Suicidal Ideation and Self-injury Prevalence and Impairment in an Urban Integrated Primary Care Clinic

Introduction: Suicide is the second leading cause of death for adolescents (Rosenbaum & Ougrin, 2019). Pediatric primary care staff are often the first line of intervention for youth presenting with suicidal thoughts and NSSI (Taliaferro et al., 2013). The primary aim of the current study was to describe reported suicidal ideation, attempts, and NSSI in youth presenting to an urban integrated primary care setting. Methods: Within an outpatient pediatric primary care clinic, patients were referred by medical staff and introduced to behavioral health services. Patients were asked about their history of suicidal thoughts/attempts and NSSI (Mage = 12.63; SD = 4.51; 66.3% female, 66.3% Black; 69.6% Medicaid). Patients were also screened using the Pediatric Symptom Checklist-17 (PSC17; Gardner et al., 2007) and Top Problems (Weisz et al., 2001). Results: Seventeen percent of patients endorsed a history of either suicidal ideation/attempts or NSSI. Chi-square analyses identified a significant association between patient race and suicidal ideation/attempts [χ2(6) = 13.56, p = .035]. The sample’s mean internalizing score on the PSC17 fell within the clinical range (M = 6.13, SD = 2.49). Further results reflecting findings, interventions used, and top problem areas will be presented. Conclusion: Results highlight a demand for establishing and sustaining effective screening and engagement in mental health treatment for youth suicidality and self-injury in integrated care settings. Future directions will be discussed.https://scholarscompass.vcu.edu/gradposters/1111/thumbnail.jp

Longitudinal Relations between Beliefs Supporting Aggression,Anger Regulation, and Dating Aggression among Early Adolescents

© 2016, Springer Science+Business Media New York. Dating aggression occurs frequently in early to mid-adolescence and has negative repercussions for psychosocial adjustment and physical health. The patterns of behavior learned during this developmental timeframe may persist in future dating relationships, underscoring the need to identify risk factors for this outcome. The current study examined longitudinal relations between beliefs supporting aggression, anger regulation, and dating aggression. Participants were 176 middle school students in sixth, seventh, and eighth grade (50 % female; 82 % African American). No direct effects were found between beliefs supporting reactive or proactive aggression and dating aggression. Beliefs supporting reactive aggression predicted increased rates of anger dysregulation, and beliefs supporting proactive aggression led to subsequent increases in anger inhibition. Anger dysregulation and inhibition were associated with higher frequencies of dating aggression. An indirect effect was found for the relation between beliefs supporting reactive aggression and dating aggression via anger dysregulation. Another indirect effect emerged for the relation between beliefs supporting proactive aggression and dating aggression through anger inhibition. The study’s findings suggested that beliefs supporting proactive and reactive aggression were differentially related to emotion regulation processes, and identified anger dysregulation and inhibition as risk factors for dating aggression among adolescents

Patterns of Dating Aggression and Victimization in Relation to School Environment Factors Among Middle School Students

© The Author(s) 2019. This study examined relations between patterns of dating aggression and victimization and school environment factors among 4,114 early adolescents attending 37 middle schools in four sites in the United States (51% Black, non-Hispanic, 21% Hispanic, and 17% White). Latent class analyses revealed a five-class solution that differentiated among youth classified as uninvolved (54%), psychologically aggressive victims (18%), aggressors (11%), victims (11%), and aggressive victims (5%). These groups differed in their perceptions of school environment factors, including the quality of student–student and student–teacher relationships, awareness/reporting of violence, school safety problems, and school norms for aggression and nonviolence. Our findings underscore the need for dating violence prevention efforts in early adolescence and the relevance of school environment and more selective interventions