1. Resolving Ethical Issues 1.01 Misuse of Psychologists’ Work 1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority 1.03 Conflicts Between Ethics and Organizational Demands 1.04 Informal Resolution of Ethical Violations 1.05 Reporting Ethical Violations 1.06 Cooperating With Ethics Committees 1.07 Improper Complaints 1.08 Unfair Discrimination Against Complainants and Respondents

Ethical Principles of Psychologists and Code of Conduct

Summary Mental health encompasses a range of mental, emotional, social, and behavioral functioning and occurs along a continuum from good to poor. Previous research has documented that mental health among children and adolescents is associated with immediate and long-term physical health and chronic disease, health risk behaviors, social relationships, education, and employment. Public health surveillance of children’s mental health can be used to monitor trends in prevalence across populations, increase knowledge about demographic and geographic differences, and support decision-making about prevention and intervention. Numerous federal data systems collect data on various indicators of children’s mental health, particularly mental disorders. The 2013–2019 data from these data systems show that mental disorders begin in early childhood and affect children with a range of sociodemographic characteristics. During this period, the most prevalent disorders diagnosed among U.S. children and adolescents aged 3–17 years were attention-deficit/hyperactivity disorder and anxiety, each affecting approximately one in 11 (9.4%–9.8%) children. Among children and adolescents aged 12–17 years, one fifth (20.9%) had ever experienced a major depressive episode. Among high school students in 2019, 36.7% reported persistently feeling sad or hopeless in the past year, and 18.8% had seriously considered attempting suicide. Approximately seven in 100,000 persons aged 10–19 years died by suicide in 2018 and 2019. Among children and adolescents aged 3–17 years, 9.6%–10.1% had received mental health services, and 7.8% of all children and adolescents aged 3–17 years had taken medication for mental health problems during the past year, based on parent report. Approximately one in four children and adolescents aged 12–17 years reported having received mental health services during the past year. In federal data systems, data on positive indicators of mental health (e.g., resilience) are limited. Although no comprehensive surveillance system for children’s mental health exists and no single indicator can be used to define the mental health of children or to identify the overall number of children with mental disorders, these data confirm that mental disorders among children continue to be a substantial public health concern. These findings can be used by public health professionals, health care providers, state health officials, policymakers, and educators to understand the prevalence of specific mental disorders and other indicators of mental health and the challenges related to mental health surveillance.

/pdf/mental-health-surveillance-among-children-united-states-2013-1f3h1jha.pdf

Mental Health Surveillance Among Children — United States, 2013–2019

Background 
Little is known about patterns of participation in social activities among adolescents with an autism spectrum disorder (ASD). The objectives were to report nationally representative (U.S.) estimates of participation in social activities among adolescents with an ASD, to compare these estimates to other groups of adolescents with disabilities, and examine correlates of limited social participation.


Methods and Findings 
We analyzed data from wave 1 of the National Longitudinal Transition Study 2, a large cohort study of adolescents enrolled in special education. Three comparison groups included adolescents with learning disabilities, mental retardation, and speech/language impairments. Adolescents with an ASD were significantly more likely never to see friends out of school (43.3%), never to get called by friends (54.4%), and never to be invited to social activities (50.4%) when compared with adolescents from all the other groups. Correlates of limited social participation included low family income and having impairments in conversational ability, social communication, and functional cognitive skills.


Conclusions 
Compared with prior research, our study significantly expands inquiry in this area by broadening the range of social participation indicators examined, increasing the external validity of findings, focusing on the under-studied developmental stage of adolescence, and taking an ecological approach that included many potential correlates of social participation. There were notable differences in social participation by income, a dimension of social context seldom examined in research on ASDs.

https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0027176&type=printable

Participation in social activities among adolescents with an autism spectrum disorder.

Very preterm birth influences parental mental health and family outcomes seven years after birth.

Background Mental health problems are common and typically have an early onset. Effective treatments for mental health problems in childhood and adolescence are available, yet only a minority of children who are affected access them. This is of serious concern, considering the far-reaching and long-term negative consequences of such problems. Primary care is usually the first port of call for concerned parents so it is important to understand how primary care practitioners manage child and adolescent mental health problems and the barriers they face.

Aim To ascertain primary care practitioners’ perceptions of the barriers that prevent effective management of child and adolescent mental health problems.

Design and setting A systematic review of qualitative and quantitative literature in a primary care setting.

Method A database search of peer-reviewed articles using PsycINFO, MEDLINE®, Embase, and Web of Science, from inception (earliest 1806) until October 2014, was conducted. Additional studies were identified through hand searches and forward-citation searches. Studies needed to have at least one search term in four categories: primary care, childhood/adolescence, mental health, and barriers.

Results A total of 4151 articles were identified, of which 43 were included (30 quantitative studies and 13 qualitative studies). The majority of the barriers related to identification, management, and/or referral. Considerable barriers included a lack of providers and resources, extensive waiting lists, and financial restrictions.

Conclusion The identification of a broad range of significant barriers highlights the need to strengthen the ability to deal with these common difficulties in primary care. There is a particular need for tools and training to aid accurate identification and management, and for more efficient access to specialist services.

Barriers to managing child and adolescent mental health problems: a systematic review of primary care practitioners’ perceptions

The Incredible Years (IY) parent, teacher, and child training series, developed by Carolyn Webster-Stratton, has been studied extensively over the past several decades by the developer, her associates, and by other researchers. While Webster-Stratton has recently summarized much of her work, this paper provides a brief description of the IY programs and focuses on studies published by independent researchers. We review peer-reviewed papers that included either a control group or another intervention group in their design, with particular attention to each training program, combinations of training programs, multicultural applications, and interventions with special populations (e.g., foster parents, children with neurodevelopmental disorders). We also consider the literature on cost-benefit analyses of the program. There is solid evidence for the training program for parents of young children, and the literature provides support for its international applicability, but there is a paucity of independent research addressing the parent programs for children of other ages, the teacher program, the Dina Dinosaur program for young children, and combined programs. We conclude the review with directions for future research and a discussion of the limitations of our own review.

/pdf/the-incredible-years-series-a-review-of-the-independent-4loafn0288.pdf

The Incredible Years Series: A Review of the Independent Research Base

Behavioral Health in the Pediatric Primary Care Setting Needs, Barriers, and Implications for Psychologists

Collaborative pediatric mental health and primary care is increasingly recognized as optimal for meeting the needs of children with mental health problems. This paper describes the challenges faced by freestanding specialty mental health clinics and pediatric health practices to provide such coordinated mind-and-body treatment. It describes critical elements of a proactive approach to achieving collaborative pediatric care under real-world circumstances using the patient-centered medical home neighborhood (PCMH-N) model. The current study evaluates the field test of the practitioner-informed model to facilitate interdisciplinary collaboration (PIM-FIC), a systematic approach to improving inter-professional collaboration by building relationships and enhancing communication between pediatric mental health and primary care practices. Thirty-nine providers at two mental health and two pediatric primary care practices participated in a pilot project and completed surveys prior to and following their participation. Key informant interviews were also conducted prior to the project. Participating practitioners’ survey and interview responses indicate that the quantity and quality of communication between pediatric mental and medical health care providers increased post-project, as did satisfaction with overall collaboration. Improving relationships and communication are first steps in building the infrastructure to support effective coordinated care. Project results highlight practical and easily implemented strategies that pediatric mental health and primary care practices can take to strengthen their collaboration. Findings also suggest a need for collaborative care policies and competencies for child mental health providers working in freestanding practices within the PCMH-N.

Strengthening the Coordination of Pediatric Mental Health and Medical Care: Piloting a Collaborative Model for Freestanding Practices

As many as 20 % of children have diagnosable mental health conditions and nearly all of them receive pediatric primary health care. However, most children with serious mental health concerns do not receive mental health services. This study tested hypotheses that pediatric primary care providers (PPCPs) in relationships with mental health providers would differ in their care of patients with mental health concerns when compared to PPCPs not in such relationships. To explore differences between PPCPs who have relationships with mental health care providers and those who do not with regard to their care of children with mental health concerns. Seventy-two PPCPs completed a mailed survey addressing topics such as comfort levels diagnosing and managing patients with behavioral health disorders, perceived barriers to care, activity related to prescribing psychotropic medications, and availability of consultation with mental health specialists. More than one-third (19 providers) of providers reported no specialized training in behavioral pediatrics and nearly 45 % (32 providers) indicated having a relationship or partnership with a mental health specialist. Those providers who reported relationships indicated greater availability of consultation and communication with psychiatric providers as well as telephone consultation with non-psychiatric mental health providers. All providers were more comfortable assessing as opposed to treating children with disorders, with the exception of attention disorders, which providers were comfortable with both treating and assessing. For all conditions, there was no main effect for partnership. While partnerships may be associated with greater availability of consultation and communication, for this sample of PPCPs there was no evidence of advantage with respect to diagnosis and management. The paper concludes with a discussion of study limitations, the need for further research, and suggestions for practice.

Pediatric Primary Care Providers’ Relationships with Mental Health Care Providers: Survey Results

OBJECTIVE:: The aim of this study was to determine the presence of negative content in commercials airing on 3 children's channels (Disney Channel, Nickelodeon, and Cartoon Network). METHOD:: The 1681 commercials were coded with a reliable coding system and content comparisons were made. RESULTS:: Although the majority of the commercials was coded as neutral, negative content was present in 13.5% of commercials. This rate was significantly more than the predicted value of zero and more similar to the rates cited in previous research examining content during sporting events. The rate of negative content was less than, but not significantly different from, the rate of positive content. Thus, our findings did not support our hypothesis that there would be more commercials with positive content than with negative content. Logistic regression analysis indicated that channel, and not rating, was a better predictor of the presence of overall negative content and the presence of violent behaviors. Commercials airing on the Cartoon Network had significantly more negative content, and those airing on Disney Channel had significantly less negative content than the other channels. Within the individual channels, program ratings did not relate to the presence of negative content. CONCLUSION:: Parents cannot assume the content of commercials will be consistent with the program rating or label. Pediatricians and psychologists should educate parents about the potential for negative content in commercials and advocate for a commercials rating system to ensure that there is greater parity between children's programs and the corresponding commercials. Language: en

Anne E. Pidano

Papers

The Incredible Years Series: A Review of the Independent Research Base

Behavioral Health in the Pediatric Primary Care Setting Needs, Barriers, and Implications for Psychologists

Strengthening the Coordination of Pediatric Mental Health and Medical Care: Piloting a Collaborative Model for Freestanding Practices

Pediatric Primary Care Providers’ Relationships with Mental Health Care Providers: Survey Results

Program ratings do not predict negative content in commercials on children's channels.