Technology-Based Interventions and Reducing the Burdens of Mental Illness: Perspectives and Comments on the Special Series

Kazdin, Alan E.

doi:10.1016/j.cbpra.2015.04.004

Cited by 85 publications

(69 citation statements)

References 29 publications

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“…Finally and related, thinking about the use of technology would profit from a revolution. To stretch our thinking of what technology can do, let us go beyond improved ways of reaching people to entirely new interventions (Kazdin, ). A useful distinction has been noted in a discussion of the physical Internet, which is an active area of work in industry, engineering, and manufacturing, and refers to a way of transforming how physical objects (e.g., manufactured goods) are transported, stored, supplied, and used to achieve greater efficiency as well as sustainability (Physical Internet).…”

Section: Addressing Critical Gaps In Treatmentmentioning

confidence: 99%

Addressing critical gaps in the treatment of eating disorders

Kazdin

Fitzsimmons‐Craft

Wilfley

2017

Intl J Eating Disorders

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286

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Remarkable progress has been made in developing psychosocial interventions for eating disorders and other mental disorders. Two priorities in providing treatment consist of addressing the research-practice gap and the treatment gap. The research-practice gap pertains to the dissemination of evidence-based treatments from controlled settings to routine clinical care. Closing the gap between what is known about effective treatment and what is actually provided to patients who receive care is crucial in improving mental health care, particularly for conditions such as eating disorders. The treatment gap pertains to extending treatments in ways that will reach the large number of people in need of clinical care who currently receive nothing. Currently, in the United States (and worldwide), the vast majority of individuals in need of mental health services for eating disorders and other mental health problems do not receive treatment. This article discusses the approaches required to better ensure: 1) that more people who are receiving treatment obtain high-quality, evidence-based care, using such strategies as train-the-trainer, web-centered training, best-buy interventions, electronic support tools, higher-level support and policy; and 2) that a higher proportion of those who are currently underserved receive treatment, using such strategies as task shifting and disruptive innovations, including treatment delivery via telemedicine, the Internet, and mobile apps.

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Section: Addressing Critical Gaps In Treatmentmentioning

confidence: 99%

Addressing critical gaps in the treatment of eating disorders

Kazdin

Fitzsimmons‐Craft

Wilfley

2017

Intl J Eating Disorders

Self Cite

286

234

View full text Add to dashboard Cite

show abstract

“…There is much discussion and debate in the clinical literature regarding the mounting need to expand and improve the quality of mental health service delivery (Insel & Gogtay, 2014; Kazdin, 2015; Ramsey, Lord, Torrey, Marsch, & Lardiere, 2016; Richards, 2015). For example, approximately one fifth of children (i.e., 15 million) in the United States alone meet criteria for a mental health disorder (Burns, Hogwood, & Mrazek, 1999; Kazak et al, 2010).…”

mentioning

confidence: 99%

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

Kaehler

Jacobs

Jones

2016

Clin Child Fam Psychol Rev

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There is a shift in evidence-based practice toward an understanding of the treatment elements that characterize empirically-supported interventions in general and the core components of specific approaches in particular. The evidence-base for Behavioral Parent Training (BPT), the standard of care for early-onset disruptive behavior disorders (Oppositional Defiant Disorder and Conduct Disorder), which frequently co-occur with Attention Deficit Hyperactivity Disorder, is well-established; yet, an ahistorical, program-specific lens tells little regarding how leaders, including Constance Hanf at the University of Oregon, shaped the common practice elements of contemporary evidence-based BPT. Accordingly, this review summarizes the formative work of Hanf, as well as the core elements, evolution, and extensions of her work, represented in Community Parent Education (COPE; Cunningham, Bremner, & Boyle, 1995; Cunningham, Bremner, Secord, & Harrison, 2009), Defiant Children (DC; Barkley 1987; Barkley, 2013), Helping the Noncompliant Child (HNC; Forehand & McMahon, 1981; McMahon & Forehand, 2003), Parent-Child Interaction Therapy (PCIT; Eyberg, & Robinson, 1982; Eyberg, 1988; Eyberg & Funderburk, 2011), and the Incredible Years (IY; Webster-Stratton, 1981; 1982; 2008). Our goal is not to provide an exhaustive review of the evidence-base for the Hanf-Model programs; rather, our intention is to provide a template of sorts from which agencies and clinicians can make informed choices about how and why they are using one program versus another, as well as how to make inform flexible use one program or combination of practice elements across programs, to best meet the needs of child clients and their families. Clinical implications and directions for future work are discussed.

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“…Unlike individual face-to-face therapy, technology capitalizes on the ability to reach a large proportion of the population in need of services and offers opportunities for paraprofessionals to oversee the administration of the interventions (Kazdin, 2015; Kazdin & Blaze, 2011). An effective intervention that can be delivered by paraprofessionals (or parents in their own home) would overcome barriers and reach many youth.…”

mentioning

confidence: 99%

Web-Based Parent-Training for Parents of Youth With Impairment From Anxiety

Khanna

Carper

Harris

et al. 2017

Evidence-Based Practice in Child and Adolescent Mental Health

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Child Anxiety Tales, an online web-based cognitive-behavioral parent-training program for parents of youth with anxiety, was developed and evaluated. Parents (N = 73; 59 females; 52.1% Caucasian, 42.5% African American, 4.1% Hispanic) who reported concerns about anxiety in their child (aged 7–14 yrs; Mean=10.1 ±1.6) were randomly assigned to (a) parent-training provided through Child Anxiety Tales (CAT), (b) parent-training provided via bibliotherapy (BIB), or (c) a waitlist control (WLC). Measures of parent knowledge, the acceptability of training, and child symptomatology were completed at pre- and post-parent-training and at 3-month follow-up. Findings support the feasibility, acceptability, and beneficial effects on knowledge of Child Anxiety Tales for parents of youth with impairment from anxiety.

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Technology-Based Interventions and Reducing the Burdens of Mental Illness: Perspectives and Comments on the Special Series

Cited by 85 publications

References 29 publications

Addressing critical gaps in the treatment of eating disorders

Addressing critical gaps in the treatment of eating disorders

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

Web-Based Parent-Training for Parents of Youth With Impairment From Anxiety

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