Psychologists in Academic Health Settings: Key Contributors to Dynamic Interplay Among Research, Clinical Practice, and Policy Domains

Psychologists in academic health systems are in a unique position to impact the dynamic interplay among research, clinical practice, and policy domains. In addition to their specialty expertise in psychopathology, particular types of physical illness and disease, and health promotion, psychologists have substantial knowledge of human behavior, refined scientific skills, knowledge and experience in the effective delivery of clinical services, strengths in written expression, and a collaborative orientation. This combination of strengths makes psychologists extremely well-suited for (a) interdisciplinary efforts to develop and implement evidence-based assessment and intervention strategies with biological, psychological, behavioral, and social components, and (b) leadership and advocacy efforts that impact the quality and availability of health care services.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44855/1/10880_2004_Article_486059.pd

Rumination, Brooding, and Reflection: Prospective Associations with Suicide Ideation and Suicide Attempts

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151274/1/sltb12507_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151274/2/sltb12507.pd

Identifying Adolescents at Highly Elevated Risk for Suicidal Behavior in the Emergency Department

Objective: The feasibility and concurrent validity of adolescent suicide risk screening in medical emergency departments (EDs) has been documented. The objectives of this short-term prospective study of adolescents who screened positive for suicide risk in the ED were: 1) to examine adolescents' rate of suicidal behavior during the 2 months following their ED visits and compare it with reported rates for psychiatric samples; and 2) to identify possible predictors of acute risk for suicidal behavior in this at-risk sample. Method: Participants were 81 adolescents, ages 14?19 years, seeking services for psychiatric and nonpsychiatric chief complaints, who screened positive for suicide risk because of recent suicidal ideation, a suicide attempt, and/or depression plus alcohol or substance misuse. A comprehensive assessment of suicidal behavior, using the Columbia-Suicide Severity Rating Scale, was conducted at baseline and 2 month follow-up. Results: Six adolescents (7.4%) reported a suicide attempt and 15 (18.5%) engaged in some type of suicidal behavior (actual, aborted, or interrupted suicide attempt; preparatory behavior) during the 2 months following their ED visit. These rates suggest that this screen identified a high-risk sample. Furthermore, adolescents who screened positive for suicidal ideation and/or attempt plus depression and alcohol/substance misuse were most likely to engage in future suicidal behavior (38.9%). Conclusions: In this study, use of a higher screen threshold (multiple suicide risk factors) showed promise for identifying highly elevated acute risk for suicidal behavior.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140322/1/cap.2014.0049.pd

Positive and Negative Expectations of Hopelessness as Longitudinal Predictors of Depression, Suicidal Ideation, and Suicidal Behavior in High‐Risk Adolescents

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136513/1/sltb12273.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136513/2/sltb12273_am.pd

Self‐Efficacy to Avoid Suicidal Action: Factor Structure and Convergent Validity among Adults in Substance Use Disorder Treatment

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109886/1/sltb12101.pd

Selective deactivation of gibberellins below the shoot apex is critical to flowering but not to stem elongation of Lolium

Gibberellins (GAs) cause dramatic increases in plant height and a genetic block in the synthesis of GA1 explains the dwarfing of Mendel's pea. For flowering, it is GA5 which is important in the long-day (LD) responsive grass, Lolium. As we show here, GA

Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection

Learner-centered environments effectively implement multiple teaching techniques to enhance students' higher education experience and provide them with greater control over their academic learning. This qualitative study involves an exploration of the eight reasons for learner-centered teaching found in Terry Doyle's 2008 book, Helping Students Learn in a Learner Centered Environment. Doyle's principles were investigated through the use of surveys, student focus group interviews, and faculty discussions to discover a deeper understanding of the effects a "learner-centered" teaching environment has on long term learning in comparison to a "teacher-centered" learning environment. These data revealed five primary themes pertaining to student resistance to learner-centered environments. The results assisted in the development of strategies educators can adopt for creating a successful learner-centered classroom

LET’s CONNECT community mentorship program for youths with peer social problems: Preliminary findings from a randomized effectiveness trial

This study examined the effectiveness of LET’s CONNECT (LC), a community mentorship program for youths who report peer social problems, which is based on a positive youth development framework. Participants were 218 youths (66.5% girls), aged 12 to 15 years, who were recruited from an urban medical emergency department and screened positive for bullying victimization, bullying perpetration, and/or low social connectedness. Youths were randomized to LC (n = 106) or the control condition (n = 112). Six‐month outcomes were assessed with self‐report measures of youth social connectedness, community connectedness, thwarted belongingness, depression, self‐esteem, and suicidal ideation. LC was associated with a significant increase in only one of these outcomes, social connectedness (effect size = 0.4). It was associated consistently with trend‐level positive changes for thwarted belongingness (decreased), depression (decreased), community connectedness, and self‐esteem (effect sizes = 0.2). There was no effect on suicidal ideation (effect size = 0.0), and although not a primary outcome, eight youths in the LC condition and seven youths in the control condition engaged in suicidal behavior between baseline and follow‐up. Although LC effect sizes are consistent with those from previous studies of community mentorship, there were multiple challenges to LC implementation that affected dosage and intervention fidelity, and that may account for the lack of stronger positive effects.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145529/1/jcop21979.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/145529/2/jcop21979_am.pd

Adolescentsâ Engagement with Crisis Hotline Riskâ management Services: A Report from the Emergency Department Screen for Teen Suicide Risk (EDâ STARS) Study

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154403/1/sltb12558.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154403/2/sltb12558_am.pd

Anxiety contributes to suicidality in depressed adolescents

Several studies have suggested a positive association between anxiety symptoms and suicidality in adults. However, relatively little is known about this topic in adolescents. To investigate this issue, we examined a group of adolescents admitted to our psychiatric inpatient unit. Fifty-six adolescents (mean age = 14.8±1.4; females = 34, males = 22; race = 95% Caucasians) participated in the study. Diagnoses were made using the DSM-III-R criteria and a diagnostic interview. Anxiety was found to significantly correlate with depression (r = .60; P = < .05) and suicidality (r = .72; P < .05). A multiple regression analysis revealed that anxiety and depression together accounted for more than half (55%) of the variance in suicidal ideation [F(2,46) = 28.4; P < .0001]. In addition, anxiety had an independent ability to predict suicidality (t = 5.01; P < .0001). Self-rated but not clinician-rated suicidality was positively correlated with both anxiety and depression. Clinical and research implications of these findings are discussed. Depression and Anxiety 11:134–138, 2000. © 2000 Wiley-Liss, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/35218/1/9_ftp.pd