Testing the 'Teaching Kids to Cope with Anger' Youth Anger Intervention Program in a Rural School-based Sample.

The purpose of this paper is to report the longitudinal effects of the 'Teaching Kids to Cope with Anger' (TKC-A) program on self-reported anger in rural youth. Through a randomized controlled trial, 179 youths of 14-18 years of age, from three rural high schools, were randomized into a control (n  =  86) and an intervention group (n  =  93) for eight TKC-A weekly sessions. These students completed the STAXI-2 anger instrument questionnaires at baseline, post-intervention, 6 months, and at 1 year. T-test statistics were used to analyze and compare the control and intervention groups. Through analysis of the Anger Index sub-scale of the STAXI-2 at 1 year post-intervention, a significant difference was reported between the control and intervention group. Participants reported that the TKC-A intervention was helpful in coping with emotional, behavioral, and social aspects of anger. Future research may utilize the TKC-A with youth who have anger management problems. Psychiatric-mental health nurses can screen youth for anger and be cognizant of coping skills of youth, assess for anger problems and provide health education to youth about approaches for coping with anger.

Medical emergency team response processes for behavioral health inpatient units: implications for nursing education.

Following a literature review of nurses' attitudes and perceived barriers regarding the utilization of medical emergency teams (METs) and completing key informant interviews with psychiatric nurses, a questionnaire developed by the researcher was administered to inpatient psychiatric nurses to further examine their attitudes and perceived barriers about MET utilization. Using a 23-item questionnaire, the psychiatric nurses were asked to rate each item using a 5-point Likert scale. Results indicated that nurses did not have a clear understanding of the criteria for calling a MET and also tended to seek out other staff personnel and/or a physician consultation prior to initiating a MET call. Results of this descriptive, quality improvement project were then used to revise and refine nursing education and practice regarding MET utilization.

Relationships between depressive symptoms and perceived social support, self-esteem, & optimism in a sample of rural adolescents.

Stress, developmental changes and social adjustment problems can be significant in rural teens. Screening for psychosocial problems by teachers and other school personnel is infrequent but can be a useful health promotion strategy. We used a cross-sectional survey descriptive design to examine the inter-relationships between depressive symptoms and perceived social support, self-esteem, and optimism in a sample of rural school-based adolescents. Depressive symptoms were negatively correlated with peer social support, family social support, self-esteem, and optimism. Findings underscore the importance for teachers and other school staff to provide health education. Results can be used as the basis for education to improve optimism, self-esteem, social supports and, thus, depression symptoms of teens.

Mental health and academic achievement: role of school nurses.

PURPOSE: This article discusses how school nurses promote mental health and subsequent academic achievement by screening and referral for children demonstrating mental health problems. Nursing interventions are discussed at the individual, systems, and community levels. CONCLUSION: Mental health problems can affect school performance and academic achievement. When mental health problems are not recognized, students may be unable to reach their academic potential. School nurses are in a key position to provide interventions to address mental health and academic achievement. PRACTICE IMPLICATIONS: The role of school nurses and examples of mental health collaborative activities are provided.