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Mental health professionals roles

One of the most important roles of the mental health professional in the immediate aftermath of a disaster is to identify which individuals are most at risk for psychiatric complications, and to make referrals for further mental health evaluation and treatment when indicated. [Pg.257]

Social workers and other mental health professionals are encouraged to become familiar with the culture-bound syndromes during the assessment and treatment process. Knowledge of these syndromes can prevent clients from being misdiagnosed and can help practitioners understand the role that culture plays in the client s manifestation of symptoms and behaviors. [Pg.225]

School crisis prevention efforts have been strengthened throughout recent years with a new model and curriculum developed through collaborative efforts of workgroups sponsored by the National Association of School Psychologists (NASP). The PREPaRE curriculum was developed for educators and school-based mental health professionals to provide training on how best to fill the roles and responsibilities generated by their membership on school crisis teams (Brock et al 2009, p. viii). The PREPaRE acronym represents interventions in a sequential and hierarchical order, specifically (Brock et al., 2009, p. ix) ... [Pg.126]

Flaherty, L. T., Garrison, E., Waxman, R., Uris, P., Keyes, S., Siegel, M. G., Weist, M. D. (1998). Optimizing the roles of school mental health professionals. Journal of School Health, 68,420-424. [Pg.22]

In fact, there are reasons that may contribute to avoidance of expanded school mental health. Arguments about improved access to care were recently interpreted as expensive child-find efforts by an insurance company representative. Schools may fear that esmh services may end up on individual educational plans and thereby fall on the school district to fund. School-employed mental health professionals have expressed concerns that partnerships with outside agencies could reduce their roles. These economic and professional issues may serve to keep esmh marginally funded and positioned unless there are some important changes. [Pg.86]

Each of the core mental health disciplines of psychology, social work, and psychiatry offers unique and significant contributions (alone and in conjunction with one another) in the school context. The following sections provide a brief overview of their respective functions and the ways in which they collaborate with other school- and community-based mental health professionals. For a more detailed description of the roles, as well as education and training, of each of the school mental health disciplines (including counseling and nursing), see the article on this topic by Flaherty et al. (1998). [Pg.110]

Child and adolescent psychiatrists may consult in school settings and with other mental health professionals and school staff. They also participate in diagnostic evaluations and make treatment recommendations. Because psychiatrists are relatively few in number, compared to the other mental health professionals, their role as consultant allows for maximal use of their expertise. In keeping with their genearal training emphasis on the more severe psychiatric disorders, child and adolescent psychiatrists tend to be more involved with students in mental health and special education fecilities as well as with public school students eligible for special education services. [Pg.111]

Mental health professionals typically deliver indicated preventive interventions, often in conjunction with another school staff. To expand the reach and sustainability of indicated preventive interventions, however, school-based mental health clinicians can play an important role by training other school staff in these interventions. In high-risk neighborhoods the number of children who need interventions to address disruptive and aggressive classroom behaviors typically extends beyond a single clinician s capacity to deliver services. In these situations multiple school staff, with facilitation by a mental health professional, need to learn to deliver indicated preventive interventions. [Pg.247]

The school mental health professional can serve a valuable role in evaluating the existing research literature to identify empirically supported programs that may be effective in school and community settings. IVaining in research design, quantitative and qualitative methods of data analysis, and procedures for critically evaluating the research literature is essential for school mental health providers to serve as a resource in this capacity. [Pg.258]

Depression, a treatable condition that affects nearly five million seniors, also goes undetected by some healthcare providers. Some healthcare professionals view depression as just part of getting old. Untreated, this illness can have serious, even fatal consequences. According to the National Institute of Mental Health, older Ameri-(40) cans account for a disproportionate share of suicide deaths, making up 18% of suicide deaths in 2000. Healthcare providers could play a vital role in preventing this outcome—several studies have shown that up to 75 % of seniors who die by suicide visited a primary care physician within a month of their death. [Pg.96]

Traditionally social workers have used a biopsychosocial approach (Hep-worth Larsen, 1993) to understand the difficulties experienced by clients and to empower them to take charge of their lives and strive for new and improved levels of health and mental health satisfaction and functioning (Dziegielewski, 1998). Today s practice environment and the acceptance of using medications to treat depression have made social workers aware that medications have become an essential component in health and mental health treatment. As medications continue to be used as a primary form of therapeutic intervention for depression, the role that the social work professional assumes in understanding and monitoring medication treatment regimens must be proactive. Social workers often treat clients who... [Pg.98]

Additionally, mental health is seen as a shared responsibility with all parties— teachers, advocates, therapists, and families— playing an important role. The social services team— the site coordinator, advocates, and therapists— meet once a week to discuss individual cases and to coordinate treatment plans. Advocates also meet every other week with teachers to call attention to particular students without revealing specifics about the case, in order to monitor behavioral disorders and include the teachers in their holistic approach to treatment. The social service team also provides professional development in-services to train teachers on specific mental health issues such as suicide training and abuse reporting. [Pg.129]

One innovative staff role created by this collaboration was that of five School Mental Health Advocate positions. Each regional School Mental Health Advocate, a master s-level trained therapist with school mental health experience, was assigned to a state Public Health district office to work closely with local schools, parents, health professionals, and mental health providers. These critical community partners have provided essential technical assistance, training, and support to schools, families, and communities to expand regional understanding and local capacity to provide collaborative prevention, early intervention, and treatment for students. [Pg.156]

One of the most important roles for a school-based health professional is to serve as a liaison between the school and parents. Parents need to be involved in co-managing the care of their seriously ill children while they are in the school. Parents are more likely to be involved in their children s education if they perceive the classroom environment to be welcoming and if their input about the needs of their children is respected. School health and mental health personnel, by virtue of their training and accessibility (they are usually much more accessible by phone than other school staff), are well suited to respond to parent inquiries about a child during the school day or to communicate observations about a child s condition to parents. [Pg.231]

School mental health providers need to be trained to critically evaluate the research literature to determine which approaches to intervention are empirically supported and for which populations of children. In addition, these professionals need to understand the important role that they can serve in developing and validating community responsive programs within their schools and in contributing to an accumulating database regarding empirically supported intervention and prevention approaches for diverse populations. [Pg.262]


See other pages where Mental health professionals roles is mentioned: [Pg.86]    [Pg.257]    [Pg.161]    [Pg.207]    [Pg.87]    [Pg.216]    [Pg.121]    [Pg.117]    [Pg.243]    [Pg.251]    [Pg.262]    [Pg.292]    [Pg.353]    [Pg.359]    [Pg.52]    [Pg.1218]    [Pg.4]    [Pg.33]    [Pg.195]    [Pg.261]    [Pg.112]    [Pg.217]    [Pg.281]    [Pg.47]    [Pg.62]    [Pg.114]    [Pg.263]    [Pg.364]   


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