http://youtu.be/8Kn2LXJDxik

Make 2015 the year you try PARiConnect.

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For many of us, the holidays are a joyful time to celebrate together with family and friends. Yet for those who have recently suffered the loss of a loved one, the holidays can be an especially difficult time. What are the best ways to support someone who is grieving during the holidays?

The National Hospice and Palliative Care Organization (NHPCO), a nonprofit organization that advocates for improved end-of-life care, offers some guidance to help those who don’t know what to say or do for a grieving friend or family member. The NHPCO’s hospice professionals offer these suggestions:

1. Be supportive of the way the person chooses to handle the holidays. Some may wish to follow traditions; others may choose to avoid customs of the past and do something new. It’s okay to do things differently.


2. Offer to help the person with decorating or holiday baking. Both tasks can be overwhelming for someone who is grieving.


3. Offer to help with holiday shopping. Share catalogs or online shopping sites that may be helpful.


4. Invite the person to join you or your family during the holidays. You might invite them to join you for a religious service or at a holiday meal where they are a guest.


5. Ask the person if he or she is interested in volunteering with you during the holidays. Doing something for someone else, such as helping at a soup kitchen or working with children, may help your loved one feel better about the holidays.


6. Never tell someone that he or she should be “over it.” Instead, give the person hope that, eventually, he or she will enjoy the holidays again.


7. Be willing to listen. Active listening from friends and family is an important step to helping some cope with grief and heal.


8. Remind the person you are thinking of him or her and the loved one who died. Cards, phone calls, and visits are great ways to stay in touch.

For more information about NHPCO and their resources on grief, loss, and hospice care, visit www.nhpco.org.

Editor’s Note: This week’s blog has been written by guest author Richard Abidin, EdD. Dr. Abidin is a Professor Emeritus of Clinical and School Psychology in the Curry School of Education at the University of Virginia, where he served as Director of the Clinical Psychology program. He is the author of the Parenting Stress Index™, Fourth Edition, an inventory designed to evaluate stress in the parent-child system.

Integrative health care is a system in which quality health-care services are provided to individuals, families, and communities. One hoped-for side effect is that the cost of health care will be reduced or contained by the efficient use of resources.

I would like to briefly describe, to stimulate the thinking of others, one example of how integrative health care was done some 40 years ago.

The pediatric group practice that was caring for my own children asked me to come to their practice to discuss how to identify children who should be referred for either mental health or special education services. That request was the catalyst for creating a system of integrated psychological and medical services, and it also was the beginning of what would become the first edition of the Parenting Stress Index (PSI).

The practice provided me with a small exam room that served as my office two days per week. I was given access to the medical records of those families whom I saw or was consulted on, and I placed a copy of my notes and homework prescriptions in the patients’ files. I used the practice’s billing and support personnel, and the practice received 30% of my billings as an overhead charge.

How did the system work? I received referrals from the pediatricians or sometimes from the families themselves. The pediatricians’ referrals would come via two sources: the pediatricians’ interactions with the child or parent or the results of the Parenting Stress Index screening that I developed (and later published with PAR). I typically had a 30- to 40-minute session starting on the hour, followed by 5 minutes for notes and 15 minutes for consulting with the pediatricians or receiving a new referral.

With this system, we found that almost 100% of patients referred for mental health or special education services followed through with appointments, versus the typical referral follow-through rate of 50% or less. The high rate of follow through on the referrals was due to the pediatrician walking the parent to my office and introducing me. The parent and I would speak for a few minutes about their concerns and then set up an appointment. Eventually, the results of the PSI screening became the major generator of referrals by the pediatricians.

Over the years, the Parenting Stress Index has been refined to meet the changing needs of children, parents, and the clinicians who support them and today is in its fourth edition.

Beginning on September 14, PAR author Lisa Firestone, PhD, will be offering a six-week online eCourse entitled, “Overcome Your Inner Critic: How to Free Yourself from Imagined Limitations.”

Dr. Firestone explains, “Each of us has an ‘inner critic’ judging our every action and instructing us on how to live our lives. But how much are we letting this inner critic control us? Are our actions based on what we really feel and believe, or are we living our lives based on our inner critic’s negative programing? Learning to effectively overcome our ‘critical inner voice’ is central to all areas of life: personal development, healthy relationships, self-esteem, and career success.”

In the course, participants will learn about ways to counter self-critical thoughts, develop a healthy outlook, and focus on positive goals.

For an interesting visual introduction to the topic, be sure to check out Dr. Firestone's whiteboard animation, “The Critical Inner Voice.” For more information about the eCourse and how to sign up, visit the PsychAlive eCourses Web site.

Dr. Firestone is the Director of Research and Education at The Glendon Association and author of the Firestone Assessment of Self-Destructive Thoughts™ and the Firestone Assessment of Suicide Intent™ (FAST™-FASI™) and the Firestone Assessment of Violent Thoughts™ (FAVT™). 

 

Every day, police officers across the U.S. respond to calls involving people with mental illnesses. These individuals are often incarcerated, and nationwide jails hold 10 times as many people with serious mental illnesses as state hospitals, according to a report from Kaiser Health News.

“There are, shamefully, lots of people with public mental illness who are known to public systems, out there on the streets, very much at the risk of being victimized or engaging in conduct that could get them in trouble with the police,” says Robert Bernstein, president and executive director of the Bazelon Center for Mental Health Law, in an article in the online newsletter The Science of Us. When mentally ill persons are approached as possible perpetrators, the mental health system is failing, Bernstein says.

Michael Woody knows this scenario firsthand: on a call for the Akron, Ohio, police department several years ago, he encountered a 27-year-old mentally ill individual who threatened his life and ultimately committed suicide. This prompted him to question the small amount—just five hours—of mandatory mental health training officers were then required to take, and he pushed for more. Since then, he has become an advocate for training to help police officers de-escalate crisis situations involving the mentally ill. Today he serves as president of CIT International, a nonprofit whose primary purpose is to support mental health training for police forces across the country.

According to a recent FBI report, the expense to implement and maintain crisis intervention training (CIT) outweighs the cost of not establishing a program. Injuries to law enforcement personnel and individuals with mental illness as well as repeat calls for these issues are considerably reduced when CIT programs are in place which encourage officers to direct persons with mental illness to mental health-care facilities for treatment prior to issuing any criminal charges. This process reduces lawsuits, medical bills, and jail costs and improves the quality of life for the community, according to the FBI report.

Through the work of people like Woody and CIT International, police departments are beginning to take note and to require CIT. In San Antonio, Texas, police officers now take 40 hours of crisis intervention training, and the city has a six-person unit specially equipped to respond to 9-1-1 calls involving mental health disturbances.

The officers’ training helps them better determine whether people need to go to jail or a hospital or would be best served by being taken to the city’s Restoration Center. The centralized complex, across from the city’s homeless shelter, was built using cross-departmental resources to divert people with serious mental health illness from jail and into treatment instead. Among other things, it provides a space for police to bring arrestees to sober up, which saves them a costly trip to the emergency room. Together the CIT training and Restoration Center have saved the City of San Antonio and its police force an estimated $50 million over the past five years and at least $600,000 a year in overtime pay, according to the Kaiser Health News report.

Earlier this year, PAR was pleased to announce the publication of two new tests of intelligence and reasoning ability by Cecil R. Reynolds, PhD—the Reynolds Adaptable Intelligence Test™ (RAIT™) and the Test of General Reasoning Ability™ (TOGRA™). But what are the differences between these two new measures?

In simple terms, the difference can be summed up as “power versus speed.”

The RAIT is a powerful, comprehensive measure that assesses crystalized intelligence, fluid intelligence, and quantitative aptitude/intelligence. Designed to help educators evaluate students’ aptitude and determine eligibility for state and federal disability programs, the RAIT can also help clinicians diagnose various forms of childhood psychopathology and evaluate intelligence as part of general and neuropsychological evaluation. The RAIT takes approximately 50 minutes to administer.

The TOGRA is a speeded measure of reasoning and problem-solving. It helps human resources personnel quickly evaluate a job candidate’s abilities; it can also be used to evaluate athletes pre- and post-injury. With two equivalent, alternate forms, re-testing and progress monitoring can be done easily, without practice effects. The TOGRA takes only 16 minutes to administer.

Of course, the RAIT and TOGRA have some things in common as well. Both are designed for either individual or group administration; both work with children and adults ages 10-75 years; and both can be used in a wide variety of settings, including corporate/human resources settings, schools, inpatient and outpatient clinics, vocational support settings, and correctional facilities. The RAIT and the TOGRA are both available through the PARiConnect online testing platform as well as in a traditional paper-and-pencil format.

For a clear, colorful, at-a-glance summary of the differences between the RAIT and the TOGRA, take a look at PAR’s RAIT/TOGRA infographic. To learn more about the individual measures, please visit www.parinc.com, where you’ll find everything you need to make an intelligent decision about intelligence testing!

A recent study from the Eunice Kennedy Shriver National Institute of Child Health and Human Development shows a significant decline in the rates of both physical and verbal bullying reported by American teenagers since 1998.

Study author Jessamyn Perlus and her colleagues conducted a series of four surveys of a nationally representative sample of students in grades 6 through 10 (averaging approximately 12,500 students per survey) over a 12-year period beginning in 1998. Students were asked about the frequency with which they had been either the perpetrator or the victim of bullying behaviors in school, such as teasing, insulting, or excluding classmates; spreading negative rumors; sexual harassment; and physical abuse. The study did not include bullying activities outside of school, such as cyberbullying.

The results of the study, published in the June 2014 issue of the American Journal of Public Health (AJPH), suggest that bullying declined steadily from nearly 14 percent of students reporting incidents in 1998 to just over 10 percent in 2010. Declines were especially strong among boys and among middle school students; smaller but still significant declines were seen among girls and high school students.

Perlus is encouraged by the findings, according to an interview with U.S. News and World Report.  “In recent years, there has been more attention to anti-bullying efforts, such as prevention programs, and responses to bullying have been incorporated into school policies,” Perlus says. “We hope that these prevention efforts, and the additional attention and awareness of the problem of bullying, may be the reason for the decline.”

To read the abstract or download the full text of the study (American Public Health Association membership required for full text), visit the AJPH Web site.

As those who work in the mental health arena know all too well, the stigma associated with mental illness often prevents people from seeking the help they need. Students at the University of Leeds in the U.K. chose to confront that stigma by sharing their personal struggles with mental illness in a powerful video. Directed by the university union’s welfare officer Harriet Rankin and featuring members of the Leeds “Mind Matters” mental health support group, the video has gone viral and is now being shared by major internet news outlets in the U.K. and the U.S.

The students’ message is very simple: You are not alone, and help is available. Please take a moment to view the video now!

https://www.youtube.com/watch?feature=player_detailpage&v=kYwyzkb67pA

 

One of the most respected and widely used career interest inventories in the world has been revised and updated to meet the needs of Spanish-speaking clients.

Developed concurrently with the English version, the Self-Directed Search (SDS), 5^th Edition Spanish Version by John L. Holland, PhD and Melissa A. Messer, MHS is a self-administered, self-scored, and self-interpreted career counseling tool designed specifically for use with Spanish speakers living in the U.S. Translated by experts and reviewed by practicing bilingual counselors, the SDS Spanish components include the Assessment Booklet, the Occupations Finder, and the You and Your Career booklet; the complete SDS Spanish Kit also includes the 5^th Edition Professional Manual (in English) along with a Manual Supplement for the Spanish Version.

An online Spanish Version is also available at www.self-directed-search.com, where clients can not only take the SDS online but also receive their client reports in Spanish, as well. Visit the SDS Web site to take the SDS in Spanish or to see the new Spanish language features and resources.

 

 

When it comes to finding the right candidates for a job, what qualities and skills are most important to today’s employers? The answers may surprise you.

According to a recent survey by the National Association of Colleges and Employers (NACE), teamwork, problem solving, organizational skills, and effective communication all rated more highly than “technical knowledge related to the job” (Job Outlook 2014).

NACE collected the survey data from 208 college recruiting professionals during the summer of 2013. Respondents rated each quality/skill on a five-point scale. “Ability to work in a team structure” had an average weighted rating of 4.55. Less highly rated—but still important—qualities included “ability to obtain and process information,” “ability to analyze quantitative data,” and “ability to sell or influence others.”

How can employers evaluate a potential employee’s skills in areas that seem so subjective? Other than word-of-mouth recommendations, how can employers assess whether a candidate is a team player, an analytical thinker, or an influential leader?

The new Working Styles Assessment™ (WSA™) from PAR measures 18 distinct workplace personality constructs (or “working styles”) such as initiative, concern for others, analytical thinking, and conscientiousness. The WSA helps job seekers gain a better understanding of their personal work preferences and how they approach a variety of situations in the workplace; it also helps hiring managers identify the working styles they value in employees and select applicants based on the degree to which they fit the working styles most needed for a particular position.

To learn more about the WSA and how it can help employers and job seekers to find the right match, visit the PAR Web site today!