Consumers as tutors - legitimate teachers?

BACKGROUND: The aim of this study was to research the feasibility of training mental health consumers as tutors for 4th year medical students in psychiatry. METHODS: A partnership between a consumer network and an academic unit in Psychological Medicine was formed to jointly develop a training package for consumer tutors and a curriculum in interviewing skills for medical students. Student attitudes to mental health consumers were measured pre and post the program. All tutorial evaluation data was analysed using univariate statistics. Both tutors and students evaluated the teaching program using a 4 point rating scale. The mean scores for teaching and content for both students and tutors were compared using an independent samples t-test. RESULTS: Consumer tutors were successfully trained and accredited as tutors and able to sustain delivery of tutorials over a 4 year period. The study found that whilst the medical students started with positive attitudes towards consumers prior to the program, there was a general trend towards improved attitude across all measures. Other outcomes for tutors and students (both positive and negative) are described. CONCLUSIONS: Consumer tutors along with professional tutors have a place in the education of medical students, are an untapped resource and deliver largely positive outcomes for students and themselves. Further possible developments are described

Measuring Success in Donor Development: Per Capita Giving Levels Highlight Successful Strategies

Every foundation wants to maximize its investment returns and achieve social impact with the leanest possible organization. Many standard metrics exist -- such as portfolio returns and operating cost ratios -- to help community foundations compare themselves to their peers and set appropriate performance targets. But community foundations also need to raise money from donors, and finding meaningful ways to measure this crucial aspect of their performance is much more complicated.It's easy enough to measure how much money comes in the door, but merely comparing the total contributions received by different community foundations doesn't take into account important variations in size and location. If community foundations are to learn from each other's success, they must find ways to cancel out these distortions and create truly comparable performance data. None of the measures community foundations currently use to gauge the success of their fundraising yet achieves this goal:Total ContributionsComparing total gifts received requires a rigorously-defined peer group to be meaningful. And given the substantial diversity in population and wealth within the areas served by community foundations, identifying a meaningful peer group is very difficult.Past PerformanceComparing this year's gifts with those received in prior years eliminates the challenge of peer group selection, but it doesn't permit foundations to learn from each other. Lower performing foundations will miss opportunities to improve and, of course, one or two large gifts in any year can make year-to-year comparisons meaningless.New funds establishedUsing the aggregate number of new funds established to serve as a proxy for the foundation's penetration of potential donors in its service area is also susceptible to the low expectations trap: It is difficult to measure performance or to set objectives effectively without a sense of the region's potential for giving.Our experience suggests that a new measure -- per capita giving within the foundation's service area -- combined with a new goal setting process can enable community foundations to better understand their own performance and highlight successful strategies

The relation between knowledge of ADHD and treatment acceptability in a multi-disciplinary pediatric clinic

Behavior modification and medication have been proven to be the most effective interventions for children with ADHD. For these treatments to be effective, utilization of mental health care services as well as compliance with treatment recommendations is necessary. There has been shown lower care utilization among minorities for the treatment of behavioral disorders. In addition, lack of adherence among these populations to ADHD treatment is not explained by SES, parenting stress, or family coping. An alternative explanation may be parental knowledge of ADHD and opinions of commonly used treatments. The present investigation examined the effect of a brief knowledge intervention aimed at increasing knowledge of ADHD on treatment acceptability of commonly utilized treatments for ADHD in a low SES, minority population seeking initial services at a multidisciplinary behavior clinic for ADHD. Participants included 48 female guardians. They completed a demographic questionnaire, the Conners\u27 Parent Rating Scale-Revised: Long Form (CPRS-R:L), six Treatment Evaluation Inventory - Short Forms (TEI-SF), and an Attention-Deficit/Hyperactivity Disorder Knowledge Survey (AKOS-R). Upon their next visit to the clinic, participants were randomly assigned to one of two groups. One group received an educational video intervention while the other group watched a control video. Following the videos, all participants again completed six TEI-SF\u27s and the AKOS-R. Results revealed that parent ratings of their child\u27s behavior did not correlate with treatment acceptability ratings. Baseline knowledge was low and increased significantly for the experimental group when compared to the control group demonstrating good treatment integrity, F (1, 45) = 29.37, p = .01. A significant negative correlation was identified between changes in knowledge as assessed by the AKOS-R and the changes in the TEI-SF diet intervention (r = -.43, p = .01, r2 = .19). Change in knowledge accounted for 18% of the change in treatment acceptability of the diet intervention (R2 = .18). Changes in knowledge scores did not otherwise relate to changes in treatment acceptability ratings. Overall, it appears that adding a parental educational component to the treatment of children with ADHD will not lead to increased acceptability of empirically supported treatments with this population

Incentives to learn

The authors report results from a randomized evaluation of a merit scholarship program for adolescent girls in Kenya. Girls who scored well on academic exams received a cash grant and had school fees paid. Girls eligible for the scholarship showed significant gains in academic examination scores (average gain 0.15 standard deviations). There was considerable sample attrition and no significant program impact in the smaller of the two program districts, but in the other district girls showed large gains (average gain 0.22-0.27 standard deviations), and these gains persisted one full year following the competition. There is also evidence of positive program externalities on learning-boys (who were ineligible for the awards) also showed sizable average test gains. Both student and teacher school attendance increased in the program schools.Primary Education,Gender and Development,Poverty and Social Impact Analysis,Education Finance,Access&Equity in Basic Education

Implementation and Effectiveness of Interpersonal Psychotherapy in a Community Mental Health Service

Objective: Although the efficacy of a number of psychotherapeutic interventions has been well established in tightly controlled, randomized trials, there remains a paucity of literature examining the effectiveness of these interventions in community practice settings. In light of this, the Australian Capital Territory Mental Health Services (Canberra, ACT) set out to investigate the effectiveness of an empirically supported psychotherapeutic intervention, interpersonal psychotherapy (IPT). The present study describes a pilot evaluation of the training programme for health professionals and the IPT treatment programme. Methods: Forty community mental health professionals participated in intensive IPT training. Clinicians who completed a course of supervision were asked to apply the treatment with non-psychotic acutely depressed patients. Measures of patients’ health outcomes were taken before and after treatment using a standardized outcome measure. Results: A total of 17 out of 21 patients who were selected completed a course of 12–16 weeks of IPT. The majority of the patients had a depression originating in the post-partum period. A comparison of pre- and posttreatment scores of treatment completers revealed a significant decrease in mean depression scores. Clinicians who completed a course of training and supervision found that they were able to confidently apply IPT in a clinical setting. Conclusions: Although there were a number of barriers and obstacles to the introduction of an evidenced-based treatment, the results are promising and demonstrate that IPT can be readily taught to experienced mental health professionals. Further study is required to determine the feasibility of IPT in other non-academic settings using larger sample sizes and homogenous groups of patients

Rotation-Invariant Random Features Provide a Strong Baseline for Machine Learning on 3D Point Clouds

Rotational invariance is a popular inductive bias used by many fields in machine learning, such as computer vision and machine learning for quantum chemistry. Rotation-invariant machine learning methods set the state of the art for many tasks, including molecular property prediction and 3D shape classification. These methods generally either rely on task-specific rotation-invariant features, or they use general-purpose deep neural networks which are complicated to design and train. However, it is unclear whether the success of these methods is primarily due to the rotation invariance or the deep neural networks. To address this question, we suggest a simple and general-purpose method for learning rotation-invariant functions of three-dimensional point cloud data using a random features approach. Specifically, we extend the random features method of Rahimi & Recht 2007 by deriving a version that is invariant to three-dimensional rotations and showing that it is fast to evaluate on point cloud data. We show through experiments that our method matches or outperforms the performance of general-purpose rotation-invariant neural networks on standard molecular property prediction benchmark datasets QM7 and QM9. We also show that our method is general-purpose and provides a rotation-invariant baseline on the ModelNet40 shape classification task. Finally, we show that our method has an order of magnitude smaller prediction latency than competing kernel methods

Determination of geographic origin of unprovenanced Aboriginal skeletal remains in South Australia employing stable carbon and nitrogen isotope analysis.

Bone collagen stable carbon and nitrogen isotope analysis of prehistoric human remains recovered from various known localities in southeastern South Australia provide isotopic signatures that distinguish the following geographic regions: the coastal Coorong, the coastal Murray River Mouth, Swanport (Lower Murray River), and Roonka (Upper Murray River). These regional isotopic signatures are employed to determine geographic origin of unprovenanced Aboriginal skeletal remains curated by the South Australian Museum. Nearly 85% of the unprovenanced sample (77/91) could be assigned to a particular geographic zone on the basis of isotopic values, and a further 13% (12/91) were assigned to areas intermediate between two geographic zones. Only two of the 91 individuals possessed anomalous isotopic values in relation to the standard values derived from known geographic localities. Isotopic analysis provides an independent means to address geographic origin of skeletal remains that can supplement other methods, e.g. metric, non-metric, and DNA analysis

Temporal discrimination: Mechanisms and relevance to adult-onset dystonia

Temporal discrimination is the ability to determine that two sequential sensory stimuli are separated in time. For any individual, the temporal discrimination threshold (TDT) is the minimum interval at which paired sequential stimuli are perceived as being asynchronous; this can be assessed, with high test-retest and inter-rater reliability, using a simple psychophysical test. Temporal discrimination is disordered in a number of basal ganglia diseases including adult-onset dystonia, of which the two most common phenotypes are cervical dystonia and blepharospasm. The causes of adult-onset focal dystonia are unknown; genetic, epigenetic, and environmental factors are relevant. Abnormal TDTs in adult-onset dystonia are associated with structural and neurophysiological changes considered to reflect defective inhibitory interneuronal processing within a network which includes the superior colliculus, basal ganglia, and primary somatosensory cortex. It is hypothesized that abnormal temporal discrimination is a mediational endophenotype and, when present in unaffected relatives of patients with adult-onset dystonia, indicates non-manifesting gene carriage. Using the mediational endophenotype concept, etiological factors in adult-onset dystonia may be examined including (i) the role of environmental exposures in disease penetrance and expression; (ii) sexual dimorphism in sex ratios at age of onset; (iii) the pathogenesis of non-motor symptoms of adult-onset dystonia; and (iv) subcortical mechanisms in disease pathogenesis