No abstract

Our findings give additional support to the recent changes made in the DSM-5, including the introduction of the "performance only" specifier and the removal of the "generalized" specifier to promote the dimensional approach of the number of social fears.

This four-year, school-community health improvement project addressed fragmentation and under-utilization of services of an at risk population in a county in central Pennsylvania. A population profile was developed that included demographic, attitudinal, and behavioral information as well as information related to liabilities and assets that affect resiliency and decrease or increase the likelihood of academic success. The profile was used in the planning and implementation of risk-reduction strategies that promote a healthy family and, in turn, a healthy community. More than 50 local, state, and national organizations as well as individuals volunteered or provided services at each school. The project produced a 22% increase in parental involvement in school activities; a 15% increase in parental involvement in educational sessions; a 22% increase in volunteers within the school; and a 75% decrease in truancy.

BACKGROUND The Pennsylvania Youth Survey (PAYS) is administered biennially to adolescents; it covers knowledge, attitudes, and behaviors about risk and protective factors. PURPOSE This study explored 8th, 10th, and 12th grade students' attitudes and beliefs about current trends regarding drugs, alcohol, and mental health. METHODS We asked persons a series of questions in semi‐structured focus groups (102 participants) while they were being presented with the PAYS data. RESULTS Participants expressed significant insight on root causes of risk behaviors. They recommended a decreased emphasis on grades and class rank, and recommended addressing mental health stigma, educating about vaping and marijuana effects, and obtaining support from families, schools, and communities. CONCLUSION Youth expressed interest in being an integral part of the planning and decision‐making efforts that impact them. Our results support the Whole School, Community, and Child (WSCC) model.