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Biomedical subjects

John Sargent

Publications and source records attributed to John Sargent.

8 recordsLinked to original sources
PubMed2005

A family approach to severe mental illness in post-war Kosovo.

This study describes the effects of a psychoeducational multiple-family group program for families of people with severe mental illness in post-war Kosovo that was developed by a Kosovar-American professional collaborative. The subjects were 30 families of people with severe mental illnesses living in two cities in Kosovo. All subjects participated in multiple-family groups and received family home visits. The program documented medication compliance, number of psychiatric hospitalizations, family mental health services use, and several other characteristics, for the year prior to the groups and the first year of the groups. The families attended an average of 5.5 (out of 7) groups, and 93% of these families attended four or more meetings. The uncontrolled pre- to post-intervention comparison demonstrated decreases in medication non-compliance and hospitalizations, and increases in family mental health service use. The program provided training for mental health professionals, led to policy change in the Ministry of Health, and resulted in dissemination to other community mental health centers. This study provides preliminary evidence that a collaboratively designed and implemented psychoeducational, multiple-family program is a feasible and beneficial intervention for families of people with severe mental illness in impoverished post-war settings.

Adult↗
PubMed2004

Progress report on the development of child abuse prevention, identification, and treatment systems in Eastern Europe.

PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts.

Awareness↗
PubMed2004

Assessment of competency in child and adolescent psychiatry training.

OBJECTIVE: Residency training programs in all areas of medicine are required to identify core competencies expected of all graduates and develop methods to assess and ensure attainment of these competencies. To assist with this process for residency programs in child and adolescent psychiatry, the Work Group on Training and Education of the American Academy of Child and Adolescent Psychiatry has developed several principles of the assessment process and compiled a variety of assessment methodologies for use in assessing competency. The principles of assessment include 1) residents should share responsibility for assessment; 2) assessment should be an open, ongoing and predictable process; 3) a wide range of evaluators should be utilized in the process; 4) residents should demonstrate competency in a variety of formats; 5) the goal is for 100% of residents to achieve core competencies. METHODS: Sample methods of assessment are provided in the report with special attention to how the method could be used in child and adolescent psychiatry. CONCLUSION: A multi-method, multi-evaluator for process of assessment is recommended.

Adolescent Psychiatry↗
PubMed2003

The ecology of attachment in the family.

In this article we outline a conceptualization of attachment processes within the family. We argue that the key elements of attachment processes are affect regulation, interpersonal understanding, information processing, and the provision of comfort within intimate relationships. Although these have been described and assessed primarily in terms of individual functioning and development, they are equally applicable in family systems, provided three farther steps are taken. First, the description of attachment processes at the individual level is applied to the family using the concept of shared frames or representations of emotions, cognitions, and behaviors. Second, there is an explicit formulation of the way in which individual and family processes are linked. Third, there is a conceptualization of the nature and quality of the dynamic between attachment and other processes in family life. In this "ecology" of family processes, those that entail heightened affect and a need to create certainty through action, particularly in response to threats to safety, attachment needs, and discipline challenges, are contrasted with exploratory processes characterized by low affect, tolerance of uncertainty, and opportunities to review existing assumptions and knowledge.

Affect↗
PubMed2001

Sample Core Competencies in Child and Adolescent Psychiatry Training: A Starting Point.

In an effort to improve the preparedness of residents to address health care needs, the Accreditation Council for Graduate Medical Education mandated that all Residency Review Committees (RRCs) incorporate the general competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice into their requirements. In response, the Psychiatry RRC mandated that child and adolescent psychiatry programs develop one competency for each of the six areas, effective January 1, 2001. To assist in this effort, the Work Group on Training and Education of the American Academy of Child and Adolescent Psychiatry has developed sample core competencies for each area. These samples are meant to serve as potential models for consideration by training programs as they develop criteria tailored to their program's unique resources and needs.

Journal Article↗