The Role of Telemental Health, Tele-consultation, and Tele-supervision in Post-disaster and Low-resource Settings.

PURPOSE OF REVIEW: The goal of this paper was to review recent literature and provide recommendations regarding the use of telemental health, with a focus on tele-consultation and tele-supervision in post-disaster and low-resource settings, including the impact of COVID-19. RECENT FINDINGS: The latest research on mental health needs in low-resource settings has identified a high need for mental health services for difficult-to-reach and underserved populations. Research on tele-consultation and tele-supervision was reviewed and found that tele-consultation and tele-supervision to be an effective modality for insuring quality mental health care delivery in low-resource settings. Additionally, two case studies were included which illustrate the use of both tele-consultation and tele-supervision in low-resource low- and middle-income settings. The paper concludes that tele-consultation and tele-supervision hold the promise to narrow the gap in quality mental health services in low-resource settings so often impacted by disaster and conflict. The authors recommend that telemental health training be developed that specifically enhances consultants' and supervisors' skills in tele-consultation and tele-supervision.

Change in depression across adolescence: The role of early anger socialization and child anger.

The purpose of this longitudinal study was to examine the relations of early socialization of anger with change in adolescent depression, and moderation by child anger. Using a sample of low-income, ethnic minority children at familial risk for psychopathology in the United States (n = 92; ages 3-5; 53% female; 65% African American; 27% Latina/o), early anger socialization (i.e., parent response to child anger) was tested as a predictor of change in depression from preadolescence to adolescence [i.e., age 8 (n = 63), 11 (n = 58), and 13 (n = 44)]. A videotaped parent-child interaction was coded for parental socialization of preschooler anger, and psychiatric interviews of depression were conducted three times across preadolescence and adolescence. Major depression diagnoses increased from preadolescence to adolescence. Latent growth modeling indicated parent discouragement of child anger was a significant predictor of an increase in the child's later depression from preadolescence to adolescence, and child anger intensity was a significant moderator.

Refugee school consultation effects on teacher self-efficacy, self-care, and peer consultation skills.

Guided by a participatory culture-specific consultation model, this study contributes to an understanding of the effectiveness of school consultation with teachers of refugee students. The goal of the present study was to determine the impact of an individual consultation intervention with refugee teachers on their self-efficacy and self-care, in addition to their peer consultation skills. The participants were 109 teachers at refugee schools in Malaysia, most of whom were refugees (91% refugees; 73% female). Of the 109 participants, 84 teachers were coconsultants with psychology graduate students; all 109 were individual consultees. The study used a two-timepoint design with the outcomes of self-reported teacher self-care; teacher self-efficacy in the management of refugee student emotion regulation and emotional engagement; and consultation skills. Additionally, consultee-reported goal attainment, consultation effectiveness, and satisfaction were collected. The findings suggested significant latent growth from baseline to post-intervention in refugee teacher self-care and self-efficacy in the management of student emotion regulation and emotional engagement in addition to the growth of their consultation skills. The effect sizes were large for latent growth of teacher self-efficacy in promoting student emotion regulation, behavior, and emotional engagement (d = 1.19, 1.01, 1.02); the effect size for self-care was medium (d = .62). Growth was not dependent on dosage, age, gender, or consultee education, with the exception of teacher self-efficacy in management of emotional engagement which was dependent on dosage. After the intervention, the consultees reported that they completed their consultation goals at a higher level than expected, were satisfied with the consultation, and found the consultants to be helpful. The discussion situates the findings in relevant theory, research, and the culture-specific context. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Understanding relations among early family environment, cortisol response, and child aggression via a prevention experiment.

This study examined relations among family environment, cortisol response, and behavior in the context of a randomized controlled trial with 92 children (M = 48 months) at risk for antisocial behavior. Previously, researchers reported an intervention effect on cortisol response in anticipation of a social challenge. The current study examined whether changes in cortisol response were related to later child aggression. Among lower warmth families, the intervention effect on aggression was largely mediated by the intervention effect on cortisol response. Although the intervention also resulted in significant benefits on child engaging behavior, cortisol response did not mediate this effect. These findings demonstrate meaningful associations between cortisol response and aggression among children at familial risk for antisocial behavior.

An experimental test of parenting practices as a mediator of early childhood physical aggression.

BACKGROUND: Parenting practices predict early childhood physical aggression. Preventive interventions that alter parenting practices and aggression during early childhood provide the opportunity to test causal models of early childhood psychopathology. Although there have been several informative preventive intervention studies that test mediation models in older children, no such studies have been conducted with younger children at high risk for psychopathology. METHOD: Within the context of a randomized controlled trial, we examined whether changes in parenting practices mediate the effects of a family intervention on observed physical aggression among African American and Latino younger siblings of adjudicated youths. RESULTS: Improved parenting practices partially mediated the intervention effect on physical aggression. Improvements in harsh parenting, responsive parenting, and stimulating parenting explained a significant amount of the intervention effect on child physical aggression observed in the context of parent-child interactions. Parenting practices accounted for 38% of the intervention effect on physical aggression. CONCLUSIONS: There was support for the hypothesized model of the prevention of physical aggression during early childhood. Intervention benefits on parenting practices partially accounted for intervention effects on physical aggression in young high-risk children.

Individual versus peer grit: Influence on later individual literacy achievement of dual language learners.

The objective of this short-term longitudinal study was to examine individual versus classroom peer effects of grit on later individual literacy achievement in elementary school. The dual language learner, largely Latina/o sample included students from the 3rd through the 5th grades. Participants completed a literacy achievement performance task at 3 time points over 4 months, in addition to student-reported grit at the first time point. Classroom peer grit, not individual grit, was a strong, significant predictor of an individual's later literacy achievement, adjusting for previous literacy achievement, age, gender, home language, and classroom clusters. (PsycINFO Database Record

Maternal responsivity to infants in the "High Chair" assessment: Longitudinal relations with toddler outcomes in a diverse, low-income sample.

Infant-parent interactions occur across many situations, yet most home-based assessments of parenting behaviors are conducted under conditions of low stress, such as free play. In this study, low-income mothers from the Early Head Start Research and Evaluation Project were observed at home interacting with their 14-month-olds in the mildly stressful "High Chair" assessment (n=1718 dyads). This methodological study tested whether High Chair maternal responsiveness and detachment predicted later toddler cognitive and emotion outcomes, over and above equivalent maternal predictors during free play. High Chair responsiveness and detachment were significant, although modest, predictors of child cognitive and emotion outcomes, over and above maternal responsiveness and detachment during free play; except High Chair responsiveness did not predict the emotion outcome. There were no significant differences between ethnic groups in prediction of outcomes. Results are discussed in terms of the methodological value of assessing parenting behaviors across diverse situations and populations.

Do parents respond in different ways when children feel different emotions? The emotional context of parenting.

When children experience emotions, do they view their primary caregiver as reacting in a different manner depending on the children's different emotions? Parental socialization of negative emotions and child psychopathology were examined among 161 inner city youth ages 11-14 years. These early adolescents were more likely to perceive their parents as responding in a different manner to different emotions than responding in the same way to different emotions. In addition, we asked if emotion-specific socialization strategies tell us more about child psychopathology than global socialization strategies do. Exploratory analyses suggest that a mixture of both emotion-specific and global socialization strategies may best predict child psychopathology. It remains important to clarify the emotional context of socialization strategies.