Abstract. The aim of this study was to assess the utility of ultrasonography in a rural African hospital in Cameroon with scarce resources. A prospective questionnaire was administered and completed for each of the 1,119 consecutive cases included in the study. Among these 1,119 cases, the diagnosis made by clinicians and by echography could be verified by another means for 323 patients. Ultrasonography showed abnormal findings in 78% of the cases. In the group of 323 patients in which the diagnosis made by echography could be verified, it was correct in 95.4% of the cases, erroneous in 4.6% of the cases, judged useful for diagnosis in 67.8% of the cases, and not contributive in 27.6% of the cases. Ultrasonography was judged useful when treatment was decided upon in 62% of the cases. This study demonstrated the value of ultrasonography in the context of a developing country and the conditions by which its use could be delineated.

This article outlines a collaborative health care initiative entitled "Be Happy, Involved, and Positive (B-HIP)"-a grant-funded program through the Illinois Children's Healthcare Foundation. The B-HIP program was developed in January 2009 at the Rush-Copley Medical Center to address the previously undiagnosed mental health care needs for pediatric patients in a primary care setting. This article seeks to illustrate how, through collaborative care, efforts are being made to assess and address the mental health care needs for pediatric patients, and is furthermore an attempt to share information about implementing a pediatric mental health screening for best practices of the proposed prevention program, "B-HIP." The investigators applied the Pediatric Symptom Checklist (PSC) as a standard of care for identified pediatric patients. Along with anecdotal data of the B-HIP program, an outline of the theory, design, and implementation behind the program's inception is presented.

Over the last 5 years, the Institute on Social Exclusion (ISE) at the Adler School of Professional Psychology has developed and implemented an experiential, role-play exercise to illustrate the concept and ramifications of social exclusion. Using formerly incarcerated women as the exemplar population, this Social Exclusion Simulation (SES) shows how certain people may be denied access to the rights, resources, and opportunities required for social integration. This article evaluates the SES as a training tool for graduate students in professional psychology. Following a within-subjects repeated measures design, this study assessed participants' understanding of social exclusion using pre-and post-SES self-report measures. It evaluated 6 questions measuring meaningfulness of material presented, clarity of presentation, growth in social issues conceptualization, production of new insights, ability to maintain participants' interest levels, and the overall effectiveness of the simulation. Results indicated that the SES is an effective training tool for graduate students in professional psychology, facilitating the acquisition of knowledge about social exclusion (p < .001). Additionally, the SES appeared to promote affective learning, empathy for others, and the understanding of complex marginalizing processes. The importance of using simulations in professional training for graduate students and practitioners alike to convey mechanisms and nuanced understandings about social exclusion is discussed.

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