DOCSLIB.ORG

A Guide to Evidence-Based Programs for Adolescent Health: Programs, Tools, and More

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Guide to Evidence-Based Programs for Adolescent Health: Programs, Tools, and More The National Adolescent and Young Adult Health Information Center presents A Guide to Evidence-Based Programs for Adolescent Health: Programs, Tools, and More August 2014 Introduction become stricter in areas such as study design (e.g., The past decade has witnessed a tremendous more randomized designs), sample size, effect size, expansion of research and resources on “what statistical significance and replication of findings. works” to improve adolescent health. First, there are greater numbers of programs that focus on Evidence-based programs represent the “gold changing the contexts in which adolescents live, standard” along a continuum of what research such as families, schools and communities as well supports as effective. Many organizations also as changing the individual behavior of adolescents, offer resources on “best practices” or “promising 1 a more traditional focus. In addition, the past practices.” These terms are generally applied to decade has witnessed an increase in the creation of programs and strategies that have been evaluated “implementing tools” – tools that help program with promising findings that do not meet more managers and communities with critical program rigorous standards (e.g., programs that have some implementation tasks. Despite the greater quantitative data from non-experimental studies selection of programs and tools, this valuable showing positive outcomes in behavior or from a implementation information is single experimental study that has difficult to locate in one place. not been replicated). Sometimes This brief has two purposes. Evidence-based these terms refer to consensus First, by providing an annotated programs represent the recommendations based on list of resources with links to wisdom from professionals in the evidence-based practices, it “gold standard” along a field, who consider available data serves as a guide to communities continuum of what and information when they make and practitioners for locating research supports as recommendations or develop effective behavioral/social effective. guidelines for areas of a field interventions in adolescent without an adequate evidence health. Second, this brief also base. Many of the resources identifies “implementing tools” reviewed in this brief also contain that are available from the listed resources for best practices or promising practices. Other useful evidence-based practices. These tools serve as a resources, not reviewed in this document, offer useful starting point to help communities best practices only and/or helpful implementing implement evidence-based programs, but are not tools. intended to be an exhaustive list of all such tools. The resources on evidence-based programs use What are Evidence-Based Programs? presented use different criteria for defining As evaluation research has grown more program effectiveness. We do not endorse any sophisticated, the criteria for labeling a program as particular definition of program effectiveness in “effective” or “impactful” have become more this resource. Where possible, descriptions of rigorous. As shown in the listings on pages 7-13, resources listing evidence-based programs direct numerous researchers and organizations have the user to each organization’s definition and/or developed criteria for what qualifies as an criteria for these terms. evidence-based program. While a comprehensive review of these definitions is beyond the scope of this brief, methodological criteria have generally http://nahic.ucsf.edu/ 2 Using Evidence-Based Programs Reviewing evidence-based programs prior to Not all evidence-based programs are appropriate designing an initiative gives immediate direction to for all communities. Therefore, it is important to program planning and can help prevent balance research about what works with communities from wasting precious time and knowledge about what is feasible in specific resources on ineffective strategies. For this communities.2 Most of the resources of evidence- reason, funders increasingly place priority on using based programs described in this brief also evidence-based programs. Replicating and provide or refer users to “implementing tools.” evaluating evidence-based programs contributes These include comprehensive guidebooks and to further testing of effective strategies. For manuals (most of which are free). These example, knowledge is gained from implementing resources are noted in the resource implementation and evaluation of a program with descriptions, which usually contain links to a different population, under different conditions, downloadable documents. Although not a or with culturally appropriate modifications. comprehensive review of all implementing resources, this brief provides a useful “starter set” Limitations of Existing Evidence-Based for communities and program managers to Programs consider. These tools address many issues that Despite the greater range of evidence-based practitioners working with communities face as programs available compared to a decade ago, they design and implement evidence-based limitations remain. For example, a large and programs. These issues include: growing body of research indicates that contextual • Identification of risk and protective factors that influences, such as policies, families, schools and should be addressed (as determined by a local communities, have a tremendous influence on needs-and-assets assessment); adolescent health outcomes.3 While the body of • Selection of strategies that operate at multiple research on “what works” at community and policy levels of intervention and have been shown to levels has grown, gaps remain. Due to the greater be effective with a community’s socio- challenges inherent in measuring the impact of demographic profile; environmental change and policy-based • Adaptation of an evidence-based program, interventions, there is a greater number of while maintaining sufficient fidelity to the evidence-based programs focused on the individual original program; level of change, particularly on behavior change by • Identification of programs that are feasible adolescents. Despite the more limited research on given existing resources – financial as well as interventions beyond the individual level, local capacity and skills (e.g., communities communities may decide to pursue multi-level need to consider training and capacity building approaches. that may be necessary to replicate an evidence-based program). A community may also find that existing evidence- based programs have been demonstrated to be This brief recognizes that the identification of effective with a limited profile of socio- effective programs alone is not sufficient to ensure demographic groups and may not reflect the that programs are effectively replicated and adolescent population it serves. For example, there appropriate for a given community or setting. has been an increase in the number of programs that have demonstrated effectiveness with Latino 3 and African American youth, but less research has content areas have implications for their own involved Asian/Pacific Islanders, a population with efforts. No matter what health issue is being several distinct sub-populations. There are also few addressed, adolescents need: specific knowledge evidence-based programs for adolescents in rural regarding the issue; a specific set of skills that settings. enables them to adapt and apply that knowledge to their own behavior; motivation to use those In cases where no evidence-based programs meet skills; a family, school and community environment the needs of a community, program managers still that supports use of the requisite knowledge and have options that are supported by research. By skills; and a policy environment that provides reviewing best practices and promising practices, sufficient resources and political commitment for communities can consider what adaptations are improving adolescent health and changing social necessary to make an evidence-based program norms. more relevant to its intended audience. For example, a community coalition aiming to reduce Organization of this Brief injury among Latino youth might decide to tailor an This brief presents evidence-based program existing program for that population. It may help to resources in two formats. First, on the following research the types of interventions that have been two pages, a matrix provides an overview of the effective in reaching Latino communities in resources and includes links to each resource and general, and Latino youth in particular. It is also indicates whether it includes implementing tools. advisable for a community coalition to work with The health topics listed are adapted from the Focus parents, youth and teachers to consider what, if Areas of the Healthy People 2020 Core Indicators any, cultural adaptations are needed. When for Adolescent and Young Adult Health. tailoring interventions that have been shown to be effective, it is important to maintain a critical core Pages 7-13 of this brief present an annotated listing from the original program by staying as true as of each evidence-based program resource. Each possible to the evaluated model with respect to listing begins with a description of the topics such key factors as learning objectives, the number addressed, how the resource is organized, criteria of classroom hours, and types of activities4 – this is for inclusion as an evidence-based program and called maintaining fidelity. what search functions are available. The listing also describes implementing
Load more

Recommended publications
  • The Contributing Factors to Adolescent Depression
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2018 The onC tributing Factors to Adolescent Depression Josie H. Lee SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Applied Behavior Analysis Commons, Cognition and Perception Commons, Community Health Commons, Community Health and Preventive Medicine Commons, Community Psychology Commons, Family, Life Course, and Society Commons, Patient Safety Commons, and the Psychiatric and Mental Health Commons Recommended Citation Lee, Josie H., "The onC tributing Factors to Adolescent Depression" (2018). Independent Study Project (ISP) Collection. 2813. https://digitalcollections.sit.edu/isp_collection/2813 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Running head: THE CONTRIBUTING FACTORS TO ADOELSCENT DEPRESSION The Contributing Factors to Adolescent Depression Josie H. Lee Spring 2018 Switzerland: Global Health and Development Policy University of Michigan, Ann Arbor B.A. Community and Global Public Health THE CONTRIBUTING FACTORS TO ADOELSCENT DEPRESSION 2 Abstract Objective: This paper reviews individual, familial, peer, and societal factors influencing adolescent depression in developed countries. Background: Depression usually onsets at adolescence and contributes to high DALYs. Since depression is treatable, efforts should be made to reduce its prevalence and effect. Methods: The research consisted of looking at literature relevant to the topic and age group and conducting interviews with experts who know about and have worked with adolescent depression.
    [Show full text]
  • A Conceptual Framework for Adolescent Health
    A Conceptual Framework for Adolescent Health A Collaborative Project of the Association of Maternal and Child Health Programs and the National Network of State Adolescent Health Coordinators With Generous Support from the Annie E. Casey Foundation May 2005 Introduction dolescence is a crucial developmental period advocates, community-based health professionals and characterized by marked physical, emotional families interested in family health programs and and intellectual changes, as well as changes issues. AMCHP’s goals are: (1) improve national policy Ain social roles, relationships and expectations, all of and resources for maternal and child health, particu- which are important for the development of the larly through Title V of the Social Security Act; (2) individual and provide the foundation for function- strengthen public accountability, leadership and ing as an adult.1 capacity in states for maternal and child health and family-centered, culturally competent community The development of healthy adolescents is a complex systems; and (3) continuously improve AMCHP’s and evolving process that requires: supportive and organizational capacity to fulfill its mission and caring families, peers and communities; access to high achieve its vision. quality services (health, education, social and other community services); and opportunities to engage and NNSAHC is a national network comprised of public succeed in the developmental tasks of adolescence. health professionals working in or with state MCH/ family health programs as the designated
    [Show full text]
  • JOURNAL of ADOLESCENT HEALTH Official Publication of the Society for Adolescent Health and Medicine
    JOURNAL OF ADOLESCENT HEALTH Official Publication of the Society for Adolescent Health and Medicine AUTHOR INFORMATION PACK TABLE OF CONTENTS XXX . • Description p.1 • Audience p.1 • Impact Factor p.1 • Abstracting and Indexing p.2 • Editorial Board p.2 • Guide for Authors p.5 ISSN: 1054-139X DESCRIPTION . The Journal of Adolescent Health is a multidisciplinary scientific Journal dedicated to improving the health and well-being of adolescents and young adults. The Journal publishes new research findings in the field of Adolescent and Young Adult Health and Medicine ranging from the basic biological and behavioral sciences to public health and policy. We seek original manuscripts, brief reports, review articles, clinical case reports, letters to the editor, and commentaries from our colleagues in Anthropology, Education, Ethics, Global Health, Health Services Research, Law, Medicine, Mental and Behavorial Health, Nursing, Nutrition, Psychology, Public Health and Policy, Social Work, Sociology, Youth Development, and other disciplines that work with or are committed to improving the health and well-being of adolescents and young adults. In addition we seek poetry, personal narratives, images, and other creative works from young people, family and community members, and health professionals that deepen our insights into the lived experiences of adolescents and young adults in a way that can augment scientific peer-reviewed research. The Journal is the official publication of the Society for Adolescent Health and Medicine (SAHM), a multidisciplinary organization committed to improving the health and well-being of adolescents and young adults. One of the Society's primary goals is the development, synthesis, and dissemination of scientific and scholarly knowledge unique to the health needs of young people.
    [Show full text]
  • Adolescent Pregnancy in America: Causes and Responses by Desirae M
    4 Volume 30, Number 1, Fall 2007 Adolescent Pregnancy in America: Causes and Responses By Desirae M. Domenico, Ph.D. and Karen H. Jones, Ed.D. Abstract Introduction mothers did not graduate from Adolescent pregnancy has oc­ While slightly decreasing in high school. Less than one-third curred throughout America’s his­ rates in recent years, adolescent of adolescent females giving tory. Only in recent years has it pregnancy continues to be birth before age 18 ever complete been deemed an urgent crisis, as prevalent in the United States, high school, and the younger the more young adolescent mothers with nearly one million teenage pregnant adolescents are, the give birth outside of marriage. At- females becoming pregnant each less likely they are to complete risk circumstances associated year (Meade & Ickovics, 2005; high school (Brindis & Philliber, with adolescent pregnancy in­ National Campaign to Prevent 2003; Koshar, 2001). Nationally, clude medical and health compli­ Teen Pregnancy, 2003; Sarri & about 25% of adolescent moth­ cations, less schooling and higher Phillips, 2004). The country’s ers have a second baby within dropout rates, lower career aspi­ adolescent pregnancy rate re­ one year of their first baby, leav­ rations, and a life encircled by mains the highest among west­ ing the prospect of high school poverty. While legislation for ca­ ern industrialized nations, with graduation improbable. How­ reer and technical education has 4 of every 10 pregnancies occur­ ever, if a parenting female can focused attention on special ring in women younger than age delay a second pregnancy, she needs populations, the definition 20 (Dangal, 2006; Farber, 2003; becomes less at risk for dropping has been broadened to include SmithBattle, 2003; Spear, 2004).
    [Show full text]
  • Resources for Adolescent Health
    Resources for Adolescent Health The following are federal resources selected specifically to help you promote and organize educational and awareness activities as part of Teen Health Week, April 1-7, 2019. Comprehensive tools and resources are focused on a number of key adolescent health topics including: development, eating and nutrition, physical activity, healthy relationships, immunizations/vaccinations, substance use, safety, and health services. Table of Contents For Teens………………………………………………………………………………………………………………..2 For Education Professionals…………………………………………………………………………………….4 For Health Care Professionals………………………………………………………………………………….6 For Out-of-School Time and Community Program Leaders……………………………………..10 For Caring Adults…………………………………………………………………………………………………….12 For All……………………………………………………………………………………………………………………..15 Teen Health Week (THW): A global initiative to help teens take charge of their health – THW encourages teens to take charge of their physical and mental health to facilitate healthy habits they will carry with them throughout their lives. https://teenhealthweek.org Adolescent Health: Think, Act, Grow® (TAG) is a national call to action to improve adolescent health in the United States. TAG calls upon organizations and individuals to prioritize activities that can support the health and healthy development of all of America's 42 million adolescents. https://www.hhs.gov/ash/oah/tag/ 1 For Teens The Office of Adolescent Health’s Adolescent Health: Think, Act, Grow® (TAG) call to action provides action steps and resources to encourage teens to learn about their health care; get involved (i.e., activities, mentoring); build healthy relationships; and develop healthy habits. Healthy Eating & Nutrition The U.S. Department of Agriculture’s MyPlate shares resources, tips, and ideas for how to choose foods to support healthy diets along with the MyPlate Plan to suggest what foods to eat within an individual’s calorie allowance.
    [Show full text]
  • Adolescent Health and Youth Development: Turning Social Policy Into Public Health Practice
    Commentary Adolescent Health and Youth Development: Turning Social Policy Into Public Health Practice Richard E. Kreipe rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr The blueprint for improving the health of Americans, has demonstrated effectiveness in addressing public Healthy People 2010, contains eight measurable lead- health goals. Youth with more developmental assets ing health indicators for adolescents and young adults, have reduced morbidity and better health outcomes.3 with six targets directed at morbidity and mortality. In recognition of emerging data regarding the protec- These are reduction of (1) deaths caused by motor ve- tive value of YD approaches with respect to improving hicle crashes, (2) homicides, (3) proportion of youth the health of youth, Dr Karen Pittman, one of the au- engaging in binge drinking of alcoholic beverages, (4) thors of another commentary in this supplement, was past-month use of illicit substances, (5) tobacco use, and invited to be the keynote speaker at the Society for Ado- (6) proportion of youth who are overweight or obese. lescent Medicine annual meeting in 2000. Instead of fo- In addition, there are two targets directed at wellness, cusing on the prevention of illness, the YD approach increasing the proportion of youth who (1) abstain from that she and others have espoused takes a positive and sexual intercourse or use condoms if currently sexually affirming ecological perspective, emphasizing young active and (2) engage in vigorous physical activity.1 Al- people’s potential (not as problems) and the reciprocal though each of these targets is related to potentially interactions (positive or negative) that they have with modifiable adolescent behaviors, traditional medical their environment.
    [Show full text]
  • Screening for Major Depressive Disorder Among Children and Adolescents: a Systematic Review for the U.S. Preventive Services Task Force
    Evidence Synthesis Number 116 Screening for Major Depressive Disorder Among Children and Adolescents: A Systematic Review for the U.S. Preventive Services Task Force Prepared for: Agency for Healthcare Research and Quality U.S. Department of Health and Human Services 5600 Fishers Lane Rockville, MD 20857 www.ahrq.gov Contract No. HHSA-290-2012-00015-I, Task Order No. 2 Prepared by: RTI International–University of North Carolina Evidence-based Practice Center Research Triangle Park, NC Investigators: Valerie Forman-Hoffman, PhD, MPH Emily McClure, MSPH Joni McKeeman, PhD Charles T. Wood, MD Jennifer Cook Middleton, PhD Asheley C. Skinner, PhD Eliana M. Perrin, MD, MPH Meera Viswanathan, PhD AHRQ Publication No. 13-05192-EF-1 February 2016 This report is based on research conducted by the RTI International–University of North Carolina at Chapel Hill Evidence-based Practice Center under contract to the Agency for Healthcare Research and Quality (AHRQ), Rockville, MD (Contract No. HHSA-290-2012- 00015-I, Task Order No. 2). The findings and conclusions in this document are those of the authors, who are responsible for its contents, and do not necessarily represent the views of AHRQ. Therefore, no statement in this report should be construed as an official position of AHRQ or of the U.S. Department of Health and Human Services. The information in this report is intended to help health care decisionmakers—patients and clinicians, health system leaders, and policymakers, among others—make well-informed decisions and thereby improve the quality of health care services. This report is not intended to be a substitute for the application of clinical judgment.
    [Show full text]
  • Adolescent Health Care 101: the Basics - Ca Edition
    ADOLESCENT HEALTH CARE 101: THE BASICS - CA EDITION An Adolescent Provider Toolkit Illustrations by Jordan Zioni, 17 HOW TO OBTAIN A COPY This toolkit can be downloaded from the Adolescent Health Working Group OF THIS TOOLKIT website at www.ahwg.net. Additional copies of the Toolkit may be requested via mail, telephone, fax or e-mail from: Adolescent Health Working Group 323 Geary Street, Suite 418 San Francisco, CA 94102 Telephone: (415) 576-1170 x312 Fax: (415) 576-1286 E-mail: [email protected] ADOLESCENT HEALTH The Adolescent Health Working Group (AHWG) was formed in 1996 when adoles- WORKING GROUP cent health providers, administrators, and youth advocates in San Francisco became concerned about Medicaid managed care’s impact on young people’s access to youth-sensitive, comprehensive health care. Today, the mission of the AHWG is to significantly advance the health and well-being of San Francisco’s youth by applying the collective wisdom, resources, and energy of individuals and agencies that care for and support young people. The AHWG conducts community research, public policy, advocacy and training activities. Members of the collaborative include repre- sentatives of youth development agencies; public and private primary care, behav- ioral health clinics and programs; academic institutions; health plans; schools; social service and advocacy organizations; youth and parents. SUGGESTED CITATION M. Simmons, J. Shalwitz, S. Pollock, A. Young (2003). Adolescent Health Care 101: The Basics. San Francisco, CA: Adolescent Health Working Group. Adolescent Health Working Group San Francisco, CA Dear Colleagues: We are pleased to present to you the second module of the Adolescent Provider Toolkit: A Guide for Treating Teen Patients, entitled Adolescent Health 101: The Basics.
    [Show full text]
  • The Teen Years Explained: a Guide to Healthy Adolescent Development
    T HE T EEN Y THE TEEN YEARS EARS EXPLAINED EXPLAINED A GUIDE TO THE TEEN YEARS EXPLAINED: HEALTHY A GUIDE TO HEALTHY ADOLESCENT DEVELOPMENT ADOLESCENT : By Clea McNeely, MA, DrPH and Jayne Blanchard ADOLESCENT DEVELOPMENT A GUIDE TO HEALTHY DEVELOPMENT The teen years are a time of opportunity, not turmoil. The Teen Years Explained: A Guide to Healthy Adolescent Development describes the normal physical, cognitive, emotional and social, sexual, identity formation, and spiritual changes that happen during adolescence and how adults can promote healthy development. Understanding these changes—developmentally, what is happening and why—can help both adults and teens enjoy the second decade of life. The Guide is an essential resource for all people who work with young people. © 2009 Center for Adolescent Health at Johns Hopkins Bloomberg School of Public Health All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. Printed in the United States of America. Printed and distributed by the Center for Adolescent Health at the Johns Hopkins Bloomberg School of Public Health. Clea McNeely & Jayne Blanchard For additional information about the Guide and to order additional copies, please contact: Center for Adolescent Health Johns Hopkins Bloomberg School of Public Health 615 N. Wolfe St., E-4543 Baltimore, MD 21205 www.jhsph.edu/adolescenthealth 410-614-3953 ISBN 978-0-615-30246-1 Designed by Denise Dalton of Zota Creative Group Clea McNeely, MA, DrPH and Jayne Blanchard THE TEEN YEARS EXPLAINED A GUIDE TO HEALTHY ADOLESCENT DEVELOPMENT Clea McNeely, MA, DrPH and Jayne Blanchard THE TEEN YEARS EXPLAINED A GUIDE TO HEALTHY ADOLESCENT DEVELOPMENT By Clea McNeely, MA, DrPH Jayne Blanchard With a foreword by Nicole Yohalem Karen Pittman iv THE TEEN YEARS EXPLAINED CONTENTS About the Center for Adolescent Health ........................................
    [Show full text]
  • Health Education for Adolescents
    Health education for adolescents Guidelines for parents, teachers, health workers and the media Dr Abdul Rahim Omran Dr Ghada Al-Hafez اﻟﺘﺜﻘﻴﻒ اﻟﺼﺤﻲ ﻟﻠﻤﺮاهﻘﻴﻦ ﻣﺮﺷﺪ ﻟﻠﻮاﻟﺪَﻳْﻦ واﻟﻤﺪرﱢﺳﻴﻦ واﻟﻌﺎﻣﻠﻴﻦ اﻟﺼﺤﻴﱢـﻴﻦ ووﺳﺎﺋﻞ اﻹﻋﻼم Originally published as [Altathqiif alsihhi lilmuraahiqiin. Murshid lilwaalidiin walmudarrisiin walaamiliin alsihiyyiin wawasa’il ali῾laam] © World Health Organization 2001 WHO Library Cataloguing in Publication Data Omran, Abdul Rahim Health education for adolescents: guidelines for parents, teachers, health workers and media / Abdul Rahim Omran; Ghada Al-Hafez; p. Arabic edition published in Cairo 2001 ISBN: 92-9021-290-0 1. Health Education 2. Adolescents 3. Islamic Ethics 4. Guidelines I. Title II. Al-Hafez, Ghada III. WHO Regional Office for the Eastern Mediterranean ISBN: 97-892-9021-532-5 (NLM Classification: WA 590) © World Health Organization 2006 All rights reserved. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. The World Health Organization does not warrant that the information contained in this publication is complete and correct and shall not be liable for any damages incurred as a result of its use.
    [Show full text]
  • Adolescent Depression Screening and Initial Treatment Toolkit for Primary Care Clinicians
    1 Adolescent Depression Screening and Initial Treatment Toolkit for Primary Care Clinicians Edward Pickens, MD UNC Physicians Network Jill Wright, MD UNC Physicians Network Ty Bristol, MD UNC Department of Pediatrics and UNC Physicians Network Carl Seashore, MD UNC Department of Pediatrics Martha Perry, MD UNC Department of Pediatrics Ashley Nazworth, LCSW UNC Physicians Network Robin Reed, MD UNC Department of Psychiatry 2 CONTENTS INTRODUCTION 3 ALGORITHM FOR DEPRESSION SCREENING AND INITIAL TREATMENT 4 REFERRAL AND TREATMENT GUIDELINES 7 PSYCHOPHARMACOLOGY 9 CRISIS MANAGEMENT 11 DOCUMENTATION 14 LEGAL CONSIDERATIONS 19 SCREENING TOOLS 21 REFERENCES 23 APPENDIX A (NON-SUICIDAL SELF-INJURY) 24 3 INTRODUCTION By the time children reach adulthood, 20% have had at least one episode of major depression.1 Depression is a cause of significant disability, and major depressive disorder in children and adolescents is strongly associated with depression in adulthood, other mental health disorders, and suicide.2 The U.S. Preventive Services Task Force (USPSTF) advises primary care clinicians to screen adolescents, ages 12 years and older, for depression.2, 3 The Patient Health Questionnaire-9 (PHQ-9), which has been widely-used to screen adults for depression, has also been shown to be an effective screening tool in adolescent populations.4 This tool has the advantage of being brief and easy to administer in the primary care setting, and it has a high sensitivity in adolescents 12 years of age and over.4, 5 A version of the PHQ-9 that has been
    [Show full text]
  • Communities That Care Social Development Strategy Training Part I
    Communities That Care Social Development Strategy Training Part I Table of Contents Participant Handouts Page 1 The Story of Nate Page 2 SDS Graphic Pages 3-4 Operationalizing Worksheets Pages 5-6 Research Brief Seattle Social Development Project Summary of Pages 7-9 Outcomes Pages 10-17 SDS Components Pages 18-22 References SDS Training ©2017 Center for Communities That Care, University of Washington The Story of Nate The Story of Nate (J. David Hawkins tells a version of this story often to illustrate the Social Development Strategy): I would like to tell you a story about a 7 year old boy named Nate. In school, Nate is not one of the "good kids" and he is not one of the "smart kids." In fact, Nate often doesn't do his homework and doesn't always follow the rules in the classroom. Looking for a way to engage Nate, his classroom teacher (Ms. Carter) decided to give him an opportunity to take care of the classroom pet, a gerbil. When she offered this chance to Nate, he seemed surprised—but accepted. On Monday morning, Ms. Carter explained to Nate how he should take care of the gerbil, and showed him where to find all of the supplies. On Monday afternoon, Nate carefully fed the gerbil, but Ms. Carter noticed that he had not also given the gerbil water. On Tuesday, Ms. Carter went over the steps for taking care of the gerbil with Nate again. The rest of the week, Nate took very good care of the gerbil! She noticed that he was following all of the steps and checking on the gerbil often.
    [Show full text]