Actions carried out in primary health care towards people with mental disorders: an integrative review

Objective: to synthesize the types of actions developed by the multiprofessional team in the primary health care to people with mental disorders. Methods: integrative review, carried out in the databases Medical Literature Analysis and Retrieval System Online, via PubMed, Web Of Science, Literatura Latino-Americana e do Caribe em Ciências da Saúde, Base de Dados de Enfermagem, and Índice Bibliográfico Espanhol de Ciências de Saúde. Results: six studies were selected and grouped into the following axes: actions with the use of digital technologies (PyDeSalud.com platform; Partnering to Achieve School Success; Audio computer-assisted self-interview version of the Alcohol, Smoking and Substance Involvement Screening Test) and traditional actions (questionnaires during consultation; intervention in stages; support network to stop smoking). Conclusion: evidences show that traditional or digital actions in mental health are necessary to offer an integral care. The multiprofessional team has the tendency to incorporate digital technologies to care for these people.

Sustaining collaborative preschool partnerships and the challenges of educating the whole child

Introduction Our study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain quality programming with their respective local preschool partners. Funding also enabled districts to increase access to quality programming while fostering kindergarten readiness in participating children. Case description We conducted a case study by analyzing data provided by district Preschool Partnership Grantees. Data included quantitative measures of district and partner preschools and open-ended items describing professional development opportunities, holistic interventions, and effective preschool activities afforded by grant funding. Results Grant recipients (n = 79) reported that they engaged in a number of different public and private partnerships. They reported being able to serve more children due to grant funding, and gave a variety of reasons for serving more children, with improved collaboration being the most reported reason. District grantees also indicated increased consultation, intervention services, and professional development opportunities through grant funding. Finally, they reported on key challenges they faced during the grant period. Discussion and evaluation Data suggested that school districts recognized the importance of collaboration, trust, and relationship building among districts, partners, and families. Descriptive data indicated the importance of sustaining quality programming during the grant period. Districts also clearly voiced their appreciation of the importance of relationships and collaboration among key stakeholders who touched the lives of children enrolled in the grantee districts. Conclusions Our study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.

Evidence for Psychodynamic Play Therapy With Parent Consultation as a Treatment for Somatic Complaints in Childhood

This study explored the effectiveness of psychodynamic play therapy with parent consultation to treat somatic complaints. Evie was treated with 50 sessions of psychodynamic play therapy which incorporated parent consultation. Intervention included direct parent consultation aimed to improve the security of the parent–child attachment in tandem with building a long-term, secure therapy relationship with Evie. Variables were assessed pre- and post-treatment, utilizing the Reliable Change Index to examine statistically significant change over the course of treatment. Significant symptom improvement was observed in Evie’s somatization. Significant improvement was also observed in parent–child relationship indicators including relational frustration and discipline practices. No significant improvements were observed in communication, parenting confidence, involvement, or attachment at the end of treatment, but significant improvements were observed at 3-month follow-up in all areas. Results are discussed in terms of the effectiveness of psychodynamic approaches to treatment with children, particularly with regard to the “sleeper effect.”

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

Changes in Sitting Time and Sitting Fragmentation after a Workplace Sedentary Behaviour Intervention

Prolonged sedentary behaviour (SB) has shown to be detrimental to health. Nevertheless, population levels of SB are high and interventions to decrease SB are needed. This study aimed to explore the effect of an individualized consultation intervention aimed at reducing SB and increasing breaks in SB among college employees. A pre-experimental study design was used. Participants (n=36) were recruited at a college in Massachusetts, USA. SB was measured over 7 consecutive days using an activPAL3 accelerometer. Following baseline measures, all participants received an individualized SB consultation which focused on limiting bouts of SB >30 minutes, participants also received weekly follow-up e-mails. Post-intervention measures were taken after 16 weeks. Primary outcome variables were sedentary minutes/day and SB bouts >30 minutes. Differences between baseline and follow-up were analyzed using paired t-tests. The intervention did not change daily sedentary time (-0.48%; p>0.05). The number of sedentary bouts >30 minutes decreased significantly by 0.52 bouts/day (p=0.015). In this study a consultation based SB intervention was successful in reducing number of bouts >30 minutes of SB. However, daily sedentary time did not reduce significantly. These results indicate that consultation-based interventions may be effective if focused on a specific component of SB.

Enhancing classroom participation of students with intellectual and developmental disabilities

Background. Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. Purpose. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. Method. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. Findings. The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased. Implications. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.