The EPIKE approach can be used successfully to identify the needs of adolescents across the digital divide to inform the design and development of mHealth apps.

Objective: This study evaluated the effectiveness of adding EMDR to the routine treatment regimen of child therapists. Method: Thirty-nine child guidance center clients were randomly assigned to an experimental group that received EMDR plus the center’s routine treatment package or a control group that received only the center’s routine treatment package. Results: Analyses of variance found no significant differences in Child Behavior Checklist scores between groups. Subanalyses conducted for 33 clients with elevated pretest scores found moderate effect sizes that approached, but fell short of, statistical significance. Conclusions: These findings raise doubts about notions that EMDR produces rapid and dramatic improvements with children whose emotional and behavioral problems are not narrowly connected to a specific trauma and who require improvisational deviations from the standard EMDR protocol. Further research is needed in light of the special difficulties connected to implementing the EMDR protocol with clients like those in this study.

An emerging best practice of addressing health and improving health disparities in communities is ensuring that academic health centers (AHCs) are engaged with area schools, primary care practices, and community advocates as equal partners in research, services, and programs. The literature documents the importance of ensuring that academic-community collaboration is based on equity, trust, and respect, and that there is capacity (time and resources) and a shared culture (language, skills, and applied knowledge) for accomplishing mutual goals in academic-community research partnerships. It is also essential that an academic-community collaboration results in tangible and measurable goals and outcomes for both the target community and the AHC. Currently, the models for implementing best practices in community health partnerships, especially training programs, are limited. This paper article summarizes the goals and outcomes for the Community Leaders Institute (CLI), a six-week innovative leadership development training program designed to enhance academic-community research, integrate the interests of community leaders and AHC researchers, and build research capacity and competencies within the community. Based on two years of outcome data, the CLI is achieving its intended goals of engaging faculty as trainer-scholars while promoting academic-community partnerships that align with community and AHC priorities. The training and collaborative research paradigm utilized by the CLI has served to accelerate AHC-community engagement and integration efforts, as CLI graduates are now serving on AHC steering, bioethics, and other committees.

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