A Pilot for Improving Depression Care on College Campuses: Results of the College Breakthrough Series–Depression (CBS-D) Project

Abstract

Objective: To implement a pilot quality improvement project for depression identification and treatment in college health. Participants: Eight college health center teams composed primarily of primary care and counseling service directors and clinicians. Methods: Chronic (Collaborative) Care Model (CCM) used with standardized screening to identify, treat, and track depressed students for 12 weeks to monitor predetermined process and clinical outcomes. Results: Of all students receiving primary medical care services between January 2007 and May 2008, 69% (n = 71,908) were screened for depression. A total of 801 depressed students were treated and tracked; most predetermined treatment process and clinical outcome targets were achieved. Conclusion: The CCM for depression shows promise for improving depression identification and care for college students.     

Inequality and the Self: Exploring Connections from an Interactionist Perspective

Symbolic interactionism provides a major contribution to understanding inequality by illuminating the various manifestations and contexts of inequality at the micro, everyday level of social life. Drawing on a spectrum of symbolic interactionist theory and research, we examine the range of symbolic and interactional manifestations of social inequality, the consequences of being the object of patterned interactional affronts, and the strategies people use to negotiate interactional stigmatization in everyday life. We argue that symbolic interaction's unique contribution to understanding inequality results from two of the perspective's central features. First, symbolic interactionism emphasizes the necessity of investigating social life in situated social interaction. Second, it highlights social actors' capacities to interpret and construct lines of action rather than respond directly to the stimuli they encounter. Symbolic interactionist research and theory thus contribute to a more complex understanding of social stratification than that provided by perspectives focused exclusively on macroscopic structural factors.     

The Neurosequential Model of Therapeutics: An Interview with Bruce Perry

In this interview with Bruce Perry, MD, PhD, Senior Fellow of The Child Trauma Academy, Laurie MacKinnon discusses with Dr Perry developmental trauma and the Neurosequential Model of Therapeutics, an approach to clinical problem solving that utilises a developmental lens and incorporates advances in neurobiological development. Dr Perry gives his perspective on the causal connection between childhood abuse and later psychiatric diagnosis, the child's contact with a violent parent post‐separation, the importance of interventions that address the organisation and functioning of lower parts of the brain and his perspective on the use and limitations of psychotropic medications, cognitive behaviour therapy and family therapy.     

Developing Age-Friendly Cities: Case Studies From Brussels and Manchester and Implications for Policy and Practice

Developing environments responsive to the aspirations of older people has become a major concern for social and public policy. Policies and programs directed at achieving “age-friendly” communities are considered to require a wide range of interventions, including actions at the level of the social and physical environment. This article compares the age-friendly approaches of two European cities, Brussels and Manchester, with a particular focus on policies and initiatives that promote active aging in an urban context. The article examines, first, the demographic, social, and multicultural contexts of Brussels and Manchester; second, the way in which both cities became members of the World Health Organization Global Network of Age-Friendly Cities and Communities; third, similarities and differences in the age-friendly approaches and actions adopted by both cities; and fourth, opportunities and barriers to the implementation of age-friendly policies. The article concludes by discussing the key elements and resources needed to develop age-friendly cities.     

“That's So Gay!”: Examining the Covariates of Hearing This Expression Among Gay,Lesbian, and Bisexual College Students

Abstract

Objective: The investigators examined the health and well-being correlates of hearing the popular phrase “that's so gay” among gay, lesbian, and bisexual (GLB) emerging adults. Participants: Participants were 114 self-identified GLB students aged 18 to 25 years. Methods: An online survey was distributed to students at a large public university in the Midwest during winter 2009. Results: Participants’ social and physical well-being was negatively associated with hearing this phrase, specifically feeling isolated and experiencing physical health symptoms (ie, headaches, poor appetite, or eating problems). Conclusions: College professionals and student leaders must acknowledge that the phrase is a form of heterosexist harassment. As such, policies addressing diversity and harassment should address students’ use of this phrase, aiming to reduce its use. Additionally, colleges and universities should develop practices that counteract poorer well-being associated with hearing the phrase.     

Student units for practice teaching in group care

In this paper, an attempt is made to summarize the British position with regard to the use of student units in social work education. The strengths and limitations associated with student units are evaluated with respect to a practice curriculum for people intending to work in the group care field (institutional care, residential group living and day services). Finally, four different models of student unit are identified in such a way as to show how supervised experience could be organised to improve training for group care practice.     

Graduating Out of Poverty Across Generations: Unpacking Children’s Well‐being Trajectories in Burundi

Graduation model interventions represent a new wave of anti‐poverty programming that seeks to offer a sustainable pathway out of poverty. An expanding evidence base points towards positive economic outcomes at household level but little is known about impacts on child well‐being. This paper investigates children’s well‐being in Burundi during and after participation in a graduation model programme using a longitudinal mixed‐methods approach. The programme is found to improve child well‐being, particularly in relation to housing, food security and education. Covariate shocks undermine sustainability of effects but greater knowledge, experience and prioritisation of children’s needs contribute to harnessing improved outcomes.