constraint induced movement therapy.pptxibtesaam huma
Constraint induced movement therapy
Dr. Quazi Ibtesaam Huma (MPT)
Dr. Suvarna Ganvir (Phd, Prof & HOD)
Dept. of Neurophysiotherapy
DVVPF’s College of Physiotherapy
Content
Introduction
History of CIMT
Components of CIMT
Population for CIMT
Advantages of CIMT
Recent advances
Introduction
History of CIMT
CIMT is based on research by Edward Taub ,his hypothesize that the non use was a learning mechanism and calls this behavior “Learned non-use”.
It was observed that patients with hemiparesis did not use their affected extremity .
Overcoming learned non use
Mechanisms of CIMT
Population for CIMT
Stroke
Traumatic Brain Injury
Spinal Cord Injury
Multiple Sclerosis
Cerebral Palsy
Brachial Plexus Injury
Advantages of CIMT
Overall greater improvement in function than traditional treatment.
Highly researched and credible treatment approach.
There are brain activity and observed gray matter reorganization in primary motor, cortices and hippocampus.
Increase social participation
Components Of CIMT
Types of CIMT
Restraining Tools for CIMT
Minimal Requirement of hand function for CIMT
Recent Advances
The EXCITE Trial: Retention of Improved Upper Extremity Function Among Stroke Survivors Receiving CI Movement Therapy.(2008)
The Extremity Constraint Induced Movement Therapy Evaluation (EXCITE) demonstrated that CIMT administered 3-9 months post-stroke, resulted in statistically significant and clinically relevant improvement in upper extremity function during the first year compared to those achieved by participants undergoing usual and customary care.
This study was the first randomized clinical trial to examine retention and improvements for the 24 month period following CIMT therapy in a subacute sample.
Study design - single masked cross-over design, with participants undergoing adaptive randomization to balance ,gender, prestroke dominant side, side of stroke, and level of paretic arm function across sites.
CIMT was delivered up to 6 hours per day, 5 days per week for 2 weeks.
Subsequent evaluations were made after the two week period, and at 4, 8, and 12 months.
Because the control group was crossed over to receive CIMT after one year.
Primary outcome measures – Wolf Motor Function Test
Motor Activity Log
Secondary outcome measure - Stroke Impact Scale (SIS)
were assessed at each of these time intervals, was administered only at baseline, 4, 12, 16 and 24 month evaluations.
Result :There was no observed regression from the treatment effects observed at 12 months after treatment during the next 12 months for the primary outcome measures of WMFT and MAL.
In fact, the additional changes were in the direction of increased therapeutic effect. For the strength components of the WMFT the changes were significant (P < .05) Secondary outcome variables, including the SIS, exhibited a similar pattern.
Conclusion: Mild to moderately impaired patients who are 3-9 months post-stroke demonstrate
Brunnstrom Approach
Brunnstrom's Approach (SIGNE BRUNNSTROM)
Objectives: ➢ Discuss the concepts and principles underlying Brunnstrom’s approach ➢ Brunnstrom recovery stages ➢ Treatment principles & techniques
★ Brunnstrom’s approach was developed by the physical therapist from Sweden in the early 1950’s
★ Brunnstrom used motor control theory and observations of the patients'
★ Procedure: In a “trial & error” fashion ★ Later modified: in light of neurophysiological knowledge
Introduction: Reflex Theory Movement is controlled by stimulus-response. Reflexes are the basis for movement: reflexes are combined into actions that create behavior. Hierarchical Theory Characterized by a top-down structure, in which higher centers are always in charge of lower centers.
● When the CNS is injured, as, in a cerebrovascular accident, an individual goes through an “evolution in reverse”. Movement becomes primitive, reflexive, and automatic.
● Changes in tone and the presence of reflexes are considered a normal process of recovery.
● Movement recovery tends to be stereotypic.
● Patients exhibit only a few stereotypic movement patterns: Basic Limb Synergies.
● Based on observations of recovery following a stroke, this approach makes use of associated reactions, tonic reflexes, and the development of basic limb synergies to facilitate movements.
● The use of such a procedure is temporary.
Basic Limb Synergies:
● Normal synergistic movements are purposeful movements with maximum precision and minimum waste of energy.
● Basic limb synergy (BLS) does not permit the different combinations of muscles.
● BLS is considered primitive, automatic, and reflexive due to loss of inhibitory control from higher centers.
● Mass movement patterns in response to a stimulus or voluntary effort both Gross flexor movement (Flexor Synergy) Gross extensor movement (Extensor Synergy) Combination of the strongest component of the synergies (Mixed Synergy)
● Appear during the early spastic period of recovery
Upper Limb Flexor Synergy: Scapula: Retraction / Elevation Shoulder: Abduction and External rotation Elbow: Flexion Forearm: Supination Wrist and Finger: Flexion Lower Limb Extensor Synergy: Pelvis: posterior tilt Hip: Extension, Adduction & Internal rotation Knee: Extension Ankle: Plantarflexion Toes: Flexion Upper Limb Extensor Synergy: Scapula: Protraction / Depression Shoulder: Adduction and Internal rotation Elbow: Extension Forearm: Pronation Wrist: Extension Finger: Flexion Lower Limb Flexor Synergy: Pelvis: anterior tilt Hip: Flexion, Abduction & External rotation Knee: Flexion Ankle: Dorsiflexion Toes: Extension
Upper Limb Mixed Synergy: Scapula retraction Shoulder add.+IR Elbow flexion Forearm pronation Wrist & fingers flexion Lower Limb Mixed Synergy: Pelvis post tilt hip add.+IR Knee extension Ankle & toes plantarflexion
Rubrospinal tract Vestibulospinal tract
Associated Reactions
Primitive Reflexes
constraint induced movement therapy.pptxibtesaam huma
Constraint induced movement therapy
Dr. Quazi Ibtesaam Huma (MPT)
Dr. Suvarna Ganvir (Phd, Prof & HOD)
Dept. of Neurophysiotherapy
DVVPF’s College of Physiotherapy
Content
Introduction
History of CIMT
Components of CIMT
Population for CIMT
Advantages of CIMT
Recent advances
Introduction
History of CIMT
CIMT is based on research by Edward Taub ,his hypothesize that the non use was a learning mechanism and calls this behavior “Learned non-use”.
It was observed that patients with hemiparesis did not use their affected extremity .
Overcoming learned non use
Mechanisms of CIMT
Population for CIMT
Stroke
Traumatic Brain Injury
Spinal Cord Injury
Multiple Sclerosis
Cerebral Palsy
Brachial Plexus Injury
Advantages of CIMT
Overall greater improvement in function than traditional treatment.
Highly researched and credible treatment approach.
There are brain activity and observed gray matter reorganization in primary motor, cortices and hippocampus.
Increase social participation
Components Of CIMT
Types of CIMT
Restraining Tools for CIMT
Minimal Requirement of hand function for CIMT
Recent Advances
The EXCITE Trial: Retention of Improved Upper Extremity Function Among Stroke Survivors Receiving CI Movement Therapy.(2008)
The Extremity Constraint Induced Movement Therapy Evaluation (EXCITE) demonstrated that CIMT administered 3-9 months post-stroke, resulted in statistically significant and clinically relevant improvement in upper extremity function during the first year compared to those achieved by participants undergoing usual and customary care.
This study was the first randomized clinical trial to examine retention and improvements for the 24 month period following CIMT therapy in a subacute sample.
Study design - single masked cross-over design, with participants undergoing adaptive randomization to balance ,gender, prestroke dominant side, side of stroke, and level of paretic arm function across sites.
CIMT was delivered up to 6 hours per day, 5 days per week for 2 weeks.
Subsequent evaluations were made after the two week period, and at 4, 8, and 12 months.
Because the control group was crossed over to receive CIMT after one year.
Primary outcome measures – Wolf Motor Function Test
Motor Activity Log
Secondary outcome measure - Stroke Impact Scale (SIS)
were assessed at each of these time intervals, was administered only at baseline, 4, 12, 16 and 24 month evaluations.
Result :There was no observed regression from the treatment effects observed at 12 months after treatment during the next 12 months for the primary outcome measures of WMFT and MAL.
In fact, the additional changes were in the direction of increased therapeutic effect. For the strength components of the WMFT the changes were significant (P < .05) Secondary outcome variables, including the SIS, exhibited a similar pattern.
Conclusion: Mild to moderately impaired patients who are 3-9 months post-stroke demonstrate
Brunnstrom Approach
Brunnstrom's Approach (SIGNE BRUNNSTROM)
Objectives: ➢ Discuss the concepts and principles underlying Brunnstrom’s approach ➢ Brunnstrom recovery stages ➢ Treatment principles & techniques
★ Brunnstrom’s approach was developed by the physical therapist from Sweden in the early 1950’s
★ Brunnstrom used motor control theory and observations of the patients'
★ Procedure: In a “trial & error” fashion ★ Later modified: in light of neurophysiological knowledge
Introduction: Reflex Theory Movement is controlled by stimulus-response. Reflexes are the basis for movement: reflexes are combined into actions that create behavior. Hierarchical Theory Characterized by a top-down structure, in which higher centers are always in charge of lower centers.
● When the CNS is injured, as, in a cerebrovascular accident, an individual goes through an “evolution in reverse”. Movement becomes primitive, reflexive, and automatic.
● Changes in tone and the presence of reflexes are considered a normal process of recovery.
● Movement recovery tends to be stereotypic.
● Patients exhibit only a few stereotypic movement patterns: Basic Limb Synergies.
● Based on observations of recovery following a stroke, this approach makes use of associated reactions, tonic reflexes, and the development of basic limb synergies to facilitate movements.
● The use of such a procedure is temporary.
Basic Limb Synergies:
● Normal synergistic movements are purposeful movements with maximum precision and minimum waste of energy.
● Basic limb synergy (BLS) does not permit the different combinations of muscles.
● BLS is considered primitive, automatic, and reflexive due to loss of inhibitory control from higher centers.
● Mass movement patterns in response to a stimulus or voluntary effort both Gross flexor movement (Flexor Synergy) Gross extensor movement (Extensor Synergy) Combination of the strongest component of the synergies (Mixed Synergy)
● Appear during the early spastic period of recovery
Upper Limb Flexor Synergy: Scapula: Retraction / Elevation Shoulder: Abduction and External rotation Elbow: Flexion Forearm: Supination Wrist and Finger: Flexion Lower Limb Extensor Synergy: Pelvis: posterior tilt Hip: Extension, Adduction & Internal rotation Knee: Extension Ankle: Plantarflexion Toes: Flexion Upper Limb Extensor Synergy: Scapula: Protraction / Depression Shoulder: Adduction and Internal rotation Elbow: Extension Forearm: Pronation Wrist: Extension Finger: Flexion Lower Limb Flexor Synergy: Pelvis: anterior tilt Hip: Flexion, Abduction & External rotation Knee: Flexion Ankle: Dorsiflexion Toes: Extension
Upper Limb Mixed Synergy: Scapula retraction Shoulder add.+IR Elbow flexion Forearm pronation Wrist & fingers flexion Lower Limb Mixed Synergy: Pelvis post tilt hip add.+IR Knee extension Ankle & toes plantarflexion
Rubrospinal tract Vestibulospinal tract
Associated Reactions
Primitive Reflexes
Hello everyone here I upload mckenzie exrercise basic details and some of its position.Its technique for use to cervical, Lumabar pain relief via particular position.Thank you.
This presentation give an upto date insightful information on balance/postural assessment and key domains of Occupational Therapy during assessment of balance using different scales.
Muscle energy technique, a manual therapy technique with a long term history and 8 variations which can be used in various condition to treat muscle as well as joints. This slide show consists of detailed history, variations/types and summary of MET in detail.
Defining, classifying and measuring functioning and disability in DSM5Bedirhan Ustun
DSM5 has changed the requirements for describing the clinical significance of a DSM category. Now there it is required that "impairment" criteria is specified in accordance with the ICF ( International Classification of Functioning Disability and Health ) and operationally measured with the WHODAS 2.0;
Hello everyone here I upload mckenzie exrercise basic details and some of its position.Its technique for use to cervical, Lumabar pain relief via particular position.Thank you.
This presentation give an upto date insightful information on balance/postural assessment and key domains of Occupational Therapy during assessment of balance using different scales.
Muscle energy technique, a manual therapy technique with a long term history and 8 variations which can be used in various condition to treat muscle as well as joints. This slide show consists of detailed history, variations/types and summary of MET in detail.
Defining, classifying and measuring functioning and disability in DSM5Bedirhan Ustun
DSM5 has changed the requirements for describing the clinical significance of a DSM category. Now there it is required that "impairment" criteria is specified in accordance with the ICF ( International Classification of Functioning Disability and Health ) and operationally measured with the WHODAS 2.0;
College of Social Sciences
Master of Science in Counseling
Treatment Plan
Client Name:
Date:
Clinical Placement Student:
Type of service (check one): FORMCHECKBOX
Individual FORMCHECKBOX
Family FORMCHECKBOX
Child FORMCHECKBOX
Couple
1. Target Problem
Specific/Short Term Goals:
Objectives:
Strategies/Interventions to Achieve Goals:
2. Target Problem
Specific/Short Term Goals:
Objectives:
Strategies/Interventions to Achieve Goals:
Monthly Review date: ___________________________________
Client Signature: _______________________________________ Date:
Counseling Student Signature: ____________________________ Date:
Supervisor Signature: ___________________________________ Date:
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40
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The following data represents the daily telephone calls received at a call center:
A.- Use five classes and prepare: frequency distribution, histogram, polygon and warhead. What is the form of distribution? Which graph shows the shape of the distribution?
B- Prepare the dot plot and stem and stem diagram for ungrouped data. Compare these two graphs with the histogram and the previously made polygon.
Title
ABC/123 Version X
1
Obsessive Compulsive, Trauma, Psychotic, and Personality Disorders and Psychometrics
CCMH/547 Version 2
1
University of Phoenix MaterialObsessive Compulsive, Trauma, Psychotic, and Personality Disorders and Psychometrics
Complete the following table by choosing four disorders from the DSM-5’s obsessive compulsive, trauma, psychotic, and personality disorders categories. Align your chosen disorders with the psychometric tests that may be used to assess them.
Psychological disorder
DSM-5 diagnostic criteria for the psychological disorder
Applicable psychometric test
Description of the psychometric test (50–100 words each)
Obsessive Compulsive Disorder (OCD)
Obsessive Compulsive Disorder (OCD) is present by the following symptoms. Reoccurring thoughts and urges, or images that are experienced, at some time during the disturbance. Attempts to ignore or stop such thoughts that urges, or images to neutralizes with some other thoughts or actions by a compulsion. Repetitive behaviors e.g. handwashing, ordering, checking (Achim, Maziade, Raymond, et al, 2011).
Brief Obsessive-compulsive Scale (BOCS), a self-rating measure for obsessive-compulsive disorder (OCD), which has been around for a couple of decades and is widely used in Sweden. However, to begin an evidence - based assessment is used to rule out any other mental illness. It is stated that “obsessive–compulsive symptoms can be difficult to assess, given that they are often manifested internally, and individuals with OCD may not be inclined to recognize and report symptoms” (Rapp, A., Bergman, ...
Before moving through diagnostic decision making, a social worke.docxtaitcandie
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cited. Utilize the o.
Identifying and Treating Individuals and Families Experiencing Early and Acut...Sarah Amani
The main objective of this online workshop was to raise awareness about symptoms of psychosis and how to support individuals and families experiencing prodrome, early and acute psychosis in different settings ranging from primary care, community mental health and acute hospital
Name Professor Course Date Sexual Harassment .docxroushhsiu
Name
Professor
Course
Date
Sexual Harassment Essay Outline
I. Introduction
A. Background
1. Despite ongoing public campaigns designed to prevent sexual harassment,
this destructive behavior continues to be a widespread issue in the United
States. Sexual harassment is particularly rampant on college campuses,
where 62% of female students and 61% of male students report having
been victims of this form of mistreatment, according to the AAUW
Educational Foundation. Most of the harassment is noncontact, but about
one-third of students are victims of physical harassment.
B. Thesis Statement
1. Although mass media and news outlets alike tend to shy away from the
sexual harassment problem occuring across our campuses nationwide,
universities are failing to protect their students from sexual harassment
resulting in mental health damage of both males and females in all parts of
the nation
II. Body
A. Sexual Harassment Amongst Both Genders
1. Female Sexual Harassment In Comparison
a) Statistics Regarding Harassment Committed Against
b) General Concerns Over Safety Amongst Females
2. Male Sexual Harassment In Comparison
a) Statistics Regarding Harassment Committed Against
b) Lack of Awareness That Men Can Also Experience Harassment
On College Campuses
B. Sexual Harassment Being Neglected Nationwide
1. Lack of Media Coverage & Lack of Awareness
a) Disregard Of A Widespread Issue Going On In Our Nation
b) People Not Taking Sexual Harassment Seriously/Not Being Aware
of It
2. Lack of Knowledge Regarding Universities Legal Duty to Protect
Students
a) Title XI Law of 1972
b) Title VII of the Civil Rights Act of 1964
C. Sexual Harassment’s Effect on Students Experiencing It
1. Short Term Mental Effects
a) People Disregarding and Neglecting People Who Claim Sexual
Harassment Can Cause Them Insecurity and Hopelessness
b) People Tend To Blame Themselves For Being Harrassed
2. Long Term Mental Effects
a) Depression and Inability To Trust Others
b) Can Lead To Drastic Effects Like Turning To Drugs Or
Committing Suicide, It is Afterall A Form Of Bullying
III. Conclusion
A. The failure of our nations awarness and our universities inability to abide to the
law by protecting our students has resulted in many students being permanently
damaged from sexual harassment
B. We the people of the United States have gone through all the proper legal
measures in order to guarantee the youths safety when attending college
universities; yet these laws along with their $60,000 tuitions do not seem to be
enough motivation for these universities to abide to the law. Does a student need
to be found dead in the middle of the campus in order to get the message across?
Psychiatric Diagnostic Screening Questionnaire
Review of The Psychiatric Diagnostic Screening Questionnaire by MICHAEL G. KAVAN, Associate Dean for Student Affairs and Associate Professor of Family Medicine, Creighton University Sch ...
Assessment MeasuresA growing body of scientific evidence favors .docxfestockton
Assessment Measures
A growing body of scientific evidence favors dimensional concepts in the diagnosis of mental disorders. The limitations of a categorical approach to diagnosis include the failure to find zones of rarity between diagnoses (i.e., delineation of mental disorders from one another by natural boundaries), the need for intermediate categories like schizoaffective disorder, high rates of comorbidity, frequent not-otherwise-specified (NOS) diagnoses, relative lack of utility in furthering the identification of unique antecedent validators for most mental disorders, and lack of treatment specificity for the various diagnostic categories.
From both clinical and research perspectives, there is a need for a more dimensional approach that can be combined with DSM’s set of categorical diagnoses. Such an approach incorporates variations of features within an individual (e.g., differential severity of individual symptoms both within and outside of a disorder’s diagnostic criteria as measured by intensity, duration, or number of symptoms, along with other features such as type and severity of disabilities) rather than relying on a simple yes-or-no approach. For diagnoses for which all symptoms are needed for a diagnosis (a monothetic criteria set), different severity levels of the constituent symptoms may be noted. If a threshold endorsement of multiple symptoms is needed, such as at least five of nine symptoms for major depressive disorder (a polythetic criteria set), both severity levels and different combinations of the criteria may identify more homogeneous diagnostic groups.
A dimensional approach depending primarily on an individual’s subjective reports of symptom experiences along with the clinician’s interpretation is consistent with current diagnostic practice. It is expected that as our understanding of basic disease mechanisms based on pathophysiology, neurocircuitry, gene-environment interactions, and laboratory tests increases, approaches that integrate both objective and subjective patient data will be developed to supplement and enhance the accuracy of the diagnostic process.
Cross-cutting symptom measures modeled on general medicine’s review of systems can serve as an approach for reviewing critical psychopathological domains. The general medical review of systems is crucial to detecting subtle changes in different organ systems that can facilitate diagnosis and treatment. A similar review of various mental functions can aid in a more comprehensive mental status assessment by drawing attention to symptoms that may not fit neatly into the diagnostic criteria suggested by the individual’s presenting symptoms, but may nonetheless be important to the individual’s care. The cross-cutting measures have two levels: Level 1 questions are a brief survey of 13 symptom domains for adult patients and 12 domains for child and adolescent patients. Level 2 questions provide a more in-depth assessment of certain domains. These measures were ...
Respond to the post bellow by comparing your assessment tool .docxcwilliam4
Respond to the post bellow
by comparing your assessment tool to theirs.
NOTE: my assessment tool: The patient Health Questionnaire (PHQ-9
Main Post
According to the American Academy of Child and Adolescent Psychiatry (1995), children and adolescents are evaluated due to psychiatric disorders that impair emotional, cognitive, physical, and/or behavioral functioning. The child or adolescent is evaluated in the context of the family, school, community, and culture. The purpose and aims of the clinical diagnostic assessment are to determine whether psychopathology is present and, if so, to establish a differential diagnosis and tentative diagnostic formulation, to develop a treatment recommendation and plan, or to communicate the above findings in an appropriate fashion to the parents and child. In addition, the aims of the assessment process are to identify the stated reasons and factors leading to the referral, to assess the nature and severity of the child's behavioral difficulties, functional impairments, subjective distress, and to identify individual, family, or environmental factors that may potentially account for, influence, or ameliorate these difficulties. When assessing children, parents’ interviews and school functioning reports are necessary.
The assessment tool I will discuss in this post is the Screen for Child Anxiety Related Emotional Disorders (SCARED). Per the University of Pittsburg (2019), SCARED is a child and parent self-report instrument used to screen for childhood anxiety disorders including general anxiety disorder, separation anxiety disorder, panic disorder, and social phobia. In addition, it assesses symptoms related to school phobia. The SCARED consists of 41 items and 5 factors that parallel the DSM-IV classification of anxiety disorders. The child and parent versions of the SCARED have moderate parent-child agreement and good internal consistency, test-retest reliability, and discriminant validity, and it is sensitive to treatment response
Target population
:
Children ages 8-18 years
Intended users
:
Clinicians and Psychiatrists
Time to Administer
:
10 minutes
Completed by
:
Children and Parents
How to Use SCARED
: SCARED is a questionnaire with scales that describes how people feel. Clients read each phrase and decide if it is “Not True or Hardly Ever True” or “Somewhat True or Sometimes True” or “Very True or Often True”. Then, for each sentence, they fill in one circle that corresponds to the response that seems to describe them for the last 3 months. After each phrase and circles, there are abbreviations of the various disorders. Therefore,
a total score of >25 may indicate the presence of an
Anxiety Disorder
. Scores higher than 40 are more specific.
A score of 7 for items 1, 6, 9, 12, 15, 18, 19, 22, 24, 27, 30, 34, 38 may indicate
Panic Disorder or Significant Somatic Symptoms (PN).
A score of 9 for items 5, 7, 14, 21, 23, 28, 33, 35, 37 may.
AQUÍ QUEREMOS COMPARTIR ESTE ARTICULO QUE, AUNQUE ESTÁ EN INGLÉS, SOLO TENEMOS QUE SUBIRLO AL TRADUCTOR DE GOOGLE Y ¡LISTO! ESTARÁ A NUESTRA DISPOSICIÓN. ES A CERCA DEL TRASTORNO DE IDENTIDAD DISOCIATIVO.
ESPERAMOS QUE LES SEA DE AYUDA. GRACIAS.
NOTA: EL AUTOR DEL ARTICULO Y DEMÁS DETALLES BIBLIOGRÁFICOS SE ENCUENTRAN EN LA PORTADA O AL FINALIZAR EL DOCUMENTO.
Emotional intelligence-as-an-evolutive-factor-on-adult-with-adhdRosa Vera Garcia
ADHD adults exhibit deficits in emotion recognition, regulation, and expression. Emotional intelligence (EI) correlates with better life performance and is considered a skill that can be learned and developed. The aim of this study was to assess EI development as ability in ADHD adults, considering the effect of comorbid psychiatric disorders and previous diagnosis of ADHD. Method: Participants (n = 116) were distributed in four groups attending to current comorbidities and previous ADHD diagnosis, and administered the Mayer–Salovey–Caruso Emotional Intelligence Test version 2.0 to assess their EI level. Results: ADHD adults with comorbidity with no previous diagnosis had lower EI development than healthy controls and the rest of ADHD groups. In addition, ADHD severity in childhood or in adulthood did not influence the current EI level. Conclusion: EI development as a therapeutic approach could be of use in ADHD patients with comorbidities.
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
Co-Chairs, Lenard A. Adler, MD, and Oren Mason, MD, prepared useful Practice Aids pertaining to ADHD for this CME activity titled “Overcoming Challenges in the Recognition and Management of Adult ADHD in Primary Care: Optimizing Outcomes to Reduce Disease Burden and Improve Quality of Life.” For the full presentation, downloadable Practice Aids, and complete CME information, and to apply for credit, please visit us at https://bit.ly/3kMSUjb. CME credit will be available until December 22, 2022.
Co-Chairs, Lenard A. Adler, MD, and Oren Mason, MD, prepared useful Practice Aids pertaining to ADHD for this CME activity titled “Overcoming Challenges in the Recognition and Management of Adult ADHD in Primary Care: Optimizing Outcomes to Reduce Disease Burden and Improve Quality of Life.” For the full presentation, downloadable Practice Aids, and complete CME information, and to apply for credit, please visit us at https://bit.ly/3kMSUjb. CME credit will be available until December 22, 2022.
Similar to Psychiatry assessment for physiotherapist (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
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Biological screening of herbal drugs: Introduction and Need for
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. Present complaint
The date of onset and was the onset slow or sudden?
Why and precisely how has the person presented at this
time?
What precipitated the problem?
The severity and its course and effect on work and
relationships
physical effects on appetite, sleep and sexual drive.
Previous episodes, including dates, treatments and
outcomes of similar episodes.
The description of the problem - patient's insight into their
situation.
Some patients may deny the existence of a problem and it
may be necessary to obtain a history of the illness from a
family member or close friend.
4. Personal history
Work history:
Marital history
relationship history with others (intimate or sexual relationships)
Family history: close family, including names, ages and their past and present mental
and physical health.
Illegal activities/violence: criminal record and any previous episodes of violence or
other acts of aggression.
Present social situation
Pre morbid personality
Character traits.
Confidence.
Religious and moral beliefs.
Ambitions and aspirations.
Social relationships with family, friends, workmates.
Alcohol and illicit drug misuse (past and present).
Full current drug history (prescribed medications, self-prescribed, or recreational).
5. Mental state assessment
Mini Mental State Examination (MMSE)
Cognitive Impairment Screening
Screening Depression
Appearance and behaviour: appearance, motor
behaviour, attitude to situation and examiner.
Speech: rate, volume, quantity of information; disturbance
in language or meaning.
Mood and affect: mood
(eg depressed, euphoric, suspicious); affect (eg
restricted, flattened, inappropriate).
6. Content of thought: delusions, suicidal thoughts, amount of
thought and rate of production, continuity of ideas.
Perception: hallucinations, other perceptual disturbances
(derealisation; depersonalisation; heightened/dulled perception).
Cognition: level of consciousness, memory
(immediate, recent, remote), orientation
(time, place, person), concentration: serial 7s, abstract thinking.
Insight: extent of the individual's awareness of the problem
Assessing suicidal attempts/intent
7. Physical examination and investigations
To exclude physical (organic) causes for current mental
problems.
Investigations
eg blood tests for anaemia
B12 deficiency
TFTs or syphilis serology, may be required depending on
the presentation.
8. Clinical assessment
Clinical cognitive assessment in those with suspected
dementia should include examination of attention and
concentration, orientation, short-term and long-term
memory, praxis, language and executive function.
Formal neuropsychological testing should form part of
the assessment in cases of mild or questionable
dementia.
9. The General Practitioner Assessment of Cognition
(GPCOG)
The GPCOG –
It has been found to be reliable and superior to the
Abbreviated Mental Test (AMT) and to the Mini Mental
State Examination (MMSE), in detecting dementia. The
two-stage method of administering the GPCOG had a
sensitivity of 0.85 and a specificity of 0.86.Patient
interviews took less than four minutes to administer and
informant interviews less than two minutes.
10. The Mini Mental State Examination
The MMSE was developed by psychiatrists and is highly regarded.
The test takes only about 10 minutes, but is limited because it will
not detect subtle memory losses, particularly in well-educated
patients.
People from different cultural groups, or of low intelligence or
education, may score poorly .
The MMSE provides measures of orientation, registration
(immediate memory), short-term memory (but not long-term
memory) as well as language functioning.
Scores of 25-30 out of 30 are considered normal; NICE classify 2124 as mild, 10-20 as moderate and <10 as severe impairment
The MMSE may not be an appropriate assessment if the patient
has learning, linguistic/communication or other disabilities
11. The Six Item Cognitive Impairment Test (6CIT)
Developed in 1983, the 6CITbecause of recognition by
The Royal College of General Practitioners together with
new computerised versions, its usage is increasing.
The 6CIT is a much newer test than the AMT
Appear to be culturally and linguistically translatable with
good probability statistics
more complex scoring system.
12. Informant Questionnaire on Cognitive Decline in the
Elderly (IQCODE)
When combined with cognitive tests, such as the
MMSE, the IQCODE provides a useful overview and hence
sensitivity and specificity as a screening test can be
improved.
The questionnaire asks how the patient compares today
with ten years ago in various activities, eg remembering
birthdays and recalling conversations.
13. Abbreviated Mental Test
The AMTis a quick to use screening test that was first
introduced in 1972 but is less widely used today.
Developed by geriatricians,
Best known test in general hospital usage
Lacks validation in primary care and screening populations.
Its disadvantages are the ability to be confounded by
intelligence, age, social class, sensitivity of hearing and history
of stroke.
A four point AMT has been developed which should be easier
to administer than the original ten point version and may
obviate some of these problems.
14. Test Your Memory (TYM) Test
This is a useful screening test, particularly where clinician
time is limited. The test involves:
Orientation.
Ability to copy a sentence.
Semantic knowledge.
Calculation.
Verbal fluency.
Similarities.
Naming.
Visuospatial abilities.
Recall of a copied sentence.
15. Initial screening in patients who may have
depression
During the last month have you been feeling
down, depressed or hopeless?
During the last month have you often been bothered by
having little interest or pleasure in doing things?
If patients with a chronic physical illness answers 'yes' to either
question, the following three questions should be asked:
During the last month, have you often been bothered by:
Feelings of worthlessness?
Poor concentration?
Thoughts of death
16. Assessing newly diagnosed patients
Three tools are recommended in the Quality and Outcomes
Framework (QOF) guidance.
Patient Health Questionnaire (PHQ-9): this is a nine-item questionnaire which helps
both to diagnose depression and to assess severity. It is based directly on the diagnostic
criteria for major depressive disorder in the Diagnostic and Statistical Manual - Fourth
Edition (DSM-IV). It takes about three minutes to complete. Scores are categorised as
minimal (1-4), mild (5-9) , moderate (10-14), moderately severe (15-19) and severe
depression (20-27). It can be downloaded free from the internet.
Hospital Anxiety and Depression (HAD) Scale: despite its name, this has been
validated for use in primary care. It is designed to assess both anxietyand depression. It
takes about 5 minutes to complete. The anxiety and depression scales each have seven
questions, and scores are categorised as normal (0-7), mild (8-10), moderate (11-14)
and severe (15-21).
Beck Depression Inventory® - Second Edition (BDI-II): this also uses DSM-IV
criteria. it takes about five minutes to complete. It is an assessment of the severity of
depression and is graded as minimal (0-13), mild (14-19), moderate (20-28) and severe
(29-36). It consists of 21 items to assess the intensity of depression in clinical and
normal patients. Each item is a list of four statements arranged in increasing severity
about a particular symptom of depression. It is also not free but can be purchased from
the supplier's website.
17. SPECIFIC TOOLS for depression
Children's Depression Inventory (CDI) and Reynolds' Child
Depression Scale (RCDS). Both of these can be used on
children aged over 7.
The Center for Epidemiologic Studies Depression Scale (CES-D)
and Reynolds' Adolescent Depression Scale (RADS) are more
suitable for adolescents.
The Edinburgh Postnatal Depression Scale (EPDS) - a selfrating scale - is for puerperal depression.
The Geriatric Depression Scale (GDS) is suitable for older
patients. Center for Epidemiologic Studies (CES), Beck and
Zung depression assessment tools can also be used in the
elderly.
The Cornell Scale for Depression in Dementia (CSDD) is
suitable for patients with dementia.
18. The Modified Scale for
Suicidal Ideation
The purpose of this scale is to assess the presence or
absence of suicide ideation and the degree of severity
of suicidal ideas.
The time frame is from the point of interview and the
previous 48 hours.
19. SPIRITUALITY AND RESILIENCE
ASSESSMENT PACKET
A.
Measuring a Resilient Worldview: The
IPPA
1. Control Dimension: Self Confidence During
Stress
2. Meaning Dimension: Life Purpose and
Satisfaction
3. Unifying Concept: Confidence in Life and Self
B.
Measuring Internalized Spirituality: The
INSPIRIT
1. Religion and Spirituality as Overlapping
Concepts
2. Characteristics of Internalized
Spirituality
20. Perinatal and infants 0–2 years
Examples of Parenting—Knowledge, Skills and Attitudes
relevant measures
The Parenting Scale (Arnold et al. 1993)
Parenting Sense of Competence Scale (Gibauld-Wallston &
Wandersmann 1978)
Parent Behaviour Checklist (Fox 1990)
Parenting Stress Index (Abidin 1990)
Abuse and Neglect
Child Abuse Potential Inventory (Milner 1986).
Child Development
Neonatal Behavioural Assessment Scale (Brazelton 1973)
Denver Developmental Screening Test II (Frankenberg et al. 1990)
Griffiths Mental Development Scales (Griffiths 1954)
Bayley Scales of Infant Development (Bayley 1993)
Depression (postnatal)
Edinburgh Depression Scale (Cox, Holden & Sagovsky 1987)
Family Functioning and Couple Relationship Satisfaction
Family Adaptability and Cohesion Scales III (Olson, Bell & Portner
1985)
Outcomes and indicators, measurement tools Dyadic Adjustment Scales (Spanier 1976) and abbreviated version
(Sharpley & Rogers 1984)
ENRICH Short Form (Fowers & Olson 1993) and databases 53
Family APGAR (Smilkstein 1978)
Structural Family Interaction Scale (Perosa, Hansen & Perosa 1981)
McMaster Family Assessment Device (Epstein et al. 1983)
Family Environment Scale (Moos & Moos 1981)
21. Toddlers and preschoolers 2–4 years
Examples of Parenting—Knowledge, Skills and Attitudes
relevant measures The Parenting Scale (Arnold et al. 1993)
Parenting Sense of Competence Scale (Gibauld-Wallston &
Wandersmann 1978)
Parent Behaviour Checklist (Fox 1990)
Parent–Child Relationship Inventory (Gerard 1994)
Parenting Stress Index (Abidin 1990)
Abuse and Neglect
Child Abuse Potential Inventory (Milner 1986)
Child Development Screening Measures
Denver Developmental Screening Test-II (Frankenberg et al. 1990)
The Language Development Survey (Rescorla 1989)
Griffiths Mental Development Scales: Scale 2 (Griffiths 1954)
Family Functioning and Couple Relationship Satisfaction
Family Adaptability and Cohesion Scales III (Olson, Bell & Portner
1985)
Family APGAR (Smilkstein 1978)
Structural Family Interaction Scale (Perosa, Hansen & Perosa 1981)
McMaster Family Assessment Device (Epstein et al. 1983)
Family Environment Scale (Moos & Moos 1981)
Dyadic Adjustment Scales (Spanier 1976) and abbreviated version
(Sharpley & Rogers 1984)
ENRICH Short Form (Fowers & Olson 1993)
Child Behaviour Problems and Disorders
The Preschool Behaviour Questionnaire (Behar 1977).
Preschool Behaviour Checklist (McGuire & Richman 1986)
Child Behaviour Checklist (Achenbach 1992)
22. Children 5–11 years
Conners Rating Scales—Revised (Conners 1997)
Examples of Parenting Skills, Knowledge and
Attitudes
relevant measures Parenting Sense of Competence
Scale (Gibauld-Wallston &
Wandersmann 1978)
Parent–Child Relationship Inventory (Gerard 1994)
Parenting Stress Index (Abidin 1990)
Parenting Skills Inventory (Nash & Morrison 1984)
The Parenting Scale (Arnold et al. 1993)
Alabama Parenting Questionnaire (Shelton, Frick & Wooton 1996)
Abuse and Neglect
Child Abuse Potential Inventory (Milner 1986)
Family Functioning and Couple Relationship Satisfaction
Family Adaptability and Cohesion Scales III (Olson, Bell & Portner
1985)
Family APGAR (Smilkstein 1978)
Structural Family Interaction Scale (Perosa, Hansen & Perosa 1981)
McMaster Family Assessment Device (Epstein et al. 1983)
Family Environment Scale (Moos & Moos 1981)
Dyadic Adjustment Scales (Spanier 1976) and abbreviated version
(Sharpley & Rogers 1984)
ENRICH (Fowers & Olson 1993)
Child Mental Health/Behaviour Problems and Disorders
Child Behaviour Checklist (Achenbach 1991) Parent and Teacher
Report
Diagnostic Interview Schedule for Children (DISCIV; Shaffer 1996)
Schedule for Affective Disorders and
Schizophrenia for School-Age
Children (K-SADS-IV-R; Ambrosini & Dixon, and KSADS-E,
Orvaschel, 1995)
Anxiety Interview Schedule for Children–
Parent/Child (ADIS-C;
Albano & Silverman 1996)
Ohio Youth Problems, Functioning and
Satisfaction Scales (Ogles,
Davis & Lunnen 1998)
Strengths and Difficulties Questionnaire
(Goodman 1997)
Health of the Nation Outcome Scales for Children
and Adolescents
(HoNOSCA; Gowers et al. 1999a,b)
Children’s Global Assessment Scale (CGAS; Shaffer
et al. 1983)
Positive and Negative Syndrome Scale for
Children (Kiddie-PANSS;
Fields et al. 1994)
23. Disorder Specific Measures
Depression
Children’s Depression Inventory (Kovacs 1992)
Reynolds Child Depression Scale (Reynolds 1989)
Outcomes and indicators, measurement tools and databases
59
Anxiety
Revised Children’s Manifest Anxiety Scale (Reynolds &
Richmond
1978; 1985)
Spence Children’s Anxiety Scale (Spence 1998)
State-Trait Anxiety Inventory for Children (Spielberger 1973)
Self-esteem
Culture-Free Self-Esteem Inventories (Battle 1992)
Coopersmith Self-Esteem Inventories (Coopersmith 1982)
Piers-Harris Children’s Self-Concept Scale (Piers 1984)
Optimistic/Pessimistic Thinking Styles
Children’s Attributional Style Questionnaire (Seligman et al.
1994)
Sense of connectedness to school and community
[available measures were not examined]
Mental health literacy
[available measures were not examined]
Acceptance and valuing of cultural diversity
[available measures were not examined]
Children’s Social Skills and Social Competence [not
examined in
audit]
Social Skills Questionnaires (Parent, Child, Teacher
Versions;
Spence 1995)
Social Skills Rating System (Gresham & Elliot 1990)
Social Support and Social Networks
Survey of Children’s Social Support (Dubow & Ullman
1989)
Teacher behaviour, skills and attitudes re: mental
health and resilience
skill building
[available measures were not examined]
Social facilities and resources
[available measures were not examined]
Type and number of school and community activities
appropriate to
children and families
[available measures were not examined]
Level of bullying in schools
[available measures were not examined
24. Young people 12–17 years
Youth Mental Health and Emotional/Behaviour Problems
Child Behaviour Checklist (Achenbach 1991)Youth, Parent and
Teacher Report
Ohio Youth Functioning and Satisfaction Scales (Ogles, Davis &
Lunnen 1998)
Diagnostic Interview Schedule for Children (DISC-IV; Shaffer, 1996)
Schedule for Affective Disorders and Schizophrenia for School-Age
Children (K-SADS-IV-R; Ambrosini & Dixon, and K-SADS-E,
Orvaschel, 1995)
Anxiety Interview Schedule for Children-Parent/Child
(Albano & Silverman 1996)
Composite International Diagnostic Interview (CIDI; Robins et al. 1988)
Strengths and Difficulties Questionnaire (Goodman 1997)
Health of the Nation Outcome Scales for Children and Adolescents
(HoNOSCA; Gowers et al. 1999 a,b)
Children’s Global Assessment Scale (CGAS; Shaffer et al. 1983)
25.
Disorder Specific Measures
Depression
Children’s Depression Inventory (Kovacs 1992)
Reynold’s Adolescent Depression Scale (Reynolds 1987)
Beck Depression Inventory (BDI; Beck 1961) and BDI-2 (Beck et al.
1996)
Centre for Epidemiological Studies Depression Scale (Radloff 1977)
Outcomes and indicators, measurement tools and databases 63
Anxiety
Revised Children’s Manifest Anxiety Scale (Reynolds & Richmond
1978; 1985)
State-Trait Anxiety Inventory for Children (Spielberger 1973)
Spence Children’s Anxiety Scale (Spence 1998)
Eating Disorders
Children’s Eating Attitudes Test (Maloney et al. 1988)
Eating Attitudes Test -26 (EAT-26; Garner et al. 1982)
Eating Disorder Inventory (EDI)Garner, Olmsted & Polivy 1983)
and EDI-2, Garner 1991)
Body Esteem Scale (Franzoi & Shields 1984)
Drug and alcohol abuse
Personal Experiences Screening Questionnaire (Winters 1992)
Westminster Substance Use Questionnaire (Adelekan, Gowers &
Singh 1994)
Psychosis
Brief Psychiatric Rating Scale (BPRS; Overall & Gorham 1962)
Early Signs Scale (ESS; Birchwood et al. 1989)
Positive and Negative Syndrome Scale (PANSS; Kay, Fiszbein &
Opler 1987)
Positive and Negative Syndrome Scale for Children (Kiddie-PANSS;
Fields et al. 1994)
Hopelessness, Suicidal Ideation
Hopelessness Scale for Children (Kazdin et al. 1983)
Beck Scale for Suicide Ideation (Beck, Kovaks & Weismann 1979)
Modified Scale for Suicidal Ideation (Miller et al. 1986)
Suicide Probability Scale (Cull & Gill 1989)
The Beck Hopelessness Scale (Beck et al. 1974)
Youth Quality of Life
Comprehensive Quality of Life Scale-Student (Cummins et al. 1994)
Perceived Life Satisfaction Scale (Smith et al. 1987)
Student Life Satisfaction Scale (Huebner 1991)
Coping and Problem Solving
Adolescent Coping Scale (Frydenberg & Lewis 1993)
Coping Strategies Inventory (Tobin, Holroyd & Reynolds 1989)
Problem Solving Inventory (D’Zurilla, Nezu & Maydeu-Olivares
Self-Esteem and Self-image
Coopersmith Self-Esteem Inventories (Coopersmith 1982)
Self Perception Profile (Harter 1988)
64 National Action Plan for Promotion, Prevention and Early
Intervention for Mental Health 2000
Children’s Social Skills and Social Competence [not examined
in
audit]
Social Skills Questionnaires (Parent, Child, Teacher Versions;
Spence 1995)
Social Skills Rating System (Gresham & Elliot 1990)
Optimistic/Pessimistic Thinking Styles
Children’s Attributional Style Questionnaire (Seligman et al.
1994)
Sense of Connectedness to School and Community
Social Connectedness Scale (Lee & Robbins 1995)
Mental Health Literacy
[available measures were not examined]
Acceptance and Valuing of Cultural Diversity
Cultural Tolerance Scale (Gasser & Tan 1999)
Quick Discrimination Index (Ponterotto et al. 1995)
Motivation to Control Prejudice Scale (Dunton & Fazio 1997)
Social Support and Social Networks
Survey of Children’s Social Support (Dubow & Ullman 1989)
Inventory of Socially Supportive Behaviours (Barrera 1981)
Social Facilities and Resources
[available measures were not examined]
Audit of type and number of school and community activities
appropriate to young people
Parenting skills and parenting stress among parents of
adolescents
Parenting Stress Index (Abidin 1990)
Parenting Skills Inventory (Nash & Morrison 1984)
26. Adults
Mental Health and Wellbeing
relevant measures General Health Questionnaire (GHQ 60; 30; 28; 12; Goldberg
1972, 1978)
Mental Health Inventory (MHI; Viet & Ware 1983)
Short Form-36 Health Survey Questionnaire (SF-36; Ware et al.
1993)
Brief Symptom Inventory (BSI; Derogatis & Spencer 1982)
Outcomes and indicators, measurement tools and databases 71
Composite International Diagnostic Interview (CIDI; Robins et al.
1988)
Diagnostic Interview Schedule (DIS; Robins et al. 1981)
Symptom Checklist-90 Revised (SCL-90; Derogatis, Lipman & Covi
1973)
Life Skills Profile (LSP; Rosen, Hadzi-Pavlovic & Parker 1989)
Health of the Nation Outcome Scales (HoNOS; Wing, Curtis &
Beevor 1996)
Global Assessment Scale (GAS; Endicott, Spitzer & Fleiss 1976)
Global Assessment of Functioning Scale (GAFS; American Psychiatric
Association 1994)
27. Disorder Specific Measures
Depression
Beck Depression Inventory (BDI; Beck 1961) and BDI-2 (Beck et al.
1996)
Depression Anxiety Stress Scale (Lovibond & Lovibond 1995)
Centre for Epidemiological Studies Depression Scale (Radloff 1977)
Zung Self Rating Depression Scale (Zung 1965)
Anxiety
State-Trait Anxiety Inventory (Spielberger 1983)
Beck Anxiety Inventory (Beck & Steer 1988)
Eating Disorders
Eating Attitudes Test -26 (EAT-26; Garner et al. 1982)
Eating Disorder Inventory (EDI) Garner, Olmsted & Polivy 1983)
and EDI-2 (Garner 1991)
Eating Disorder Examination-Self Report Questionnaire (Fairburn &
Beglin 1994)
Drug and Alcohol Abuse
Alcohol Use Disorders Identification Test (Saunders et al. 1993)
Alcohol Dependence Scale (Skinner & Allen 1982)
The Short Michigan Alcoholism Screening Test (SMAST; Selzer,
Vinokur & van-Rooijen 1975).
Psychosis
Brief Psychiatric Rating Scale (BPRS; Overall & Gorham 1962)
Early Signs Scale (ESS; Birchwood et al. 1989)
Positive and Negative Syndrome Scale (PANSS; Kay, Fiszbein &
Opler 1987)
Hopelessness, Suicidal Ideation
Beck Scale for Suicide Ideation (Beck, Kovaks & Weismann 1979)
Modified Scale for Suicidal Ideation-MMSI (Miller et al. 1986)
Suicide Probability Scale (Cull & Gill 1989)
The Beck Hopelessness Scale (Beck et al. 1974
Quality of Life
Quality of Life Questionnaire (Greenley, Greenberg & Brown 1997)
WHOBREF/WHOQOL-100 (The WHOQOL Group 1996,1998a,b)
Comprehensive Quality of Life Scale—Adult (Cummins 1993)
Quality of Life Index (Spitzer et al. 1981)
Quality of Couple Relationship
Dyadic Adjustment Scales (Spanier 1976) and abbreviated version
(Sharpley & Rogers 1984)
ENRICH Short Form (Fowers & Olson 1993)
Mental Health Literacy
[available measures were not examined]
Coping and Problem-solving Skills
Problem Solving Inventory (D’Zurilla, Nezu & Maydeu-Olivares
1997)
Ways of Coping (Folkman & Lazarus 1980)
Multidimensional Coping Inventory (Endler & Parker 1990)
Coping Scale for Adults (Frydenberg & Lewis 1997)
Social Support and Social Networks
Inventory of Socially Supportive Behaviours (Barrera 1981)
Interview Schedule for Social Interaction (Hendlerson et al. 1980)
Social Support Questionnaire (Sarason et al. 1983)
Sense of Connectedness to Community (social connectedness)
Social Connectedness Scale (Lee & Robbins 1995)
Acceptance and Valuing Of Cultural Diversity
Cultural Tolerance Scale (Gasser & Tan 1999)
Quick Discrimination Index (Ponterotto et al. 1995)
Motivation to Control Prejudice Scale (Dunton & Fazio 1997)
Modern Racism Scale (McConahay 1983)
Intercultural Tolerance Scale (Mendleson et al. 1997)
Occupational Stress and Burnout Measures [not reviewed]
Maslach Burnout Inventory (Maslach, Jackson & Leiter 1996)
Occupational Stress Indicator (Cooper, Sloan & Williams 1988)
28. Older adults
Quality of Life, Wellbeing and Life Satisfaction
relevant measures Quality of Life Index (Spitzer et
al. 1981)
The Life Satisfaction Index A and Index B
(Neugarten, Havinghurst
& Tobin 1961)
The Life Satisfaction Index Z-13 item Version
(Wood, Wylie &
Sheafor 1969)
Lancashire Quality of Life scale (Lancashire Quality of
Life Scale,
Oliver 1992)
Mental Health and Wellbeing
Short Form-36 Health Survey Questionnaire (SF-36;
Ware et al.
1993)
General Health Questionnaire (GHQ 60; 30; 28; 12;
Goldberg
1972, 1978)
Mental Health Inventory (MHI; Viet & Ware 1983)
Outcomes and indicators, measurement tools and
databases 75
Brief Symptom Inventory (BSI; Derogatis &
Spencer 1982)
Composite International Diagnostic Interview
(CIDI; Robins et al.
1988)
Diagnostic Interview Schedule (DIS; Robins et al.
1981)
Symptom Checklist—90 Revised (SCL-90;
Derogatis, Lipman &
Covi 1973)
Life Skills Profile (LSP; Rosen, Hadzi-Pavlovic &
Parker 1989)
Health of the Nation Outcome Scales (HoNOS;
Wing, Curtis &
Beevor 1996)
Global Assessment Scale (GAS; Endicott, Spitzer
& Fleiss 1976)
Global Assessment of Functioning Scale (GAFS;
American Psychiatric
Association 1994)
29.
Disorder Specific Measures
Depression
Beck Depression Inventory (BDI; Beck 1961) and BDI-2 (Beck et
al.
1996)
Depression Anxiety Stress Scale (Lovibond & Lovibond 1995)
Centre for Epidemiological Studies Depression Scale (Radloff
1977)
Zung Self Rating Depression Scale (Zung 1965)
Geriatric Depression Scale (Yesavage et al. 1983)
Anxiety
State-Trait Anxiety Inventory (Spielberger 1983)
Beck Anxiety Inventory (Beck et al. 1988)
Eating Disorders
Eating Attitudes Test -26 (EAT-26; Garner et al. 1982)
Eating Disorder Inventory (EDI)Garner, Olmsted & Polivy 1983)
and EDI-2 (Garner 1991)
Eating Disorder Examination—Self Report Questionnaire
(Fairburn &
Beglin 1994)
Drug and Alcohol Abuse
Alcohol Use Disorders Identification Test (Saunders et al. 1993)
Alcohol Dependence Scale (Skinner & Allen 1982)
Psychosis
Brief Psychiatric Rating Scale (BPRS; Overall & Gorham 1962)
Early Signs Scale (ESS; Birchwood et al. 1989)
Positive and Negative Syndrome Scale (PANSS; Kay, Fiszbein &
Opler 1987)
Hopelessness, Suicidal Ideation
Beck Scale for Suicide Ideation (Beck, Kovaks &
Weismann 1979)
Modified Scale for Suicidal Ideation—MMSI (Miller et al.
1986)
Suicide Probability Scale (Cull & Gill 1989)
The Beck Hopelessness Scale (Beck et al. 1974)
Screening Measures for Cognitive Impairment in
Community Settings
[not reviewed in Appendix A]
Mini Mental Status Examination (Folstein, Folstein
& McHugh
1975)
Minnesota Cognitive Acuity Screen (Knopman et
al. 2000)
Measures of Stress Among Carers [not reviewed in
Appendix A]
Caregiver Strain Index (Robinson 1983)
Sense of Connectedness to Community (social
connectedness)
Social Connectedness Scale (Lee & Robbins 1995)
30. Outcomes and indicators,
measurement tools and databases
• National Action Plan for Promotion, Prevention and Early
Intervention for Mental Health 2000
•
NationalAction Plan for SuicidePrevention-Evaluation
Design Consultancy
• School of Psychology and Centre for Primary Health
Care,University of Queensland