Books: 'Art in health settings'

1

Smith, Pamela. Mental health care in settings where mental health resources are limited: A guide for healthcare providers. [Los Angeles, CA]: Pamela Smith/ Psychiatrists Without Borders, 2008.

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2

Smith, Pamela. Mental health care in settings where mental health resources are limited: A guide for healthcare providers. [Los Angeles, CA]: Pamela Smith/ Psychiatrists Without Borders, 2008.

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3

Smith, Pamela. Mental health care in settings where mental health resources are limited: A guide for healthcare providers. [Los Angeles, CA]: Pamela Smith/ Psychiatrists Without Borders, 2008.

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4

Barić, Leo. People in settings. Altrincham: Barns, 1998.

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5

Strudler, Wallston Barbara, ed. Research in health care settings. Newbury Park, Calif: Sage Publications, 1988.

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6

Richter, Dirk, and Richard Whittington, eds. Violence in Mental Health Settings. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-33965-8.

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7

Bor, Robert, Sheila Gill, Riva Miller, and Amanda Evans. Counselling in Health Care Settings. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36817-0.

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8

Mental health practice in geriatric health care settings. Binghamton, N.Y: Haworth Press, 1998.

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9

Counselling in medical settings. Buckingham: Open University Press, 1995.

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10

Evans, Marcus. Psychoanalytic Thinking in Mental Health Settings. New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099192.

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11

Scriven, Angela, and Margaret Hodgins. Health Promotion Settings: Principles and Practice. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446288962.

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12

Jules Verne: Un art d'habiter la terre. Paris: L'Harmattan, 2013.

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13

Grossmann, Ralph. Health promotion and organizational development: Developing settings for health. Vienna, Austria: WHO/Europe, IFF, 1996.

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14

James, Merrell, and Lung Geoff, eds. Stylish settings: The art of creating a beautiful table. London: Weidenfeld & Nicolson, 1996.

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15

Pignatti, Terisio. Venice: A guide to paintings in original settings. [Venezia]: Canal & Stamperia, 1995.

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16

David, Gussak, and Virshup Evelyn, eds. Drawing time: Art therapy in prisons and other correctional settings. Chicago, Ill: Magnolia Street Publishers, 1997.

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17

(Editor), David Gussak, and Evelyn Virshup (Editor), eds. Drawing Time: Art Therapy in Prisons and Other Correctional Settings. Magnolia Street Publications, 1997.

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18

Augusterfer, Eugene F., Richard F. Mollica, and James Lavelle. Telemental Health in Postdisaster Settings. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190622725.003.0014.

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Low- and middle-income countries are disproportionately impacted by disasters, and the majority of medical providers in these countries are primary care providers (PCPs). PCPs do a tremendous job saving lives and addressing acute injuries and illnesses, but often are not trained to recognize and treat mental health problems. Telemental health (TMH) should be an important component in supporting those on the front lines of disaster response. Telemedicine and TMH have been deployed in postdisaster settings, but remain underused. A number of challenges must be overcome in the implementation of a comprehensive TMH postdisaster response program: educating providers to work in varied cultures, working through translators, time zone differences, and more. This chapter emphasizes the importance and great satisfaction of disaster response work and the important role of TMH in ensuring the delivery of evidence-based best practices to those in critical need.

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19

Holt, Melissa K., Jennifer Greif Green, and Javier Guzman. School Settings. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.40.

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Schools are a primary setting for mental health service provision to youth and are also main sources of referral to community mental health service providers. This chapter examines the school context and its key role in the child and adolescent mental health services system. The chapter first provides information about the association of emotional and behavioral disorders with school experiences, including academic performance. Next, the chapter presents a framework for mental health service provision and assessment in schools, including describing methods for identifying students who might need mental health services and tracking their progress. Further, several evidence-based interventions are highlighted as examples of effective practices in schools. The chapter concludes with recommendations for clinical practice in school settings.

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20

Jefee-Bahloul, Hussam, Andres Barkil-Oteo, and Eugene F. Augusterfer, eds. Telemental Health in Resource-Limited Global Settings. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190622725.001.0001.

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This book covers the implementation of telemental health (TMH) in resource-limited global settings. This book focuses on the current state of the technology, the different modalities, and the emergence of mobile-health. The global applicability, especially in resource-limited settings, is a new frontier for implementation sciences, and one that is proposed to reduce the mental health gap. The book reviews the global application of TMH internationally with examples from each continent. Case studies of TMH implementation from India, Taiwan, Africa, the Middle East, and more are layed out in this book. In addition, the book discusses provision of such care to underserved resource-limited populations globally, such as refugees in Denmark, Native Americans in the United States, and Aboriginal populations in Australia. This book promises a collective review of global TMH and hopes to provide anchorage for scholars and researches interested in this developing field.

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21

Cole, Ester, and Maria Kokai, eds. Consultation and Mental Health Interventions in School Settings. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00583-000.

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This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.A comprehensive guide to meeting the psychological needs of students in school settings This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.

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22

Deaton, Christi, Margaret Cupples, and Kornelia Kotseva. Settings and stakeholders. Edited by Massimo Piepoli. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0786.

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Cardiovascular disease remains a leading cause of death and disability globally, and cardiovascular prevention should take place everywhere. Reducing the burden of cardiovascular disease requires a concerted effort in multiple settings (primary care, acute care, community, and home), and from multiple stakeholders such as government, public health, non-governmental organizations, healthcare, industry, and individuals. Primary care provides the majority of healthcare to populations, and is in an optimal position to screen and assess patients for cardiovascular risk and deliver cardiovascular prevention. Improving screening, risk assessment, and use of evidence-based guidelines requires collaboration between specialist cardiology services and primary care. Nurse-led and multiprofessional teams are effective in delivering prevention across a variety of settings. Prevention should be a priority prior to patient discharge from hospital following an acute cardiovascular event, and should encompass both medications and advice regarding lifestyle behaviours. Secondary prevention through specialized prevention programmes is needed by patients in order to reduce the risk of subsequent events. Cardiac rehabilitation is one of the most effective methods of delivering prevention and improving patient well-being following an acute event or procedure. There is a need to get more patients participating by using alternative methods of delivery and ensuring that women, older patients, and those with low fitness are encouraged and supported to attend. Stakeholders such as government, non-governmental organizations, and industry have important roles to play in improving public health. Healthcare providers should disseminate their research in lay language, and play a role in advising on and supporting public health measures.

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23

Lee, Li-Wen. Interviewing in correctional settings. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0012.

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Conducting psychiatric interviews is oftentimes a unique challenge in jails and prisons. Interviews are conducted in a wide array of conditions and settings, acute or chronic, privacy and safety issues, contentious or collaborative. According to the Bureau of Justice Statistics in 2005, more than half of all jail and prison inmates had a recent history of symptoms of a mental health problem. This high rate of mental illness is both an opportunity for, and a challenge to, providing much needed treatment. Without adequate assessment and treatment, inmates with mental illness may harm themselves, other inmates, correctional staff, become victimized, or disrupt facility operations. An essential component in assessment and appropriate management is the psychiatric interview. While there are helpful standards and guidelines regarding mental health services in correctional settings, relatively little has been written about the specific impact of the correctional setting on conducting mental health interviews, or on the specific features of the correctional population that should be understood when conducting the mental health interview. Given the importance of the interview in providing mental health treatment, the essential elements and complexities involved in conducting an effective interview in the correctional setting will be presented in the following chapter. Various aspects of the psychiatric interview will be reviewed with particular attention given to how the correctional population and setting can impact the interview process. Issues of countertransference are also present and are discussed. This chapter discusses both the contexts as well as the practices that are appropriately adapted to correctional settings.

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24

Vinson, Cynthia A., Katherine A. Stamatakis, and Jon F. Kerner. Dissemination and Implementation Research in Community and Public Health Settings. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0021.

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Both the review in this chapter of what we know and the case examples of what is being done to close the gap between research discovery and program and policy delivery, suggest that a very small portion of the overall investment in research, practice, and policy work is being used to link the lessons learned from science with the lessons learned from policy and practice. From the research funding agency perspective, the NIH and CDC have supported dissemination and implementation research for the past several years. From the practice/policy funding perspective, the NIH and CDC have also provided support for such linkages as well as providing forums and IT tools to disseminate evidence-based intervention approaches and best practices both domestically and internationally. However, as noted previously, these relatively small steps at their current level of support, and in and of themselves, are unlikely to accelerate closing the discovery-delivery gap.

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25

Weiss, Helen. Design issues in global mental health trials in low-resource settings. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199680467.003.0004.

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In this chapter we outline the key principles in design and analysis of trials for mental health. The chapter focuses on randomized controlled trials as these are the gold-standard trial design, which minimizes confounding due to other factors and enables us to draw conclusions about the effectiveness of the intervention. Other key principles of trial design discussed in the chapter include methods to develop a clearly stated, testable research hypothesis, definition of well-defined outcomes, appropriate choice of the control condition, masking of providers and participants where possible, realistic sample size estimates, and appropriate data monitoring and statistical analysis plans. The chapter also outlines alternatives to the parallel arm superiority trial design, such as equivalence and non-inferiority trials, cross-over, stepped wedge, fixed adaptive, and patient preference trial designs.

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26

Sullivan, Sean G. Impulse Control Disorders in Medical Settings. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0123.

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Impulse control disorders (ICDs) and conditions with impulse control features provide a challenge in terms of identification, treatment, and follow-up when mental health specialists are in short supply. Medical settings, in particular the largest, primary health care, provide an opportunity to address many impulse-affected conditions currently poorly assessed and treated in health care settings. Barriers to intervention for ICDs in primary health care are time constraints; understanding of the etiology, symptoms, and appropriate interventions; the health and social costs; and prioritizing of training in and treatment of conditions perceived as more serious or appropriate to a primary health care service. These barriers may possibly be overcome in primary care settings, and in this chapter, a model to address problem gambling is described.

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27

Krumholz Marchette, Lauren, Kristel Thomassin, Jacqueline Hersh, Heather A. MacPherson, Lauren Santucci, and John R. Weisz. Community Mental Health Settings as a Context for Evidence-Based Practice. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.41.

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One avenue for improving access to quality mental health care for children, adolescents, and their families is to provide services in the communities where they live. There has been growing support for the implementation of evidence-based practice in community mental health settings to address the complex needs of diverse young clients. Evidence-based practice encompasses psychometrically sound assessments and empirically supported treatments with appreciation of the culture of communities in which they are provided. This chapter reviews the background of the community mental health movement, describes community mental health settings and the current status of youth evidence-based practices in community care contexts, and explores barriers to and prospects for bringing tested practices for youths into community-based care.

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28

Herrera, Carolina, Joanna Kubik, Meagan Docherty, and Paul Boxer. Forensic Settings and Juvenile Justice. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.44.

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The National Center for Juvenile Justice estimated that 54,000 juveniles are held in out-of-home placements daily and indicated that in 2013, over 31 million youth were under juvenile court jurisdiction. Detainment of juveniles often triggers or exacerbates mental health issues. The breadth and depth of the juvenile justice system means that there are several different points at which clinical psychologists and other mental health professionals might serve youth within the system. The most effective intervention approaches tend to rely on cognitive behavioral strategies, behavioral skill development and generalization, and family involvement. For clinicians wishing to enter the juvenile justice field, it is important to understand the goals of the juvenile justice system, how this system was established, and how its structures and processes affect involved youth.

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McMillen, J. Curtis, and Danielle R. Adams. Dissemination and Implementation in Social Service Settings. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0022.

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Social service settings offer numerous complexities in their staffing, consumers, and payer mix that require careful consideration in designing dissemination and implementation efforts. However, social services’ unique access to vulnerable populations with health problems may prove vital in efforts to improve the health status of many of our citizens and reduce health disparities. While a number of well-developed, blended dissemination and implementation models are being used in social service settings, they all require additional documentation, research, and field experience. Nonetheless, the lessons learned in the social services may help organizations in other sectors better implement health interventions with complex consumers in complex settings.

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30

Adshead, Gwen. Ethical Issues in Secure Psychiatric Settings. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.8.

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In this chapter, I discuss the particular ethical challenges associated with the care of mentally disordered offenders. This chapter deals with the ethical issues that arise in secure psychiatric care, not purely correctional settings which are addressed in another chapter. I describe some of the general ethical problems in secure psychiatric settings, which (I suggest) arise from the dual roles of care and custody that mental health professionals have to carry out. I set out some fictitious case examples, and explore two complementary ways of helping both residents and staff manage these challenges: an approach using the concept of values-based practice (VBP) and an approach based on “relational security.”

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31

Kropf, Nancy P., and Sherry M. Cummings. Settings and Contexts for Geriatric Practice. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190214623.003.0002.

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Chapter 2, “Settings and Contexts for Geriatric Practice,” provides a critical evaluation of the various environments in which mental health treatment of older adults occurs and of the practice issues inherent in such settings. Consideration of residential context and awareness of related issues is essential for the implementation of appropriate practitioner/clinician roles and for effective geriatric practice and intervention. The diverse range of living environments, including community-based, long-term care and acute care settings, are reviewed, from single-family dwellings, continuing care retirement communities, and assisted living facilities to nursing homes, hospitals, hospices, psychiatric and addiction facilities. Diverse issues encountered by older clients in such settings are discussed, including the need for social integration, adjusting to functional and cognitive decline, accessing services, caregiving, navigating transitions, and managing acute and chronic conditions.

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32

L, Kahn Katherine, United States. Health Care Financing Administration., RAND/UCLA/Harvard Center for Health Care Financing Policy Research., and Rand Corporation, eds. Analysis of quality of care for patients who are black or poor in rural and urban settings. Santa Monica, CA: Rand, 1993.

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33

Chan, Emily Ying Yang. Public health principles for health and disaster risk reduction programmes. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0002.

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Public health is a multidisciplinary subject which not only concerns health on an individual level, but also the protection and improvement of the community’s health as a whole. This chapter discusses a number of basic concepts in public health to support conceptualization and building of health and emergency and disaster risk reduction programmes at the field level. This includes the three domains of public health, namely health protection, health improvement, and health services. The different determinants of health, including disease prevention and the epidemiological triangle, and the importance of health promotion (e.g. the Healthy Settings approach) are also covered here.

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34

Elger, Bernice S. Management of sleep complaints in correctional settings. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0016.

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Inmates of correctional settings often seek health care for sleep and drug problems. Studies on insomnia in correctional institutions are scarce. Sleep problems among detainees are frequent. Appropriate evaluation and treatment remains a challenge in correctional settings. Correctional health professionals need appropriate education regarding insomnia evaluation and management. Guidelines should be based on the principle of equivalence of care and take into account all evidence from research in the community and in correctional settings. Priority should be given to assessing modifiable causes and contributions to disturbed sleep and to non-pharmacological treatment such as targeted cognitive behavior therapy. Pharmacologically, there is no evidence-based justification to replace short-term pharmacologic management using benzodiazepines with antipsychotics or antidepressants. In correctional settings, prescriptions of antipsychotics and antidepressants for sleep problems can increase risk due to polypharmacy and higher suicide risks. Correctional physicians should monitor and document the evaluation and treatment practice concerning insomnia complaints in order to improve safe, evidence-based treatment. This chapter outlines treatment guidelines for insomnia that apply in community settings and then presents an overview of the clinical and ethical issues of insomnia management in correctional institutions and provides evidence-based recommendations.

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35

Everett, Mia. School-Based Mental Health. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0009.

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The majority of children and adolescents in need of mental health services do not receive adequate care. Barriers to quality care include limited financial resources, social stigma, and a paucity of appropriately trained clinicians. The deleterious effects of untreated childhood mental illness have been well documented. School-based child and adolescent psychiatrists are on the front line of managing this public health crisis. Approximately 75% of mental health services for children and adolescents are provided in educational settings. The success of school-based mental health programs is contingent upon effective collaboration between the practitioner, caregiver, child/adolescent, and educator. In this chapter, a case is used to illustrate salient features of school-based psychiatric practice, including assessment tools, interventions, educational advocacy, and logistical considerations. The practice of public psychiatry in school-based settings should optimally adhere to the principles of recovery, resilience, and cultural competence.

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36

McDaid, David. Economic modelling for global mental health. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199680467.003.0015.

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This chapter sets out the case for making use of economic modelling techniques to help inform decisions on effective and cost-effective actions for global mental health. Models potentially can be used to augment information obtained from controlled trials, for instance to look at the potential cost-effectiveness of actions over time periods beyond trial duration, to help adapt evidence obtained in one context to likely scenarios in other settings where infrastructure, costs, and current treatment options may be very different, or to help identify priority areas for research. The strengths and limitations of different modelling approaches are discussed and examples of how they have been used to inform policy making highlighted. The chapter ends by setting out key steps that should be taken when both planning and presenting the findings from a modelling study.

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37

Lovasi, Gina S., Ana V. Diez Roux, and Jennifer Kolker, eds. Urban Public Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190885304.001.0001.

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This book will orient public health scholars and practitioners, as well as professionals from related fields such as the social sciences and design professions, to the tools and skills needed for effective urban health research, including foundational concepts, data sources, strategies for generating evidence, and engagement and dissemination strategies to inform action for urban health. The book brings together what the researchers are learning through ongoing research experience and their efforts to inform action. Chapters also feature brief contributions from other urban health experts and practitioners. The book highlights throughout the public health importance of urban environments and the critical need for diverse interdisciplinary teams and intersectoral collaboration to develop and evaluate approaches to improve health in urban settings. Urban health professionals are often charged with working in ways that take a systems perspective and challenge conventional silos, while also engaging in more traditional public health actions and research strategies. The text is infused with themes emphasizing the importance of place for health, the potential to link evidence with action, and the critical need to attend to health inequities within urban environments. By providing a primer on the range of activities and capacities useful to urban health researchers, the book supports reader in their own professional development and team building by covering a range of relevant skills and voices. The primary audience includes trainees at the undergraduate, graduate, and postdoctoral levels who are interested in creating actionable evidence and in taking evidence-informed action to improve health within urban settings.

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38

Dempsey, Allison G., ed. Pediatric Health Conditions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190687281.001.0001.

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Rates of chronic health conditions in childhood are increasing, and school-based professionals regularly encounter children with chronic health conditions in the school setting. Students with chronic health conditions often require accommodations, assessment, intervention, and close collaboration with medical providers and families. However, most school-based clinicians (school psychologists, counselors, social workers) who are charged with addressing the special needs of these children have not had coursework or experience related to common pediatric conditions. This book is a practical guide for school-based clinicians working with children with chronic health conditions. Section I provides a broad overview of school-related issues for children with chronic health conditions. This includes a review of common medical conditions and terminology and cross-cutting issues related to social and emotional and academic functioning, as well as the role of the school-based professional in collaborating across systems of care. The section also reviews legal and policy issues and alternative educational settings for students with chronic health needs. Section II focuses on prevention, assessment, intervention, and consultation strategies for individual students and entire school systems. Finally, Section III addresses common groups of medical conditions. Each chapter provides an overview of the condition(s), common school-related concerns, risk and protective factors, and cultural considerations, as well as practical strategies, resources, and handouts for the school-based professional. Case examples are used throughout the book to illustrate key concepts and implications for the school setting.

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39

Freidl, Eve K., Lauren J. Hoffman, and Anne Marie Albano. Outpatient Settings: The Collaborative Role of Psychiatry and Psychology. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.42.

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Best practices in child and adolescent mental health often point to multimodal treatments for moderate-to-severe distress and impairment in functioning. Mental health professionals, however, are not often experienced in recognizing and addressing various factors that promote or impede effective collaboration by clinicians of diverse training or orientation. This chapter presents the role of child psychiatrists in working within a collaborative care model with clinical child and adolescent psychologists. Discussed are the benefits and barriers to collaborative clinical care, strategies for addressing sometimes complex administrative issues, and models for promoting professional development and supervision within a collaborative care team. Optimizing patient benefits and reducing risk are key positive outcomes in productive collaboration between medical and psychosocial treatment providers.

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40

Kahn, Katherine L., and Marjorie L. Pearson. Analysis of Quality of Care for Patients Who Are Black or Poor in Rural and Urban Settings/Mr-292-Hcfa. RAND Corporation, 1993.

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41

Shedler, Jonathan. Automated Mental Health Assessment for Integrated Care. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0010.

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Mental health conditions are prevalent in primary care and general medical settings. Health care policy organizations recommend routine mental health screening, but the screening tools most often used in medical settings do not meet medical providers’ clinical needs and have had little impact on patient outcomes. The Quick PsychoDiagnostics Panel (QPD Panel) is a computerized, fully automated mental health assessment test designed to meet the specific real-world needs of busy medical providers. It screens for 11 common mental health conditions and provides actionable information for treatment decisions. The QPD Panel is self-administered by patients, typically in the clinic waiting room using a tablet device. Providers immediately receive a computer-generated, chart-ready assessment report. The QPD Panel achieves high physician and patient acceptance in real-world clinical use. This chapter describes the benefits of the QPD Panel in primary and integrated care medical settings and discusses its rationale and development.

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42

Wood, Michèle J. M. The contribution of art therapy to palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0411.

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In the United Kingdom, and several other European countries, Canada, Australia, and the United States, art therapy is a state-registered health-care profession and its practitioners complete a postgraduate training for 2 years full-time or equivalent. The training encompasses models of psychotherapy, psychiatry, psychology, and the role and function of aesthetics and creativity in health care. Art therapy training consists of three core elements: the theoretical underpinnings of the practice, experiential engagement in artistic and interpersonal activities (so that trainees develop their capacity for self-reflection and insight and continue to engage in their own art-making) and clinical placements. Clinical placements are central to the training of art therapists, and in this way practitioners also learn about the roles of other health professionals, the function of interdisciplinary teamwork, and art therapy’s contribution to this. Professional registration of art therapists ensures that practitioners continue to maintain the standards of proficiency and professional practice established on qualification. In the United Kingdom, art therapy had its beginnings in the tuberculosis sanatoria of the 1940s but quickly developed within psychiatric and educational settings. Integrated with other care, it has since been widely incorporated into the fields of mental health and learning disabilities. However, there is a growing interest in art therapy with the medically and terminally ill. One recent survey in the UK found over 50% of art therapists in adult cancer care working with people in the palliative phase.

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43

Vivancos, Roberto, Giovanni Leonardi, and Alex J. Elliott. Health protection surveillance. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198745471.003.0021.

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This chapter provides a broad definition of surveillance in relation to health protection, including infections, environmental hazards, and health delivery. Surveillance systems include active, passive, and sentinel surveillance, and guidelines are provided for assessing the quality of surveillance data. Surveillance tools include the statutory notification of diseases, laboratory reporting, and prevalence surveys. In addition, syndromic surveillance, the (near) real-time collection of data has become increasingly used, facilitated by increasing use of digital data collection within health care settings and the availability of other digital data sources (e.g. social media). Other surveillance types include event-based surveillance (e.g. during major sporting events), and environmental surveillance, including food related disease, air pollution and chemical hazards. The chapter finally brings these together in integrated surveillance and the use of such surveillance in health planning and assessment.

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Landa, Alla, Marina Makous, and Brian A. Fallon. Treating Somatic Symptom Disorder and Illness Anxiety in Integrated Care Settings. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0016.

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Somatic symptom and illness anxiety disorders are highly prevalent conditions that are not adequately recognized and treated in many countries around the world. This chapter reviews the best world practices in diagnosing and treating these conditions in integrated care settings. The authors suggest that a paradigm shift in the health care culture and organizational structure toward the abandonment of mind–body dualism and establishment of a biopsychosocial model of care is essential for successful identification and treatment of these challenging disorders. This includes the integration of medical, psychiatric, and special psychosomatic treatments; a multidisciplinary team approach; and stepped organization of care. Targeting the multidisciplinary teams of clinicians and health care organizations and using a systems approach to health care reorganization, this chapter highlights treatment approaches and care pathways for these conditions that have been shown to be clinically effective and to reduce costs and inefficient use of health care resources.

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Schneck, Christopher. Treating Depression and Bipolar Disorder in Integrated Care Settings. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0012.

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Primary care clinics are the de facto treatment settings for patients with major depression and bipolar disorder. Primary care patients with mood disorders are more difficult to assess and treat than patients without such disorders, often have comorbid medical and psychiatric conditions, and require greater practice resources for optimal management. Because current treatment of mood disorder patients in primary care settings is often minimally adequate, changes in overall management strategies are needed to improve outcomes. This chapter describes pathways by which primary care providers can implement an integrated care and collaborative model likely to improve patient outcomes. It describes the epidemiology and costs of mood disorders, as well as basic pharmacologic and psychosocial approaches useful in primary care settings. Depressed patients who are refractory to treatment and patients with bipolar disorder are more complicated to manage and almost always require collaboration with a behavioral health specialist and a consulting psychiatrist.

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Weis, J. Rebecca. Early Childhood Mental Health. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0008.

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Compelling research indicates that the mental health trajectory of an individual begins before birth. Engaging with parents and young children based on risk factors for future mental health problems allows an opportunity to guide the trajectory in a positive direction. When behavioral and emotional problems do emerge, intervening early has a much better chance of helping the child get back on track with social–emotional development before issues become entrenched. Using a case example, this chapter highlights the importance of developing systems within health care and other settings for early identification and treatment of both parental and early childhood mental health problems. Specific strategies for implementation of screening, assessment, and intervention are explored in depth for parents and young children.

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Maloney, Michael P., Joel Dvoskin, and Jeffrey L. Metzner. Mental health screening and brief assessments. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0011.

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Screening and assessment are a core component of psychiatric care in any setting. In jails and prisons, the process, structure, content and timing of screenings and assessments are vital parts of the healthcare system. While the number of incarcerated persons is clear, the actual number of incarcerated prisoners who suffer from a mental disorder or independent psychiatric symptoms is difficult to determine because of methodological issues (e.g., different definitions of mental illness, different thresholds of severity, etc.) as well as wide variation in the nature (e.g. prison, jail, police lockup), size, and mental health service delivery systems of various settings. However, despite differences in methodology, geographic area, and other issues (e.g., types of facility, when studies were conducted, etc.), virtually every relevant study has concluded that a significant number of prisoners have serious mental illnesses and that the numbers of mentally ill prisoners are increasing. Because people with mental illnesses are at risk of suicide and exacerbations of their mental illnesses, correctional institutions need to identify such persons in a timely manner and provide appropriate clinical interventions. This chapter addresses the initial mental health screening of persons entering prisons and jails, with a special emphasis on suicide risk screening and follow-up clinical assessments of prisoners whose receiving or intake screening results suggest the likelihood that treatment or suicide prevention efforts will be necessary.

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Veatch, Robert M., Amy Haddad, and E. J. Last. Mental Health and Behavior Control. Edited by Robert M. Veatch, Amy Haddad, and E. J. Last. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190277000.003.0013.

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This chapter focuses on the special challenges of ethical problems in mental health and behavioral health settings. The basic elements of informed consent, the special problems with decisional capacity, and the right to refuse treatment are examined in the light of mental health practice. The controversy that results from various understandings and meanings of the cause and treatment of mental illness are explored. Pharmacological and medical therapies such as electroconvulsive therapy and aversive therapy are discussed, with a focus on the parties who are in a position to judge the risks and benefits of such therapies. The interests of third parties are also explored as justification for overriding a patient’s autonomy because of potential serious harm to others.

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Merkesdal, Sonja, and Wilfried Mau. Health economics. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0031.

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The economic burden of rheumatic diseases for society, various payers, and last but not least the individual patient has been increasingly recognized. In addition to the well-known impact of back pain and osteoarthritis, the upcoming new and expensive therapies have made this issue especially intriguing in the treatment of rheumatoid arthritis (RA). A mean international estimate of the total annual costs of RA, mainly consisting of direct resource consumption and indirect costs due to productivity losses relating to paid work, comes to about €5600. Other inflammatory rheumatologic diseases (ankylosing spondylitis, psoriatic arthritis, lupus erythematosus) generate similar costs. The implementation of expensive biological drugs in rheumatic care has also led to the pressing need to determine the relation of their costs and clinical outcome (e.g. quality-adjusted life-years, QALYs) in order to compare different treatment strategies in defined patient groups. In RA the health-economic evidence for the cost-effectiveness of biologicals is already quite substantial in terms of treatment of early and advanced RA, as last option treatment of patients refractory to TNF inhibitors. Their cost-effectiveness as first line treatment is less clear. All biologicals have proved their cost-effectiveness in various settings depending on patient selection. It has been clearly demonstrated that adherence to the current guidelines, including monitoring of their effectiveness. leads to cost-effective scenarios. In TNF-refractory RA, abatacept and rituximab have proved to be economically favourable strategies. Economic data on other inflammatory rheumatic entities is relatively sparse. Incomplete long-term and observational data are still the most prominent gaps in health-economic evidence relating to rheumatic disorders.

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Stein, Dan J., and James Giordano. Neuroethics and global mental health: Establishing a dialogue. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198786832.003.0030.

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At first glance, neuroethics and global mental health would seem to have relatively little in common; the former is often focused on the use or misuse of novel and specialized neurotechnologies in specialized or high-income settings, while the latter is often focused on the scaling up of existing treatments in primary care settings in low- and middle-income countries. On closer examination, however, they have significant overlapping concerns and approaches that may be mutually empowering. They both (1) take a naturalist and empirical approach to their questions of interest, (2) are concerned with both disease and with well-being, (3) embrace human rights and patient empowerment, and (4) hold a deep appreciation for human diversity. This chapter considers each of these areas and argues for the importance of conversation and collaboration between neuroethics and global mental health toward a truly international neuroethics.

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