Disseminating early interventions for disaster mental health response using the ECHO model.

Extension for Community Healthcare Outcomes (ECHO)-based telementoring was evaluated for disseminating early disaster interventions, Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR), to school professionals throughout rural, disaster-affected communities further affected by COVID-19. PFA and SPR complemented their Multitiered System of Support: PFA complemented tier 1 (universal) and SPR tier 2 (targeted) prevention. We evaluated the outcomes of a pretraining webinar (164 participants, January 2021) and four-part PFA training (84 participants, June 2021) and SPR training (59 participants, July 2021) across five levels of Moore's continuing medical education evaluation framework: (1) participation, (2) satisfaction, (3) learning, (4) competence, and (5) performance, using pre-, post-, and 1-month follow-up surveys.

Academic-Community Partnership to Improve Pediatric Mental Health Access: Missouri Child Psychiatry Access Project.

Because of significant shortages in the behavioral health workforce, primary care providers (PCPs) have become the de facto mental health providers to address poor access to mental health care. Child psychiatry access programs (CPAPs) could support PCPs through case consultations. This column describes the innovative Missouri Child Psychiatry Access Project, highlighting the unique enhancements to existing CPAPs and the partnership between community and academic settings to support behavioral health access in primary care.

Development of Advanced Veterinary Nursing Degrees: Rising Interest Levels for Careers as Advanced Practice Registered Veterinary Nurses.

Strategic planning for the future of veterinary medicine is crucial. The advancement of veterinary nursing is of growing interest and demand. With veterinarians working fewer hours, rising debt to income ratios for veterinary students, underserved rural areas, and career dissatisfaction for veterinary technicians; providing options for the advancement of veterinary nursing will be instrumental in paving the path for the future of veterinary medicine.

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.

Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement.

Internalizing mental health issues are a significant developmental and clinical concern during adolescence, but rarely identified as a problem among school staff. Using data from the National Longitudinal Study of Adolescent Health, this study examined the associations between adolescent emotional distress, school connectedness, and educational achievement by exploring potential mechanistic and interactive roles of perceived school connectedness on the emotion-education association. Emotional distress was negatively associated with adolescents' perceptions of belonging to school, which, in turn, may negatively influence educational achievement.

Modeling the Impact of School-Based Universal Depression Screening on Additional Service Capacity Needs: A System Dynamics Approach.

Although it is widely known that the occurrence of depression increases over the course of adolescence, symptoms of mood disorders frequently go undetected. While schools are viable settings for conducting universal screening to systematically identify students in need of services for common health conditions, particularly those that adversely affect school performance, few school districts routinely screen their students for depression. Among the most commonly referenced barriers are concerns that the number of students identified may exceed schools' service delivery capacities, but few studies have evaluated this concern systematically.

Examining statewide capacity for school health and mental health promotion: a post hoc application of a district capacity-building framework.

Schools must possess a variety of capacities to effectively support comprehensive and coordinated school health promotion activities, and researchers have developed a district-level capacity-building framework specific to school health promotion. State-level school health coalitions often support such capacity-building efforts and should embed this work within a data-based, decision-making model. However, there is a lack of guidance for state school health coalitions on how they should collect and use data.

Ready, willing, and able: developing a support system to promote implementation of school-based prevention programs.

While the number and scope of evidence-based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high-quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school-based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel.

Unpacking prevention capacity: an intersection of research-to-practice models and community-centered models.

Capacity is a complex construct that lacks definitional clarity. Little has been done to define capacity, explicate components of capacity, or explore the development of capacity in prevention. This article represents an attempt to operationalize capacity and distinguish among types and levels of capacity as they relate to dissemination and implementation through the use of a taxonomy of capacity.

A friend in need: the role of friendship quality as a protective factor in peer victimization and bullying.

This study examined friendship quality as a possible moderator of risk factors in predicting peer victimization and bullying. Children (50 boys and 49 girls, ages 10 to 13 years) reported on the quality of their best friendship, as well as their bullying and victimization tendencies. Parents reported on their child's internalizing and externalizing behaviors, in addition to bullying and victimization tendencies.