behavioral conditions. The largest number of referrals came from child protective services (42%) followed by referrals from physicians (27%). After the team's comprehensive evaluation, 18% of the children were found to have a history or physical examination that was diagnostic for child maltreatment, 13% were thought to be at high risk, 25% were thought to be at low risk and 44% were thought to have non-abusive etiologies. The collection rate was 14% for an average reimbursement of $38 per case. Only 29 caregivers could be found at follow-up and 22 remembered the recommendations made by the team. Of the 25 cases that were referred for outpatient mental health counseling, 12 (48%) complied. CONCLUSION: Children with a wide range of special health care needs were evaluated in an outpatient special health care needs clinic that offered comprehensive medical evaluations for possible child maltreatment. Medical evaluation services for this group of children were poorly reimbursed. Mental health services were frequently recommended but often not accessed. Child maltreatment teams seeking to serve children with special health care needs will need to plan for service delivery to a potentially diverse group of children and families who may experience difficulty in carrying through on the team's treatment recommendations.  相似文献   

13.
The Mellon Mays Undergraduate Fellowship Program (MMUF) encourages underrepresented minority (URM) students to pursue PhD study with an eye toward entering academia. Fellows have completed PhDs at high rates relative to other students, but they are selected for their interest and potential. In this paper we use restricted access data from the Mellon Foundation and the National Science Foundation's Survey of Earned Doctorates to investigate the effect of the MMUF on PhD completions by URM students who graduate from participating institutions. We find no evidence that participation in the program causes a statistically significant increase in the numbers of PhDs completed by URM students, and increases greater than about one PhD per institution per cohort lie outside a 95% confidence interval of our estimates. This suggests that at least some of the PhDs completed by participants would have occurred without the program.  相似文献   

14.
Although child welfare caseworkers are responsible for facilitating mental health services access for maltreated children, little is known about caseworkers’ decisions to refer children to services. We aimed to identify factors associated with caseworker referral of children to mental health services after a maltreatment investigation. We analyzed data from 1956 children 2–17 years old from the Second National Survey of Child and Adolescent Well-being. We examined associations of children’s predisposing, enabling, and need-related factors and caseworkers’ work environment characteristics with referral to mental health services. Caseworkers referred 21.0% of children to mental health services. In multivariable analyses controlling for potential covariates, factors associated with increased odds of caseworker referral included: older child age; child sexual abuse (versus neglect); child out-of-home placement; caregiver mental health problems; prior maltreatment reports; clinically significant child behavioral problems; and child welfare agency collaborative ties with mental health providers (all p < .05). Factors associated with decreased odds of caseworker referral included child Black race (versus White race) and lack of insurance (versus Private insurance) (all p < .05). In summary, children’s need for mental health services was positively associated with caseworker referral to services but certain predisposing and enabling factors and caseworker work environment characteristics also correlated with services referral. Interventions to reduce disparities in services referral by race and insurance type are critically needed. These may include child welfare agency implementation of policies for mental health screening, assessment, and services referral based on clinical need and establishment of child welfare-mental health agency collaborative ties.  相似文献   

15.
《学校用计算机》2013,30(4):155-170
Abstract

The major challenges facing education systems in the information age include issues of how to prepare for and capitalize on the technological revolution and how to integrate computer technology into the curriculum. Jamaica, like most developing countries, is taking on these challenges with perhaps as much focus and increased importance as any developed country such as the United States. This paper explores the approach taken, particularly with teacher educators in Jamaican colleges, to begin the process by an assessment of the computer-related professional development needs of the college faculty. The paper makes recommendations for developing a technology training program based on the needs assessment. Underlying these issues is the necessity for a national policy to coordinate the country's efforts to integrate information technology into teacher education. Additional recommendations intended to provide guidance for the formulation of such an integrated policy development and implementation framework are offered.  相似文献   

16.
More people are surviving to old age, which places increasing demands on the health care system and accentuates the importance of developing alternate methods of meeting the unique health care needs of older adults. A university/ community partnership, such as the one described in this article is one example of an innovative, alternate community nursing service. The program provides home health services; gerontological teaching, research, and practice opportunities for faculty; and expanded gerontological clinical experiences for nursing students. Critical elements of program development are discussed and recommendations for similar programs are given.  相似文献   

17.
ABSTRACT

Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.  相似文献   

18.
为了考察高校教师心理健康服务需求的现状,为提高高校教师心理健康服务水平提供实证依据,本研究对陕西省5个地市5所地方本科院校680名教师进行调查,调查内容包括教师对心理健康服务的态度、对心理健康服务机构的需求、对心理健康服务人员的需求、对心理健康服务内容的需求、对心理健康服务方式和途径的需求5个方面。调查结果发现:(1)教师对心理健康服务的态度不够积极,大多认为心理健康服务没有必要;(2)教师最希望接受学校心理健康服务机构的服务,而对民间机构需求程度最低;(3)教师最希望得到家人等非专业人员的服务,对私立机构专家等专业人员的需求程度不高;(4)教师对生计与生活适应、身心管理、人际关系、职业发展、婚恋及两性心理最关心,对危机干预及物质依赖需求度低;(5)教师最愿意与家人交流讨论、向同学同辈朋友咨询、接受健康教育和科普宣传,不愿意采用电话咨询等方式接受心理健康服务。地方本科院校的工会作为"教职工之家",应充分利用基层组织优势,积极发挥作用,创建"教师心灵驿站工作室",加强和改善教师心理健康服务质量。  相似文献   

19.
The use of peer counselors with various populations has had a major impact on many areas of mental health service provision, including services to the elderly. Training older persons to serve as peer counselors requires specific attention to characteristics of older adult learners. This paper offers practical suggestions for the design and implementation of peer counseling programs for older adults. These suggestions include both general principles to serve as a guide in developing a program, such as selection of trainees, setting training goals, and providing follow‐up training and supervision, and specific recommendations on conducting effective training, including group size, number and length of sessions, educational format, and leadership qualities.  相似文献   

20.
Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence‐based practices through professional development opportunities and published literature. Despite these efforts, evidence‐based practices are not implemented as widely or as effectively as intended. This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc.  相似文献   

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