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Bright Futures in Practice: Mental Health

Bright Futures in Practice: Mental Health. Every child and adolescent deserves to experience joy, have high self-esteem, have friends, acquire a sense of efficacy, and believe that he or she can succeed in life. Goals. Promote mental health in children, adolescents, and families

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Bright Futures in Practice: Mental Health

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  1. Bright Futures in Practice:Mental Health

  2. Every child and adolescent deserves to experience joy, have high self-esteem, have friends, acquire a sense of efficacy, and believe that he or she can succeed in life.

  3. Goals • Promote mental health in children, adolescents, and families • Provide prevention, early recognition, and intervention strategies in primary care settings • Encourage partnerships and collaboration between health professionals, families, and communities

  4. Development • Funded by HRSA/Maternal and Child Health Bureau; coordinated and published by the National Center for Education in Maternal and Child Health, Georgetown Public Policy Institute, Georgetown University • Developed by an interdisciplinary panel of experts to provide guidelines for mental health promotion for infants, children, and adolescents • Follows tradition of Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents (1994; 2000; 2002)

  5. Contributors Middle Childhood Eve Spratt, M.D., Chair Cynthia Cupit Swenson, Ph.D. Lisa Hand, M.D. Janice Key, M.D. Michelle Macias, M.D. Linda Marsh, R.N. Robert Needlman, M.D. Adolescence Martin Fisher, M.D., Chair Stewart L. Adelson, M.D. Alwyn T. Cohall, M.D. Lois T. Flaherty, M.D. Linda Juszczak, D.N.Sc., M.P.H., C.P.N.P. Doris Pastore, M.D. Sheridan A. Phillips, Ph.D. Mark D. Weist, Ph.D. Bridges Bina P. Patel, M.D., Chair Linden J. Cassidy, M.D. Eve Spratt, M.D. Mark Wolraich, M.D. Introductory Material Michael Jellinek, M.D., Chair Judith S. Palfrey, M.D. Robert Needlman, M.D. Making Mental Health Supervision Accessible Kelly Kelleher, M.D., M.P.H., Chair David K. Nace, M.D. Sarah H. Scholle, Dr.P.H. Infancy Ann Stadtler, M.S.N., Chair Kathryn Barnard, R.N., Ph.D. T. Berry Brazelton, M.D. Suzanne D. Dixon, M.D., M.P.H. Denis Drotar, Ph.D. Margot Kaplan-Sanoff, Ed.D. Early Childhood Barbara J. Howard, M.D., Chair Raymond A. Sturner, M.D. June Solnit Sale, M.S.W. Roxane K. Kaufmann, M.A.

  6. Organization of Implementation Guide • Making Mental Health Supervision Accessible • Developmental Chapters • Health Supervision Questions • Key Points and Tips • Resources/References • Areas of Concern • Bridge Topics • Assessment • Interventions • Tools

  7. Accessibility • Making Mental Health Supervision Accessible • Making Mental Health Supervision Accessible • Managing Time and Reimbursement Issues • Continuity of Care • Training • Cultural Competence • Attitudes About Mental Health • Coordination and Referral

  8. DevelopmentalChapters • Developmental Chapters • Infancy (ages newborn–11 months) • Early Childhood (ages 1–4) • Middle Childhood (ages 5–10) • Adolescence (ages 11–21)

  9. Developmental Chapters • Each developmental chapter is organized into four functional areas • Self: How children see themselves • Family: How children relate to family members and function at home • Friends: How children socialize with peers and friends • Community: How children function at school and within their community

  10. Developmental Chapters • Health Supervision Questions from Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, Second Edition • Is Carlotta easy or difficult to console? • How do you deal with tantrums? • Does Kim bring friends home? Does she go to friends’ homes? • What does Peter do when he is stressed, angry, or frustrated? • What would you do if someone pressured you to have sex? • What do you think about smoking? Chewing (or spit) tobacco? Drinking? Taking drugs?

  11. Infancy • Self Temperament; Regulation • Family Attachment; Family Formation • Community Stimulation

  12. Early Childhood • Self Self-Control; Self-Esteem • Family Cooperation; Sibling Relationships • Friends Socialization • Community School Readiness

  13. Middle Childhood • Self Self-Esteem/Inner Life • Family What Matters at Home • Friends Friendships • Community School Functioning

  14. Adolescence • Self Self-esteem; Mood; Body Image; Sexuality • Family Identity and Independence Family Relationships Roles, Rules, and Responsibilities • Friends Friends and Leisure Activities • Community School Functioning Injury Prevention Violence Perpetration and Exposure Substance Use and Abuse

  15. Developmental Chapters • Areas of Concern: Examples • Insecure Attachment • Severe Tantrums • Difficulty Forming Friendships • Bullying • Academic Difficulties and Low Self-esteem • Mood Problems

  16. Developmental Chapters • Office Practices to Promote Family Partnership • Community Practices to Promote Child Mental Health • Developmental Checklists

  17. Anxiety Disorders Attention Deficit Hyperactivity Disorder Child Maltreatment Domestic Violence Eating Disorders Learning Disabilities Mental Retardation Mood Disorders Oppositional and Aggressive Behaviors Parental Depression Pervasive Developmental Disorders Substance Use Disorders Bridges Bridge Topics

  18. Bridges • Each Bridge topic is organized as follows • Key Facts • Description of Symptoms • Commonly Associated Disorders • Interventions

  19. Bridges • Potential Interventions • Suggested tools and methods for assessment • Guidelines for crisis stabilization • Interventions that may be implemented at the problem stage before more severe disorders develop • Strategies for primary care management of the mental health problem or mental disorder • When to consider a mental health referral and types of referral services to be considered • Ongoing collaboration with mental health professionals and other service providers • Further resources and references

  20. Mental Health Tool Kit • Tools for Health Professionals • Screening measures/questionnaires • Resource lists • Interactive handouts • Forms to facilitate communication with schools • Tools for Families • Health education handouts • Reading lists for families/children

  21. Mental Health Tool Kit • Sample Tools for Health Professionals • Pediatric Symptom Checklist (PSC) • Edinburgh Postnatal Depression Scale (EPDS) • Postcard Satisfaction Survey • Homework Problems • Sample Tools for Families • How to Soothe a Crying Infant • Teen Dating Violence • IEP Meeting Checklist • Homework Tips

  22. Implementation Bright Futures in Practice: Mental Health can be used to • Provide information to health care professionals about the essentials of mental health promotion • Identify the support that infants, children, adolescents, and families need for good mental health • Develop and implement mental health promotion programs and policies

  23. Implementation Bright Futures in Practice: Mental Health has applications for a broad range of settings, including • Primary clinical care • Infant mental health programs • Child care centers • School-based health centers • Training Programs • Parent education programs

  24. Contact Information Bright Futures in Practice: Mental Health To order, visit www.brightfutures.org For more information, contact Mary C. Froehle, Ph.D. E-mail: mfroehle@ncemch.org

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