Strengths-based group supervision: Restoring child and adolescent-centered social work team meetings

Child mental health social workers are inundated on a daily basis with complex family dynamics. Burn-out and cynicism towards change become frequent. Strengths-based group supervision is a client-based alternative to the “team meeting as usual” approach and combats some of the challenges workers often experience. Strengths-based group supervision is based on The Strengths Model, a case management model with four distinct components. The Model has been implemented in adult mental health settings and recently has been adapted for work with youth with mental illness. This paper describes strengths-based group supervision and discusses it’s applicability to different child serving systems

Strengths Model for Youth: Moving toward a Client-Centered, Strengths-based Model of Case Management in Community Mental Health

Approximately 13 to 20% of U.S. children and adolescents experience a mental disorder in a given year (Perou et al., 2013), with only half of these youth receiving mental health care (Kataoka, Zhang, & Wells, 2002; Merikangas, Nakamura, & Kessler, 2009). Even when children do access mental health services, approximate- ly 40% to 60% discontinue before completing their treatment (Baruch, Vrouva, & Fearon, 2009; Hoste, Zaitsoff, Hewell & le Grange, 2007; Miller, Southam-Gerow & Allin, 2008; Oruche, Downs, Holloway, Draucker & Aalsma, 2014). These statistics highlight the critical need for identification and implementation of effective child and family interventions for the mental health service system. Case management is a widely offered service within the children’s mental health system, but there is a scarcity of literature and research on models of case management and their effec- tiveness. This chapter introduces one model of case management, Strengths Model for Youth, and summarizes the current evidence on its effectiveness

Engaging rural residents in patient-centered health care research

Patient engagement is increasingly recognized as a critical component in improving health care. Yet, there remains a gap in our understanding of the intricacies of rural patient engagement in health-related research. This article describes the process of engaging rural patients, caregivers and broader stakeholders to actively participate in an exploratory effort to understand rural perspectives around the patient-centered medical home model. Highlights of the project’s engagement activities demonstrate how giving voice to rural residents can have a significant impact. Lessons learned point to the importance of six factors for successful engagement of rural residents as partners in health care research: building relationships, defining expectations, establishing communication guidelines, developing shared understanding, facilitating dialogue, and valuing contributions

Practitioner’s Guidebook: Best Practices in Assessment for the Kansas Serious Emotional Disturbance Waiver

The Kansas Serious Emotional Disturbance (SED) Waiver Best Practices Guide for Assessment was developed to share best practices in assessment for Kansas children and families. Additionally, this guide was developed to support community mental health centers (CMHCs) in conducting accurate and equitable SED Waiver eligibility processes. CMHCs can supplement their initial staff CAFAS training and CAFAS booster training with this guide, as it accounts for specific challenges or concerns that are unique to Kansas and Kansas’ SED Waiver eligibility process. The Guide is organized as follows: • Brief introduction to the CAFAS and PECFAS; • Developer identified CAFAS/PECFAS administration guidelines; • Summary of the common challenges observed regarding the CAFAS administration in Kansas and accompanying best practice recommendations; and • General best practices for conducting child and family assessments in mental health contexts. This guide closes with an example case vignette and decision flow charts for some of the CAFAS domains

Quick Reference: Print-Friendly Best Practices and User Flowcharts for Kansas Serious Emotional Disturbance Waiver

Purpose: This Quick Reference Guide was developed to provide clinicians with easy-to-access recommendations and decision guides for common challenges in CAFAS/PECFAS assessment. The first section of the guide summarizes common challenges in overall CAFAS administration, and the second section reviews common challenges within each domain. Both sections include recommended assessment practices for addressing each challenge. The Guide concludes with quick reference decision flow charts for two CAFAS domains, which clinicians often find most challenging or confusing to complete, the Self-harmful Behavior domain and the Thinking domain

The Lantern Vol. 10, No. 1, December 1941

• Misty • The Evils of Initiations • Ursinus, Fifty Years Ago • My Conversion • Our Gang • From Rabble to Royalty • So You Want to be an Editor! • Tempo • A Musician\u27s Allegory • Flotsam • The Years • Common Things • Sea Moods • Aunt Agatha\u27s Pillow • Peace at Autumn Twilighthttps://digitalcommons.ursinus.edu/lantern/1025/thumbnail.jp

Lexical access speed and the development of phonological recoding during immediate serial recall

A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the RRR for that purpose. From ages 5 to 7, the time taken for a child to label pictures (i.e. isolated naming speed) predicted the child’s spontaneous use of labels during a visually presented serial reconstruction task, despite no need for spoken responses. For 6- and 7-year-olds, isolated naming speed also predicted recall. The degree to which verbalization mediated the relation between isolated naming speed and recall changed across development. All relations dissipated by age 10. The same general pattern was observed in an exploratory analysis of delayed recall for which greater demands are placed on rehearsal for item maintenance. Overall, our findings suggest that spontaneous phonological recoding during a standard short-term memory task emerges around age 5, increases in efficiency during the early elementary school years, and is sufficiently automatic by age 10 to support immediate serial recall in most children. Moreover, the findings highlight the need to distinguish between phonological recoding and rehearsal in developmental studies of short-term memory

Lexical access speed and the development of phonological recoding during immediate serial recall

A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the RRR for that purpose. From ages 5 to 7, the time taken for a child to label pictures (i.e. isolated naming speed) predicted the child’s spontaneous use of labels during a visually presented serial reconstruction task, despite no need for spoken responses. For 6- and 7-year-olds, isolated naming speed also predicted recall. The degree to which verbalization mediated the relation between isolated naming speed and recall changed across development. All relations dissipated by age 10. The same general pattern was observed in an exploratory analysis of delayed recall for which greater demands are placed on rehearsal for item maintenance. Overall, our findings suggest that spontaneous phonological recoding during a standard short-term memory task emerges around age 5, increases in efficiency during the early elementary school years, and is sufficiently automatic by age 10 to support immediate serial recall in most children. Moreover, the findings highlight the need to distinguish between phonological recoding and rehearsal in developmental studies of short-term memory

Strengths-based group supervision: Restoring child and adolescent-centered social work team meetings

Child mental health social workers are inundated on a daily basis with complex family dynamics. Burn-out and cynicism towards change become frequent. Strengths-based group supervision is a client-based alternative to the “team meeting as usual” approach and combats some of the challenges workers often experience. Strengths-based group supervision is based on The Strengths Model, a case management model with four distinct components. The Model has been implemented in adult mental health settings and recently has been adapted for work with youth with mental illness. This paper describes strengths-based group supervision and discusses it’s applicability to different child serving systems