SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 2
Day 2
editKeynotes
editDeconstructing Serendipity and School-Based Mentoring for Chronically Bullied Children
editPresenter: Timothy A. Cavell, Ph.D., Professor, Department of Psychological Science, University of Arkansas
Powerpoint:
Learning Objectives:
editIdentify prevailing theories guiding youth mentoring programs
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Describe the conceptual origins of Lunch Buddy mentoring
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Become familiar with empirical research related to Lunch Buddy mentoring for chronically bullied children
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Predicting Longitudinal Outcomes of Childhood ADHD
editPresenter: Steve S. Lee, Ph.D., Professor, Department of Psychology, University of California, Los Angeles
Powerpoint:
Learning Objectives:
editTo analyze the academic, socio-emotional, and clinical outcomes of children with ADHD through adolescence and adulthood
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To evaluate evidence of the strongest early predictors of differences in these outcomes
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To discuss implications for clinical assessment and intervention
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Adolescent Suicide Prevention
editPresenter: Cheryl A. King, Ph.D., Professor, Departments of Psychiatry and Psychology, University of Michigan
Powerpoint:
Background:
- Suicide is the second leading cause of death among adolescents [1]
- 2,877 deaths in 2019 in U.S., ages 13-19 years
- Increase in suicide rates begin at around age 13
- Higher rates in males than females
- Intervene to prevent later morbidity and mortality/suicide
- 2,877 deaths in 2019 in U.S., ages 13-19 years
- Suicide increased by 25% from the turn of the century in the United States
- Suicide Prevention Focus: Upstream and Downstream
- Create Protective Environments
- Prevent child maltreatment and interpersonal violence (e.g., bullying, victimization)
- Reduce substance use and availability
- Reduce access to lethal means
- Identify and Support Those At Risk (in clinical settings)
- Use “Gatekeeper” strategy
- Screen for suicide risk : how to recognize/identify those carrying suicidal thoughts or plans
- Provide psychotherapy and intervention
- Create Protective Environments
Learning Objectives:
editDescribe one school-based intervention program that has been shown to reduce levels of suicide risk in early adulthood
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Discuss two different adolescent suicide risk screening strategies
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Name and describe at least one psychotherapy approach associated with reduced risk of suicide attempts among adolescents
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Workshops
editWhat Should Mental Health Care Providers Know About Youth Mentoring?
editPresenter: Timothy A. Cavell, Ph.D., Professor, Department of Psychological Science, University of Arkansas
Powerpoint:
Learning Objectives:
edit Identify distinct goals underlying use of community- versus school-based mentoring
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History of youth mentoring
History of research on youth mentoring First large RCT: Grossman & Tierney (1998)
All programs followed BBBS standards:
The BBBS Impact Study (Grossman & TIierney, 1998)
Results Of The Impact Study
fights, cheating on tests, school referrals, or smoking
Early ending/disruption of the “promise” leads to poorer outcomes - children who have a mentor or other authority figure who doesn’t show up for them perceive themselves as less attractive The “Impact” Of The Impact Study
Community- Vs. School-based Mentoring Community-based Mentoring (CBM):
School-based Mentoring (SBM):
The 2nd BBBS Impact Study (Herrera et al., 2007; 2011) Due to findings from the CBM Impact Study, SBM increased greatly in the U.S.
Led BBBS-America to launch a 2nd impact study Poor understanding of how SBM works
At the end of the spring semester, mentored youth had significant gains in
By the end of the fall semester, nearly all gains were lost
Almost half the mentors were high-schoolers who leave when they graduate Doubts About SBM
selected youth outcomes. However, the findings for the second year of the BBBS a trial suggest that many of these effects may not persist over time without students’ continued participation in mentoring programs or other supportive services (p. 14).”
10 Beliefs About Youth Mentoring
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Recognize the basic structure and goals of Lunch Buddy mentoring
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Lunch buddy mentoring - meant to be an inert control condition
Outcomes (Hughes et al., 2005; Cavell et al., 2009)
How might lunch buddy mentoring help children at risk? (Cavell & Henrie, 2010)
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Describe current research on Lunch Buddy mentoring for chronically bullied children
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The plight of the bullied child
What explains chronic peer victimization?
Examples from lunch buddy mentoring (Craig et al., 2016; Sourk et al., 2018)
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Mechanisms of ADHD Outcomes: What Are the Optimal Intervention Targets?
editPresenter: Steve S. Lee, Ph.D., Professor, Department of Psychology, University of California, Los Angeles
Powerpoint:
Learning Objectives:
editTo synthesize evidence of mechanisms underlying ADHD outcomes
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To describe how empirical evidence reveals mechanisms and their implications for intervention
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To discuss evidence-based assessment and intervention strategies targeting mechanism of outcome
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Adolescents at Risk for Suicide: Recognizing Risk, Evaluating Risk, and Managing Care
editPresenter: Cheryl A. King, Ph.D., Professor, Departments of Psychiatry and Psychology, University of Michigan
Powerpoint:
Learning Objectives:
editDiscuss at least two key considerations in the implementation of any suicide risk screening program
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List the components of a comprehensive suicide risk evaluation
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Describe the therapeutic strategies of two psychotherapy or intervention approaches for suicidal adolescents that have an emerging evidence base for their effectiveness
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Engaging Caregivers and Youth in Treatment Planning: How to Apply Shared Decision Making to Youth Psychotherapy
editPresenter: David Langer, Ph.D., Assistant Professor, Department of Psychology, Suffolk University
Powerpoint:
Learning Objectives:
editDescribe the shared decision-making model of treatment planning
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Explain how this model can be applied to psychosocial treatment approaches
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Discuss ways in which the shared decision-making process can be applied to one's own practice
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National Institutes of Mental Health (NIMH) Workshops
editPresenter: Mary Rooney, Ph.D., ABPP, Program Officer, Division of Services and Interventions Research, National Institute of Mental Health (NIMH) Joel Sherrill, Ph.D., Deputy Director, Division of Services and Intervention Research, National Institutes of Health (NIH)
Powerpoint:
Learning Objectives:
edit- NIH Submission and Review: What to Expect from the Submission, Review, and Resubmission Process
- Training Opportunities and Funding Mechanisms: Information for Mentors and Trainees
- NIMH Priorities for Clinical Research: Optimizing Your Application’s Responsiveness to Current Priorities and Funding Opportunities
Other 2019 Days
edit- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 1
- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 3
References
edit- ↑ www.cdc.gov/injury/wisqars
- ↑ 10.1111/sltb.12254
- ↑ https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2461739
- ↑ http://vb3lk7eb4t.search.serialssolutions.com/?sid=google&auinit=LM&aulast=Horowitz&atitle=Ask+Suicide-Screening+Questions+(ASQ):+a+brief+instrument+for+the+pediatric+emergency+department&id=doi:10.1001/archpediatrics.2012.1276&title=Archives+of+pediatrics+%26+adolescent+medicine&volume=166&issue=12&date=2012&spage=1170&issn=1072-4710
- ↑ https://doi.org/10.1176/appi.ajp.2011.10111704
- ↑ http://vb3lk7eb4t.search.serialssolutions.com/?sid=google&auinit=E&aulast=McCauley&atitle=Efficacy+of+dialectical+behavior+therapy+for+adolescents+at+high+risk+for+suicide:+a+randomized+clinical+trial&id=doi:10.1001/jamapsychiatry.2018.1109&title=JAMA+psychiatry+(Chicago,+Ill.)&volume=75&issue=8&date=2018&spage=777&issn=2168-622X
- ↑ Diamond, G. S., Kobak, R. R., Ewing, E. S. K., Levy, S. A., Herres, J. L., Russon, J. M., & Gallop, R. J. (2018). A Randomized-Controlled Trial: Attachment-Based Family and Nondirective Supportive Treatments for Suicidal Youth. Journal of the American Academy of Child & Adolescent Psychiatry
- ↑ 10.1016/j.jaac.2017.03.015
- ↑ 10.1016/j.jaac.2017.03.015
- ↑ https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2722847
- ↑ King, C. A., Foster, C. E., & Rogalski, K. M. (2013). Teen suicide risk: A practitioner guide to screening, assessment, and management. Guilford Press.
- ↑ Shea, S. C. (2004). The delicate art of eliciting suicidal ideation. Psychiatric Annals, 34(5), 385-400.