DOCSLIB.ORG

Promoting MENTAL HEALTH 115 1/20/17 2:46 PM

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Promoting MENTAL HEALTH 115 1/20/17 2:46 PM Promoting Mental Health PROMOTING Establishing mental health and emotional well- care professional, therefore, is challenged to M E being is arguably a core task for developing chil- promote mental health through activities that NT AL HEAL AL dren and adolescents and those who care for them. are aimed at prevention, risk assessment, and Mental health is not merely the absence of mental diagnosis and to offer an array of appropriate T disorder but is composed of social, emotional, and interventions. Common risk factors for child H behavioral health and wellness and should be con- behavioral and mental health problems include2-4 sidered in the same context as physical health. ■■ Prenatal risk factors Because cultures may differ in their conceptions – Developmental trauma of mental health, it is important for the health care – Alcohol exposure professional to learn about family members’ percep- tions of a mentally healthy individual and their goals – Drug exposure for raising children. In their shared work to raise a – Lead exposure child, parents, family, community, and professionals – Environmental toxins commit to fostering the development of that child’s ■■ Genetic risk factors (eg, congenital sense of connectedness, self-worth and joyfulness, developmental disability) intellectual growth, and mental health. Shonkoff ■■ Chronic medical illness or developmental and Phillips1 describe that marvelous process of disability the child’s development of mental health in their ■■ Social and environmental risk factors book From Neurons to Neighborhoods. Each Bright – Poverty or homelessness Futures Health Supervision Visit addresses the phy- – Exposure to intimate partner violence (IPV) sical and mental health of the child or adolescent. or child maltreatment This theme highlights opportunities for promoting – Foster care placement mental health in every child, including specific – Disasters or other life trauma suggestions for each age and stage ■■ Family risk factors of development. – Parental depression and social isolation Mental health can be compromised – Bereavement at many critical times in develop- – Separation or divorce ment, beginning – Chronic physical illness or mental disorder prenatally with or death involving family members the mental – Substance misuse by a family member health of the – Incarceration of a family member mother, through – Military service of a family member infancy with ■■ Skills deficiencies the importance – Lack of parenting knowledge or performance of attachments, deficits through early – Child social skills deficits childhood, and – School failure and learning problem beyond. The health or disability 115 BFG 4TH ED.indb 115 1/20/17 2:46 PM Bright Futures Guidelines for Health Supervision of Infants, Children, and Adolescents Common challenges to child, adolescent, and and substance use disorders.9 Among vulnerable H family mental health are further described in this populations of youth, such as those involved in the T theme by age of highest prevalence. (For additional juvenile justice system, high rates of psychiatric discussions on these issues, see the Promoting Lifelong disorders (66% of boys and 74% of girls) exist.10 AL HEAL AL Health for Families and Communities theme.) Unfortunately, under-detection of mental health NT E M In 2004, the American Academy of Pediatrics problems in pediatric practice has been well- 11,12 (AAP) convened a Task Force on Mental Health documented and recognized, and even among to help health care professionals enhance the youth who have been identified, many do not seek, 13,14 5 find, or receive treatment services. PROMOTING PROMOTING mental health care they provide. The goals of this task force were to build health care professional skills and enhance services through systems change Screening and Referral in clinical practice and in the family’s community of Primary care professionals meet with children and care. The task force developed a report for health families at regular intervals, and this frequent access care professionals, which includes 2 algorithms to a primary care medical home is more available 6 for care, and a companion toolkit. The algorithms than access to specific mental health services. are (1) “Promoting Social-Emotional Health, Iden- Primary care professionals are therefore ideally tifying Mental Health and Substance Use Concerns, situated to begin the process of identifying children Engaging the Family, and Providing Early Inter- with problem behaviors that might indicate mental vention in Primary Care” and (2) “Assessment and disorders, as well as identifying parents and care- Care of Children With Identified Social-Emotional, givers struggling with mental health concerns Mental Health, or Substance Abuse Concerns, that may affect the child. Consistent with the US Ages 0 to 21 Years.” The AAP has compiled a Preventive Services Task Force (USPSTF) recom- collection of mental health competencies and mendation, screening for depression among encourages health care professionals to integrate adolescents in primary care is now included in the mental health into primary care and specialty Bright Futures: Guidelines for Health Supervision 7 care practice. of Infants, Children, and Adolescents Adolescence Visits.15 Building a solid collaboration among the Prevalence and Trends in Mental health care professional and other service providers Health Problems Among Children (eg, psychiatrists, psychologists, social workers, and Adolescents and other therapists) and agencies (eg, schools, mental health agencies, state departments of health, One-half of all the lifetime cases of mental disorder mentoring groups, agencies serving children and begin by age 14 years, and three-quarters are youth with special health care needs, and child apparent by age 24.8 Therefore, most mental health protective services) improves the effectiveness of problems are chronic, with roots of origin during support for children and, ultimately, the possibili- youth. For example, the median age of onset for ties of positive outcomes for the children. (For more anxiety and impulse control disorders is about age information on this topic, see the Promoting Lifelong 11.8 One in 5 teens experiences significant symp- Health for Families and Communities theme.) This toms of emotional distress, and nearly 1 in 10 is need is illustrated by a study showing that although emotionally impaired, with the most common psychosocial problems identified in pediatric offices disorders including depression, anxiety disorders, increased from 6.8% to 18.7% in the 17-year period attention-deficit/hyperactivity disorder (ADHD), of 1979–1996,16 the National Institute for Health 116 BFG 4TH ED.indb 116 1/20/17 2:46 PM Bright Futures Guidelines for Health Supervision of Infants, Children, and Adolescents Care Management estimates that 75% of children and adolescents is by using a mental health screen- diagnosed as having mental disorders are treated ing test, such as the 35-item Pediatric Symptom PROMOTING by primary care professionals.17 These professionals Checklist (PSC)23 or the more brief PSC-17,24 often have limited access to mental health profes- which can be completed in the waiting room by sionals with appropriate training and skills to a parent. A positive score on the PSC suggests M E assist them with behavior screening, treatment, the need for further evaluation. The Survey of Well- NT and referral issues.18 Collaborative or integrated being of Young Children (known as SWYC) screens HEAL AL mental health care in pediatric practice offers child development from birth to age 5 by assessing T improved access to mental health care and 3 domains of psychosocial health: the develop- H improved outcomes.19 mental domain, the social and emotional domain, 25 Pediatric behavioral, developmental, and mental and the family context. The Patient Health health issues are more common than childhood Questionnaire-2 (PHQ-2) has been successfully cancers, cardiac problems, and renal problems used to screen for adolescent depression in clinical 26 combined. However, research has repeatedly settings with adequate sensitivity and specificity. shown that primary care professionals recognize All of these tools are available in the public domain. less than 30% of children with substantial dysfunc- All tools should be administered in the family’s tion.20 This lack of recognition is caused by the primary language. necessary brevity of pediatric appointments and Screening does not provide a diagnosis for a mental stigma associated with mental health concerns, disorder, however. Screening indicates the severity which result in hesitancy to bring up subject areas of symptoms, assesses the severity within a given for which no quick fix exists. However, in some time period, and provides a way to begin a con- cases, the primary care professional can assess versation about mental health issues. Health care the child’s problem and provide appropriate and professionals must be adept at identifying mental successful intervention. The health care profes- health concerns and determining whether they sional should try to determine whether the nature are leading to impaired functioning at home, at of the problem falls within her areas of interest and school, with peers, or in the community. Providing expertise before offering interventions. In other education to the patient and parent about mental instances, when a problem is identified outside the disorders, symptoms, causes, and treatments is realm of her expertise, the health
Load more

Recommended publications
  • Psychosis and Schizophrenia in Children and Young People'
    PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE' THE NICE GUIDELINE ON RECOGNITION and MANAGEMENT PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE RECOGNITION AND MANAGEMENT National Clinical Guideline Number 155 National Collaborating Centre for Mental Health commissioned by The National Institute for Health and Care Excellence published by The British Psychological Society and The Royal College of Psychiatrists 2572_Book.indb 1 6/27/2013 3:50:03 PM Project3 27/06/2013 15:14 Page 1 © The British Psychological Society & The Royal College of Psychiatrists, 2013 The views presented in this book do not necessarily refl ect those of the British Psychological Society, and the publishers are not responsible for any error of omission or fact. The British Psychological Society is a registered charity (no. 229642). All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Enquiries in this regard should be directed to the British Psychological Society. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN-: 978-1-908020-60-4 Printed in Great Britain by Stanley L. Hunt (Printers) Ltd. Additional material: data CD-Rom created by Pix18 (www.pix18.co.uk) developed by National Collaborating Centre for Mental
    [Show full text]
  • Cornerstone of a “CRISP”
    ™ USF HEALTH BYRD ALZHEIMER’S INSTITUTE SUMMER 2010 Finding Potential Alzheimer’s Treatments 3 in Unlikely Places Neuroimaging Center: 4 Cornerstone of a “CRISP” Q&A With Paul R. Sanberg, PhD, DSc Senior Associate Vice President for 6 Research & Innovation at USF Alzheimer’s Research at 8 USF: Unstoppable Early Diagnosis Yields Savings 11 for Dementia Patients Jun Tan, MD, PhD Robert A. Silver Chair in Developmental Neurobiology Professor, Director of Developmental Neurobiology Laboratory Silver Child Development Center Welcome Here at the USF Health Byrd Alzheimer’s Institute, our mission is to provide outstanding diagnostic Summer 2010 evaluation and treatment, offer Stephen K. Klasko, MD, MBA comprehensive educational Sr. Vice President for USF Health Dean, USF College of Medicine opportunities, and perform cutting edge research, with the ultimate Dave Morgan, PhD Chief Executive Officer goal of curing Alzheimer’s disease ALEX STAFFORD and related dementia. Amanda G. Smith, MD Medical Director Building on the more than 25 years of service that the Suncoast Melanie Meyer Center has offered to the Bay area, we are renovating one floor of Director, Communications the Institute over the next year to launch our newest program: a & External Affairs “Dementia Diagnosis CRISP” (Clinical and Research Holly Lisle Integrated Strategic Program). Associate Director of Development The CRISP program will provide a comprehensive multidisci- Editor Melanie Meyer plinary diagnostic clinic that will transform memory-related health services for patients and families throughout Florida. In addition, Creative Director Steve Smith family-centered care will offer patients information about the impact of Alzheimer’s across the whole of family life, from adult Art Director daycare options, legal issues, stress management, competency for Donald A.
    [Show full text]
  • Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education
    Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education April 2017 Authors Acknowledgments Jessica Dym Bartlett, MSW, PhD We are grateful to our reviewers, Elizabeth Jordan, Senior Research Scientist Jason Lang, Robyn Lipkowitz, David Murphey, Child Welfare/Early Childhood Development Cindy Oser, and Kathryn Tout. We also thank Child Trends the Alliance for Early Success for its support of this work. Sheila Smith, PhD Director, Early Childhood National Center for Children in Poverty Mailman School of Public Health Columbia University Elizabeth Bringewatt, MSW, PhD Research Scientist Child Welfare Child Trends Copyright Child Trends 2017 | Publication # 2017-19 Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education Table of Contents Executive Summary .............................................................1 Introduction ..........................................................................3 What is Early Childhood Trauma? ................................. 4 The Impacts of Early Childhood Trauma ......................5 Meeting the Needs of Young Children Who Have Experienced Trauma ...........................................................7 Putting It Together: Trauma-Informed Care for Young Children .....................................................................8 Promising Strategies for Meeting the Needs of Young Children Exposed to Trauma ..............................9 Recommendations ...........................................................
    [Show full text]
  • Typical Child Development
    TYPICAL CHILD DEVELOPMENT ADOLESCENTS Physical • Rapid growth, maturity of sexual organs, development of secondary sexual characteristics • Girls generally physically mature before boys • Learning to accept changes in their bodies and adapt their behavior based on these changes Cognitive • Begin to think hypothetically and see different points of view • During middle and late adolescents the ability to see multiple perspectives is refined Social • Group values guide individual behavior. In early adolescence most peer groups are still same sex • Become interested in sexual relationships but most contact is through groups. May begin to experiment in sexual behavior • In early adolescence social roles still largely defined by external sources • During middle and late adolescence • Choose friends based on personal characteristics and mutual interest. Peer group declines in interest. • Experiment with social roles and explore options for career choices Emotional • Depend upon peers for emotional stability, support and to help mold their emerging identities • Self-esteem greatly affected by acceptance of peers • Early adolescents are moody, dramatic and very vulnerable to emotional stress • Middle and late adolescence, identity is more individualized and a sense of self develops and stabilizes • Self- esteem in middle and late adolescence is influenced by his/her ability to live up to internalized standards for behavior SCHOOL AGE Physical • The ability to sit still and attend increases as they move through this stage • Practice, refine, and
    [Show full text]
  • Language Pathologists in Early Intervention: Technical Report Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention
    Roles and Responsibilities of Speech- Language Pathologists in Early Intervention: Technical Report Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention Reference this material as: American Speech-Language-Hearing Association. (2008). Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Technical Report [Technical Report]. Available from www.asha.org/policy. Index terms: early intervention, newborns, infants and toddlers, developmental disorders doi:10.1044/policy.TR2008-00290 © Copyright 2008 American Speech-Language-Hearing Association. All rights reserved. Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or availability of these documents, or for any damages arising out of the use of the documents and any information they contain. Roles and Responsibilities of Speech-Language Pathologists in Technical Report Early Intervention: Technical Report About This This technical report was developed by the American Speech-Language-Hearing Document Association (ASHA) Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention and was approved by the ASHA Board of Directors (BOD 4-2008) in February 2008. Members of the Committee were M. Jeanne Wilcox (chair), Melissa A. Cheslock, Elizabeth R. Crais, Trudi Norman- Murch, Rhea Paul, Froma P. Roth, Juliann J. Woods, and Diane R. Paul (ex officio). ASHA Vice Presidents for Professional Practices in Speech-Language Pathology Celia Hooper (2003–2005) and Brian B. Shulman (2006–2008) served as the monitoring officers. This technical report replaces the 1989 ASHA document Communication-Based Services for Infants, Toddlers, and Their Families. **** Historical In this report, the term “early intervention” is used to refer to services provided to Perspective and children from birth up to age 3 years who are at risk for or have developmental Background disabilities or delays.
    [Show full text]
  • Speech and Language Developmental Milestones
    U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES ∙ National Institutes of Health NIDCD Fact Sheet | Voice, Speech, and Language Speech and Language Developmental Milestones How do speech and language develop? by hearing loss, while other times it may be due to a speech or language disorder. The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech What is the difference between a speech and language skills. These skills develop best in a world that disorder and a language disorder? is rich with sounds, sights, and consistent exposure to the speech and language of others. Children who have trouble understanding what others say (receptive language) or difficulty sharing their thoughts There appear to be critical periods for speech and language (expressive language) may have a language disorder. Specific development in infants and young children when the brain language impairment (SLI) is a language disorder that delays is best able to absorb language. If these critical periods are the mastery of language skills. Some children with SLI may allowed to pass without exposure to language, it will be more not begin to talk until their third or fourth year. difficult to learn. Children who have trouble producing speech sounds correctly What are the milestones for speech and or who hesitate or stutter when talking may have a speech language development? disorder. Apraxia of speech is a speech disorder that makes it difficult to put sounds and syllables together in the correct The first signs of communication occur when an infant learns order to form words.
    [Show full text]
  • Psychosis in Children and Adolescents
    PSYCH TLC DEPARTMENT OF PSYCHIATRY DIVISION OF CHILD & ADOLESCENT PSYCHIATRY UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES PSYCHIATRIC RESEARCH INSTITUTE Psychosis in Children and Adolescents Written by: Jody L. Brown, M.D. Assistant Professor D. Alan Bagley, M.D. Chief Resident Department of Psychiatry Division of Child & Adolescent Psychiatry University of Arkansas for Medical Sciences Initial Review by: Laurence Miller, M.D. Clinical Professor, Medical Director, Division of Behavioral Health Services Arkansas Department of Human Services Initially Developed: 1-31-2012 Updated 3-31-2014 by: Angela Shy, MD Assistant Professor Department of Psychiatry Division of Child & Adolescent Psychiatry University of Arkansas for Medical Sciences Work submitted by Contract # 4600016732 from the Division of Medical Services, Arkansas Department of Human Services 1 | P a g e Department of Human Services Psych TLC Phone Numbers: 501-526-7425 or 1-866-273-3835 The free Child Psychiatry Telemedicine, Liaison & Consult (Psych TLC) service is available for: Consultation on psychiatric medication related issues including: . Advice on initial management for your patient . Titration of psychiatric medications . Side effects of psychiatric medications . Combination of psychiatric medications with other medications Consultation regarding children with mental health related issues Psychiatric evaluations in special cases via tele-video Educational opportunities This service is free to all Arkansas physicians caring for children. Telephone consults are made within 15 minutes of placing the call and can be accomplished while the child and/or parent are still in the office. Arkansas Division of Behavioral Health Services (DBHS): (501) 686-9465 http://humanservices.arkansas.gov/dbhs/Pages/default.aspx 2 | P a g e Table of Contents 1.
    [Show full text]
  • Depression in Children and Adolescents: Guidelines for School Practice by John E
    Depression in Children and Adolescents: Guidelines for School Practice By John E. Desrochers & Gail Houck TABLE OF CONTENTS Front Matter Acknowledgments 1 Dedication 3 About the Authors 5 About This Book 7 SECTION 1: The School as a Setting for Preventing Depression 1. Depression in Childhood and Adolescence: A Quiet Crisis 11 2. School Mental Health Professionals as Front-Line Service Providers 23 SECTION 2: Strategies for Prevention and Intervention 3. School-Wide Interventions for Preventing Depression 35 4. Evidence-Based Interventions for Students at Risk for Depression 45 5. Intensive Interventions for Students With Depression 61 6. Depression Can Be Prevented: Effectiveness of Prevention Programs 77 SECTION 3: Protective and Risk Factors for Depression 7. Protective Factors 91 8. Vulnerabilities and Risk Factors 101 SECTION 4: Recognizing, Screening, and Assessing Students With Depression 9. Recognizing Students With Depression: Screening for Prevention 119 10. Assessment of Depression in Children and Adolescents 135 SECTION 5: Systems, Collaboration, and Administrative Structures 11. It Takes a Village: Collaborative and Integrated Service Delivery 155 12. Depression Within a Response-to-Intervention Framework 175 SECTION 6: Special Topics 13. Suicide Prevention and Intervention 185 14. Bullying: Peer Victimization and Depression 203 15. Pharmacotherapy for Depression 223 16. Advocating for Comprehensive and Coordinated School Mental Health Services 231 (By Kelly Vaillancourt, PhD, NCSP, Katherine C. Cowan, & Anastasia Kalamaros Skalski, PhD) Depression in ChildhoodCHAPTER 1 and Adolescence: A Quiet Crisis Depression among children and adolescents student–teacher interactions followed by fur- represents a quiet crisis for those students and ther student disengagement from school and their families, for schools, and for society as increased depressive symptoms.
    [Show full text]
  • Dementia: Attachment Matters JAN BEATTIE (SCOTTISH GOVERNMENT) & JANICE WEST (FREELANCE CONSULTANT) March 2021 INSIGHT 59 · Dementia: Attachment Matters 2
    INSIGHTS 59 A SERIES OF EVIDENCE SUMMARIES Dementia: attachment matters JAN BEATTIE (SCOTTISH GOVERNMENT) & JANICE WEST (FREELANCE CONSULTANT) MARCH 2021 INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 2 Acknowledgements This Insight was reviewed by Helen Allbutt (NHS Education Scotland), Julie Christie (Hammond Care), Edwina Grant (Scottish Attachment in Action), Trish Hafford-Letchfield (University of Strathclyde), Gillian Ritch (Orkney Council) and colleagues from Scottish Government. Comments represent the views of reviewers and do not necessarily represent those of their organisations. Iriss would like to thank the reviewers for taking the time to reflect and comment on this publication. This work is licensed under the Creative Commons Attribution-Non Commercial-Share Alike 2.5 UK: Scotland Licence. To view a copy of this licence, visit https://creativecommons.org/licenses/by-nc-sa/2.5/scotland/ Copyright ©March 2021 INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 3 Key points • Attachment theory, most developed and applied to the early years, has relevance to our understanding of dementia and its impact on people and their family carers. Understanding attachment helps us to understand behaviours and responses to dementia. • Attachment, an emotional link between two people which lasts through space and time, affects people’s ability and willingness to relate to the world around them and can be a preventative factor in managing the symptoms and effects of dementia. • Attachment can enhance the safety and security experienced by people living with dementia, can support them to maintain relationships, connect with their community and engage in support and care. INSIGHT 59 · DEMEntiA: AttACHMEnt MAttERS 4 Introduction arguably the first in the world to reflect a rights- based approach, drawing as it did on the Charter Dementia is an umbrella term for symptoms caused of Rights for People with Dementia and their by over 100 brain conditions with Alzheimer’s Carers in Scotland (Scottish Government, 2009).
    [Show full text]
  • Development of the Japanese Version of the Cornell Assessment of Pediatric Delirium
    Acute Medicine & Surgery 2018; 5:98–101 doi: 10.1002/ams2.312 Brief Communication Development of the Japanese version of the Cornell Assessment of Pediatric Delirium Haruhiko Hoshino,1,2 Yujiro Matsuishi,1,2 Nobutake Shimojo,1 Yuki Enomoto,1 Takahiro Kido,3 and Yoshiaki Inoue1 1Department of Emergency and Critical Care Medicine, Faculty of Medicine, University of Tsukuba, 2Pediatric Intensive Care Unit, and 3Department of Pediatrics, University of Tsukuba Hospital, Tsukuba, Ibaraki, Japan Aim: Delirium is a form of acute cerebral dysfunction and is associated with increased length of hospital stay, mortality, and health- care costs for adult patients in intensive care. However, in Japan, there are currently no reliable criteria or tools for diagnosing delir- ium in critically ill pediatric patients. The purpose of this study was to translate the Cornell Assessment of Pediatric Delirium (CAPD)— a screening tool for pediatric delirium—from English to Japanese for use in the diagnosis of delirium for pediatric patients in pediatric intensive care units. Methods: The back-translation method was used to ensure equivalence in the Japanese version of the CAPD and its accompanying developmental anchor points. The translation process was repeated by a multidisciplinary committee of medical researchers and clini- cians. Results: The final back-translated version of the CAPD was submitted to the original author, who gave her approval. Conclusion: The Japanese CAPD was developed and its effectiveness tested using a standardized procedure. Further study
    [Show full text]
  • Unpaid and Paid Care: the Effects of Child Care and Elder Care on the Standard of Living*
    Working Paper No. 691 Unpaid and Paid Care: The Effects of Child Care and Elder Care on the Standard of Living* by Kijong Kim and Rania Antonopoulos Levy Economics Institute of Bard College October 2011 * This paper is largely drawn from the authors' previous work with two other scholars, Thomas Masterson and Ajit Zacharias of the Levy Economics Institute of Bard College (Antonopoulos, Kim, Masterson, and Zacharias 2010). The authors thank them for their superb competency and collegiality. The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levyinstitute.org Copyright © Levy Economics Institute 2011 All rights reserved ABSTRACT Transforming care for children and the elderly from a private to a public domain engenders a series of benefits to the economy that improve our standard of living. We assess the positive impacts of social care from both receivers’ and providers’ points of view. The benefits to care receivers are various, ranging from private, higher returns to education to enhancing subjective well-being and health outcomes. The economy-wide spillovers of the benefits are noteworthy.
    [Show full text]
  • Redalyc.The Role of Individual Temperament, Family and Peers In
    International Journal of Clinical and Health Psychology ISSN: 1697-2600 [email protected] Asociación Española de Psicología Conductual España Cunha, Marina; Soares, Isabel; Pinto-Gouveia, José The role of individual temperament, family and peers in social anxiety disorder: A controlled study International Journal of Clinical and Health Psychology, vol. 8, núm. 3, septiembre, 2008, pp. 631-655 Asociación Española de Psicología Conductual Granada, España Available in: http://www.redalyc.org/articulo.oa?id=33712016002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative © International Journal of Clinical and Health Psychology ISSN 1697-2600 2008, Vol. 8, Nº 3, pp. 631-655 The role of individual temperament, family and peers in social anxiety disorder: A controlled study Marina Cunha1 (Instituto Superior Miguel Torga, Portugal), Isabel Soares (Universidade do Minho, Portugal), and José Pinto-Gouveia (Universidade de Coimbra, Portugal) (Received January 22, 2007 / Recibido 22 de enero 2007) (Accepted February 20, 2008 / Aceptado 20 de febrero 2008) ABSTRACT. In the present ex post facto study the influence of inhibition, attachment styles, parental rearing styles and social comparison in social anxiety disorder was investigated. First, we studied the isolated effect of each variable through the comparison of two clinical groups and a control group. Then we analysed the action of these variables altogether, using the structural equation model, controlling eventual mediator effects. The sample consisted of adolescents with ages between 12 and 18 years old, who were distributed by three comparison groups: social phobia, other anxiety disorders and normal controls.
    [Show full text]