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Approximately one in five adolescents in the United States has a mental health concern and suicide is the second leading cause of death in this population. It is vital to prepare nurse practitioner (NP) students with the required skills to assess and manage youth with suicidal ideation. Unfortunately, it is challenging for NP students to accumulate these critical competencies due to limited preceptors and the infrequent presentation of suicidality in certain clinical sites. Furthermore, the serious nature of a child in mental health crisis often requires students to take a passive role while deferring direct patient care to the clinical preceptor. Objective structured clinical examinations (OSCEs) can deliver high-quality, simulated, active-learning experiences necessary to build the skills and confidence needed to care for youth with suicidal ideation. The current article discusses the collaborative development and implementation of an innovative OSCE designed for pediatric and psychiatric–mental health NP students. [ Journal of Psychosocial Nursing and Mental Health Services, 59 (8), 7–13.]

Child sexual abuse is a problem of epidemic proportions resulting in lifelong physical and mental health consequences for victims. Most child sexual abuse victims never disclose and do not receive needed treatment. Clearly, pediatric healthcare providers must understand the dynamics of child sexual abuse to better identify and protect potential victims. Forensic nurses are at the forefront of caring for victims of sexual abuse and are strong voices in the education of parents, community members, and other healthcare professionals regarding sexual abuse. Forensic nurses with a deeper understanding of child sexual abuse perpetrators will be better able to educate the public and advocate for children at risk for sexual abuse. In this article, specific types of child sexual abuse perpetration will be explored, and implications for forensic nursing will be discussed.

Adverse childhood experiences in young children result in negative outcomes as trauma affects brain development. In child welfare services, early recognition of delayed social−emotional skills and treatment referral is essential in reducing the effects of trauma. This quality improvement pilot project implemented an evidence-based social−emotional screening protocol using the Ages and Stages Questionnaire: Social Emotional-2 screening tool for very young children placed in out-of-home care through the county's child welfare system. Findings showed significant improvement in identification of children younger than 3 years with social−emotional concerns (p < .0001) and significant improvement in referral of those children positively identified (p = .0130). Ongoing use of the protocol was recommended, because it showed improved identification and referral for young children in the child welfare system with social−emotional concerns that were potentially trauma related. Further collaboration between child protective services, pediatric medical systems, and pediatric mental health systems is needed to facilitate traumainformed care for children in the child welfare system. J Pediatr Health Care. (2019) 33, 675−683 KEY WORDSTrauma, social−emotional, child welfare Childhood trauma is a prominent issue in the United States. The U.S. Department of Health and Human Services, Administration for Children and Families (2018) data shows that in 2016, an estimated 676,000 children were victims of childhood trauma and maltreatment. The Substance Abuse and Mental Health Services Administration (2014) defines trauma as an event or series of experiences that are physically or emotionally harmful and have lasting effects on an individual's functioning and well-being. Adverse childhood experiences (ACEs) are stressful events occurring before 18 years old that can cause childhood trauma and include physical abuse, sexual abuse, neglect, exposure to violence,