Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth

Autor/inn/en	Holland, Melissa; Hawks, Jessica; Morelli, Lauren C.; Khan, Zainab
Titel	Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth
Quelle	In: Contemporary School Psychology, 25 (2021) 1, S.12-26 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00341-6
Schlagwörter	Crisis Intervention; Risk Assessment; At Risk Persons; Youth; Self Destructive Behavior; Symptoms (Individual Disorders); Telecommunications; COVID-19; Pandemics; Mental Health Programs; School Health Services; Access to Health Care; Barriers; Best Practices; Behavior Modification; Metacognition; Prevention + Suchen Sie Ihr Suchwort? Krisenintervention; Risikoabschätzung; Risikogruppe; Jugend; Jugendlicher; Jugendalter; Self destrucive behaviour; Selbstzerstörung; Psychiatrische Symptomatik; Telekommunikationstechnik; Schuleingangsuntersuchung; Behaviour modification; Verhaltensänderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Prävention; Vorbeugung
Abstract	For the last decade, there has been growing concern regarding the rising rates of youth engagement in self-injury and suicide. The worldwide outbreak of the coronavirus disease 2019 (COVID-19) has elevated these concerns due to increased risk factors pertaining to social, family, economic, and health stressors, in addition to changes to typical routines and support systems. Unfortunately, there are many barriers to at-risk youth being able to access evidence-based mental health services including cost, lack of trained providers, transportation issues, and physical distancing due to the pandemic. Providing school-based prevention and intervention programs that promote social, emotional, and behavioral well-being helps to address many of these barriers. This article highlights important considerations to providing these services in a school-based telehealth modality. Symptom clusters that put youth at risk of harm to self are described. Best practice therapeutic modalities that can be disseminated in a school-based telehealth modality, such as cognitive behavior therapy, dialectical behavior therapy, and mindfulness-based approaches, are reviewed. Although there is growing empirical literature for these school-based prevention and intervention approaches, additional research is needed to determine how to best support at-risk youth remotely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01