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Book ; Online ; E-Book: Mental Health Strategies for Pediatric Care

Forman, Susan G. / Shahidullah, Jeffrey D. / Hostutler, Cody A. / Green, Cori M. / Baum, Rebecca A.

2021

Abstract: For many children and teens, primary care clinicians are the first to notice and help with mental health issues. This guide helps primary care pediatricians, family doctors, nurse practitioners, and other professionals identify, treat, and prevent mental ...

Abstract	For many children and teens, primary care clinicians are the first to notice and help with mental health issues. This guide helps primary care pediatricians, family doctors, nurse practitioners, and other professionals identify, treat, and prevent mental health problems as well as promote good mental health in their patients. The authors come from different medical specialties but emphasize common factors and elements in approaching mental health care in the primary practice setting.
MeSH term(s)	Child Psychiatry ; Adolescent Psychiatry ; Pediatric Nursing
Keywords	Child mental health ; Child mental health services ; Child psychiatry ; Adolescent psychiatry ; Pediatric nursing ; Enfants/Santé mentale ; Enfants/Services de santé mentale ; Enfants/Psychiatrie ; Adolescents/Psychiatrie ; Soins infirmiers en pédiatrie ; MEDICAL / Mental Health
Subject code	618.9289
Language	English
Size	1 online resource (271 pages)
Edition	1st ed.
Publisher	American Academy of Pediatrics
Document type	Book ; Online ; E-Book
Remark	Zugriff für angemeldete ZB MED-Nutzerinnen und -Nutzer
ISBN	1-61002-549-0 ; 978-1-61002-549-2
Database	ZB MED Catalogue: Medicine, Health, Nutrition, Environment, Agriculture

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Book ; Online ; E-Book: Pediatric psychopharmacology for primary care

Riddle, Mark A. / Frosch, Emily / Baum, Rebecca A. / dosReis, Susan / Foy, Jane Meschan / Green, Cori M. / Huffman, Lynne C, / Pruitt, David / Reeves, Gloria M. / Wissow, Lawrence S.

2021

Abstract: Completely updated and revised, the third edition provides primary care physicians with practice-tested, condition-specific treatment recommendations for various childhood mental disorders. Obtain clear guidance on dosing, monitoring, and potential ... ...

Author's details	Mark A. Riddle, MD ; contributing editors: Rebecca A. Baum, FAAP, Chiar [and eight others]
Abstract	Completely updated and revised, the third edition provides primary care physicians with practice-tested, condition-specific treatment recommendations for various childhood mental disorders. Obtain clear guidance on dosing, monitoring, and potential adverse reactions of psychotropic medications for treatment of common psychiatric disorders and mental health or behavioral problems in children and adolescents.
MeSH term(s)	Mental Disorders/drug therapy. ; Psychotropic Drugs/administration & dosage.
Keywords	Pediatric psychopharmacology ; Pediatric pharmacology
Subject code	615.7/8083
Language	English
Size	1 online resource (xvii, 232 pages)
Edition	3rd edition.
Publisher	American Academy of Pediatrics
Publishing place	Itasca, IL
Document type	Book ; Online ; E-Book
Remark	Zugriff für angemeldete ZB MED-Nutzerinnen und -Nutzer
ISBN	1-61002-547-4 ; 978-1-61002-547-8
Database	ZB MED Catalogue: Medicine, Health, Nutrition, Environment, Agriculture

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Article ; Online: Screening for Pediatric Anxiety Disorders.

Walkup, John T / Green, Cori M / Strawn, Jeffrey R

JAMA

2022 Volume 328, Issue 14, Page(s) 1399–1401

MeSH term(s)	Anxiety/diagnosis ; Anxiety Disorders/diagnosis ; Child ; Humans ; Mass Screening
Language	English
Publishing date	2022-10-11
Publishing country	United States
Document type	Journal Article ; Comment
ZDB-ID	2958-0
ISSN	1538-3598 ; 0254-9077 ; 0002-9955 ; 0098-7484
ISSN (online)	1538-3598
ISSN	0254-9077 ; 0002-9955 ; 0098-7484
DOI	10.1001/jama.2022.15224
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Preparedness of Pediatric Subspecialty Fellows to Address Emotional and Mental Health Needs Among Children With Chronic Medical Conditions.

Green, Cori M / Leyenaar, JoAnna K / Tucker, Ashley / Leslie, Laurel K

JAMA pediatrics

2022

Language	English
Publishing date	2022-10-03
Publishing country	United States
Document type	Journal Article
ZDB-ID	2701223-2
ISSN	2168-6211 ; 2168-6203
ISSN (online)	2168-6211
ISSN	2168-6203
DOI	10.1001/jamapediatrics.2022.3451
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Article ; Online: Where Do Future Pediatricians Learn Behavioral and Mental Health Skills?

Green, Cori M / Leyenaar, JoAnna K / Nuncio, Brenda / Leslie, Laurel K

Academic pediatrics

2021 Volume 21, Issue 7, Page(s) 1288–1296

Abstract: Objective: This national study identified the rotations in which pediatric residents received training in the assessment and treatment of behavioral/mental health (B/MH) problems, and examined associations between learning B/MH skills during multiple ... ...

Abstract	Objective: This national study identified the rotations in which pediatric residents received training in the assessment and treatment of behavioral/mental health (B/MH) problems, and examined associations between learning B/MH skills during multiple clinical rotations and resident-reported interest in B/MH issues. Methods: Cross-sectional survey of applicants for the initial American Board of Pediatrics certifying exam (62.4% response rate; 1555 eligible respondents). Respondents reported their overall interest in B/MH issues, and specified where they had received training in 7 B.M. assessment skills and 8 treatment skills. Logistic regression models were estimated to identify associations between learning B/MH assessment and treatment skills in multiple clinical rotations and resident-reported B/MH interest, adjusting for respondent characteristics. Results: Respondents reported continuity clinic as the predominant site of B/MH learning, followed by development-behavioral and adolescent rotations. Multisite learning varied across B/MH skills, ranging from 45.1 % (n = 678) for using rating scales to titrate medications to 82.1% (n = 1234) for eliciting parent concerns. 946 (63.2%) reported having overall interest in B/MH issues. Adjusting for respondent characteristics, learning the majority of B/MH skills in >1 rotation was associated with an increased odds of B/MH interest for both assessment and treatment domains (adjusted odds ratio [aOR] = 1.46, 95% confidence interval [CI] 1.16-1.83 for assessment skills and aOR = 1.36, 95% CI 1.09-1.69 for treatment skills). Conclusions: The majority of residents report learning B/MH skills in continuity clinic, with substantial variation in the proportion learning these skills in more than one rotation. Teaching B/MH skills during multiple clinical rotations may enhance resident interest in B/MH care delivery for children.
MeSH term(s)	Adolescent ; Child ; Child Behavior Disorders ; Cross-Sectional Studies ; Humans ; Internship and Residency ; Learning ; Mental Health ; Pediatricians
Language	English
Publishing date	2021-05-29
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2483385-X
ISSN	1876-2867 ; 1876-2859
ISSN (online)	1876-2867
ISSN	1876-2859
DOI	10.1016/j.acap.2021.04.015
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Article ; Online: Achieving the Pediatric Mental Health Competencies.

Green, Cori M / Foy, Jane Meschan / Earls, Marian F

Pediatrics

2019 Volume 144, Issue 5

Abstract: Mental health disorders affect 1 in 5 children; however, the majority of affected children do not receive appropriate services, leading to adverse adult outcomes. To meet the needs of children, pediatricians need to take on a larger role in addressing ... ...

Abstract	Mental health disorders affect 1 in 5 children; however, the majority of affected children do not receive appropriate services, leading to adverse adult outcomes. To meet the needs of children, pediatricians need to take on a larger role in addressing mental health problems. The accompanying policy statement, "Mental Health Competencies for Pediatric Practice," articulates mental health competencies pediatricians could achieve to improve the mental health care of children; yet, the majority of pediatricians do not feel prepared to do so. In this technical report, we summarize current initiatives and resources that exist for trainees and practicing pediatricians across the training continuum. We also identify gaps in mental health clinical experience and training and suggest areas in which education can be strengthened. With this report, we aim to stimulate efforts to address gaps by summarizing educational strategies that have been applied and could be applied to undergraduate medical education, residency and fellowship training, continuing medical education, maintenance of certification, and practice quality improvement activities to achieve the pediatric mental health competencies. In this report, we also articulate the research questions important to the future of pediatric mental health training and practice.
MeSH term(s)	Adolescent ; Child ; Clinical Competence/standards ; Education, Medical/methods ; Humans ; Mental Disorders/therapy ; Mental Health ; Mental Health Services ; Pediatrics/education ; Pediatrics/standards ; Practice Guidelines as Topic ; Societies, Medical ; Specialty Boards
Language	English
Publishing date	2019-10-21
Publishing country	United States
Document type	Journal Article
ZDB-ID	207677-9
ISSN	1098-4275 ; 0031-4005
ISSN (online)	1098-4275
ISSN	0031-4005
DOI	10.1542/peds.2019-2758
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Article ; Online: Meaningful Work, Career Fit, and Professional Well-Being of Pediatric Academicians in the United States.

Slovin, Ariella / Bora, Samudragupta / Barber, John R / Kloster, Heidi M / Rogers, Stephen R / Green, Cori M / Selbst, Steven M / Kemper, Kathi J / Serwint, Janet R / Garg, Arvin / Lim, Sylvia W

Hospital pediatrics

2024 Volume 14, Issue 5, Page(s) 364–373

Abstract: Objective: Examine associations between time spent in academic activities perceived as meaningful and professional well-being among academic pediatrics faculty.: Methods: The sample comprised 248 full-time pediatric faculty (76% female, 81% white, ... ...

Abstract	Objective: Examine associations between time spent in academic activities perceived as meaningful and professional well-being among academic pediatrics faculty. Methods: The sample comprised 248 full-time pediatric faculty (76% female, 81% white, non-Hispanic, 41% instructor or assistant professor) across the United States who completed an online survey in November 2019. Survey items included sociodemographic and professional characteristics, professional well-being measures (Stanford Professional Fulfillment Index; Maslach Burnout Inventory; Intention to Leave Academic Medicine), perceived meaningfulness of academic activities and assigned time to those activities. We defined global career fit as total percentage time assigned to professional activities considered meaningful by individuals, and activity-specific career fit as percentage time assigned to each meaningful professional activity. Results: As global career fit scores increased, professional fulfillment increased (r = 0.45, P < .001), whereas burnout (r = -0.29, P < .001) and intention to leave (r = -0.22, P < .001) decreased. Regarding activity-specific career fit, for individuals who considered patient care meaningful, as assigned time to patient care increased, professional fulfillment decreased (r = -0.14, P = .048) and burnout (r = 0.16, P = .02) and intention to leave (r = 0.26, P < .001) increased. There was no significant correlation between assigned time for teaching, research, or advocacy and professional well-being. Faculty were less likely to intend to leave academic medicine as assigned time increased for administrative or leadership activities if considered meaningful (r = -0.24, P = .01). Conclusions: Time assigned to meaningful work activities may relate to professional well-being of academic pediatrics faculty. More time assigned to patient care, despite being meaningful, was associated with poor self-reported professional well-being. Effort allocation among diverse academic activities needs to be optimized to improve faculty well-being.
MeSH term(s)	Humans ; Female ; United States/epidemiology ; Male ; Faculty, Medical/psychology ; Job Satisfaction ; Burnout, Professional/epidemiology ; Burnout, Professional/psychology ; Pediatricians/psychology ; Adult ; Pediatrics ; Middle Aged ; Surveys and Questionnaires
Language	English
Publishing date	2024-05-01
Publishing country	United States
Document type	Journal Article
ISSN	2154-1671
ISSN (online)	2154-1671
DOI	10.1542/hpeds.2022-007080
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Mental Health Competencies for Pediatric Practice.

Foy, Jane Meschan / Green, Cori M / Earls, Marian F

Pediatrics

2019 Volume 144, Issue 5

Abstract: Pediatricians have unique opportunities and an increasing sense of responsibility to promote healthy social-emotional development of children and to prevent and address their mental health and substance use conditions. In this report, the American ... ...

Abstract	Pediatricians have unique opportunities and an increasing sense of responsibility to promote healthy social-emotional development of children and to prevent and address their mental health and substance use conditions. In this report, the American Academy of Pediatrics updates its 2009 policy statement, which proposed competencies for providing mental health care to children in primary care settings and recommended steps toward achieving them. This 2019 policy statement affirms the 2009 statement and expands competencies in response to science and policy that have emerged since: the impact of adverse childhood experiences and social determinants on mental health, trauma-informed practice, and team-based care. Importantly, it also recognizes ways in which the competencies are pertinent to pediatric subspecialty practice. Proposed mental health competencies include foundational communication skills, capacity to incorporate mental health content and tools into health promotion and primary and secondary preventive care, skills in the psychosocial assessment and care of children with mental health conditions, knowledge and skills of evidence-based psychosocial therapy and psychopharmacologic therapy, skills to function as a team member and comanager with mental health specialists, and commitment to embrace mental health practice as integral to pediatric care. Achievement of these competencies will necessarily be incremental, requiring partnership with fellow advocates, system changes, new payment mechanisms, practice enhancements, and decision support for pediatricians in their expanded scope of practice.
MeSH term(s)	Adolescent ; Child ; Child, Preschool ; Clinical Competence/standards ; Humans ; Infant ; Mental Disorders/therapy ; Mental Health ; Organizational Policy ; Pediatrics/standards ; Professional-Family Relations ; Psychology, Adolescent ; Psychology, Child
Language	English
Publishing date	2019-10-21
Publishing country	United States
Document type	Journal Article ; Practice Guideline
ZDB-ID	207677-9
ISSN	1098-4275 ; 0031-4005
ISSN (online)	1098-4275
ISSN	0031-4005
DOI	10.1542/peds.2019-2757
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Article ; Online: What Do Pediatric Subinterns Say About Their Learning and Assessment? A Qualitative Analysis of Individual Learning Plans.

Hanson, Janice L / Christy, Cynthia / Clarke, Daxa / Green, Cori M / Jirasevijinda, T J / Khidir, Amal / Kind, Terry / Levine, Leonard / Paul, Caroline R / Powers, Makia / Rocha, Mary Esther M / Sanguino, Sandra M / Schiller, Jocelyn / Tenney-Soeiro, Rebecca / Trainor, Jennifer L / Tewksbury, Linda R

Academic pediatrics

2023 Volume 24, Issue 2, Page(s) 359–368

Abstract: Objective: To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning.: Methods: We analyzed ... ...

Abstract	Objective: To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning. Methods: We analyzed ILPs from medical students enrolled in pediatric subinternships at 10 US medical schools that utilized a standardized curriculum and were recruited to reflect diversity in geographic location, funding, and enrollment. Students used an ILP to record 3 or more selected learning objectives, rationale for selection, and reflection on learning and assessment strategies. Investigators used the constant comparative method to perform a content analysis of the ILPs, grouping codes into themes, and verifying relationships between codes within themes. Results: Two hundred and four ILPs that included student reflections on 850 learning objectives were analyzed. Content was analyzed in 5 categories: rationale for selecting objectives, learning strategies, assessment strategies, challenges to learning, and facilitators of learning. Students showed strong commitment to individualized, self-directed learning, developed a wide range of creative learning strategies, and relied heavily on self-reflection to assess their progress. The learning environment both helped and hindered students' ability to make and assess progress on their selected learning objectives. Conclusions: Through ILP-guided reflection and a formal curriculum, students can choose well-justified learning objectives and demonstrate resourcefulness and independence in developing self-directed learning and assessment strategies. The strategies that students identified in this study provide a menu of learning and assessment options for subinterns. Identified challenges and facilitators of learning provide guidance for educators who seek to enhance the clinical learning environment.
MeSH term(s)	Humans ; Child ; Learning ; Curriculum ; Students, Medical ; Education, Medical, Undergraduate/methods ; Clinical Competence
Language	English
Publishing date	2023-10-29
Publishing country	United States
Document type	Journal Article
ZDB-ID	2483385-X
ISSN	1876-2867 ; 1876-2859
ISSN (online)	1876-2867
ISSN	1876-2859
DOI	10.1016/j.acap.2023.10.009
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Article ; Online: Report of a Joint Association of Pediatric Program Directors-American Board of Pediatrics Workshop: Preparing Future Pediatricians for the Mental Health Crisis.

McMillan, Julia A / Land, Marshall L / Rodday, Angie M / Wills, Kelly / Green, Cori M / Leslie, Laurel K

The Journal of pediatrics

2018 Volume 201, Page(s) 285–291

MeSH term(s)	Child ; Congresses as Topic ; Humans ; Internship and Residency ; Mental Health ; Pediatrics/education ; Psychiatry/education ; Societies, Medical ; United States
Language	English
Publishing date	2018-07-18
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Review
ZDB-ID	3102-1
ISSN	1097-6833 ; 0022-3476
ISSN (online)	1097-6833
ISSN	0022-3476
DOI	10.1016/j.jpeds.2018.06.044
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