User:NickFogg/sandbox

Colon testing


 * 1. Please work
 * a. Please dear god work

1. [https://www.pnas.org/content/117/17/9284 Hofstra, B. et al.. (2020).] The diversity–innovation paradox in science. Proceedings of the National Academy of Sciences, 117(17), 9284-9291.

2. Ahmad, A. S., Sabat, I., Trump, R., & King, E. (2019). Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs. Frontiers in psychology, 10, 1305.

3. [https://www.emerald.com/insight/content/doi/10.1108/SGPE-06-2019-0057/full/html Perez, R. J. et al.. (2019)]. Graduate students’ agency and resistance after oppressive experiences. Studies in Graduate and Postdoctoral Education, 11(1), 57-71.

4. Slay, K. E., Reyes, K. A., & Posselt, J. R. (2019). Bait and switch: Representation, climate, and tensions of diversity work in graduate education. The Review of Higher Education, 42(5), 255-286.

5. Jones, H. A., Perrin, P. B., Heller, M. B., Hailu, S., & Barnett, C. (2018). Black psychology graduate students’ lives matter: Using informal mentoring to create an inclusive climate amidst national race-related events. Professional Psychology: Research and Practice, 49(1), 75.

6. Griffin, K. A., & Muñiz, M. (2015). Rethinking the structure of student recruitment and efforts to increase racial and ethnic diversity in doctoral education. International Journal of Doctoral Studies, 10, 199-216

7. Truong, K., & Museus, S. (2012). Responding to racism and racial trauma in doctoral study: An inventory for coping and mediating relationships. Harvard Educational Review, 82(2), 226-254.

8. Gildersleeve, R. E., Croom, N. N., & Vasquez, P. L. (2011). “Am I going crazy?!”: A critical race analysis of doctoral education. Equity & Excellence in Education, 44(1), 93-114.

9. Patton, L. D. (2009). My sister's keeper: A qualitative examination of mentoring experiences among African American women in graduate and professional schools. The Journal of Higher Education, 80(5), 510-537.

10. Muñoz-Dunbar, R., & Stanton, A. L. (1999). Ethnic diversity in clinical psychology: Recruitment and admission practices among doctoral programs. Teaching of Psychology, 26(4), 259–263. https://doi.org/10.1207/S15328023TOP260403

11. Effects of Race, Gender, Perceived Similarity, and Contact on Mentor Relationships (1997)
 * Ensher, E. A. & Murphy, S. E. (1997). Effects of race, gender, perceived similarity, and contact on mentor relationships. Journal of Vocational Behavior, 50, 460-481.

Research Labs

1. Pinder-Amaker S., Leary K. (2019) Changing Institutional Values and Diversifying the Behavioral Health Workforce. In: Medlock M., Shtasel D., Trinh NH., Williams D. (eds) Racism and Psychiatry. Current Clinical Psychiatry. Humana Press, Cham

2. Studying ethnic minority and economically disadvantaged populations
 * Knight, G. P., Roosa, M. W., & Umaña-Taylor, A. J. (2009). Studying ethnic minority and economically disadvantaged populations: Methodological challenges and best practices. American Psychological Association.

General Anti-Racism Education

1. Black Mental Health Resources
 * Black Emotional and Mental Health Collective
 * Black Men Heal
 * Black Mental Health Alliance
 * Black Women’s Health Imperative
 * The Boris Lawrence Henson Foundation
 * Brother, You’re on My Mind (NIMHD)
 * POC Online Classroom: Self-care
 * The Steve Fund
 * Melanin and Mental Health
 * Therapy for Black Girls

2. Not Exclusively Race-Related Equity Resources
 * LGBTQ+
 * APA guidelines for clinical practice with LGB clients
 * Gender/sex bias free language guide

3. For more general Anti-Racism Resources: (Link to HGAPS Anti-Racism Wiki Page)

Antiracism page

1. Walker, R., & Akbar, N. I. (2020). The Unapologetic Guide to Black Mental Health: Navigate an Unequal System, Learn Tools for Emotional Wellness, and Get the Help You Deserve. New Harbinger Publications.

2. Counseling the Culturally Diverse: Theory and Practice, 8th ed

3. Handbook of racial-cultural psychology and counseling
 * Volume 1: Theory and research
 * Carter, R. T. (2004). Handbook of racial-cultural psychology and counseling, Vol 1: Theory and research. John Wiley & Sons Inc.
 * Volume 2: Training and practice
 * Carter, R. T. (2004). Handbook of Racial-Cultural Psychology and Counseling, Volume 2: Training and Practice. John Wiley & Sons.

4. The influence of race and racial identity in psychotherapy: Toward a racially inclusive model
 * Carter, R. T. (1995). The influence of race and racial identity in psychotherapy: Toward a racially inclusive model (Vol. 183). John Wiley & Sons.

5. Confronting Racism: Integrating mental health research into legal strategies and reforms
 * Carter, R. T., & Scheuermann, T. D. (2019). Confronting Racism: Integrating Mental Health Research Into Legal Strategies and Reforms. Routledge.

6. Guide to Psychological Assessment with African Americans
 * Benuto, L. & Leany, B. (2015). Guide to psychological assessment with African Americans. New York: Springer.

7. Handbook of Mental Health in African American Youth
 * Noble, A., Mateen, C. & Singh, N. (2016). Handbook of mental health in African American youth. Cham: Springer Science + Business Media.

8. Multicultural Counseling Competencies: Individual and Organizational Development (Multicultural Aspects of Counseling And Psychotherapy)
 * Sue, D. (1998). Multicultural counseling competencies : individual and organizational development. Thousand Oaks, Calif: Sage.

9. Connecting Across Cultures: The Helper's Toolkit

10. The Protest Psychosis: How Schizophrenia Became a Black Disease
 * Metzl, J. M. (2014). The protest psychosis: How schizophrenia became a black disease. Boston, Mass: Beacon Press.

11. Eliminating Race-Based Mental Health Disparities: Promoting Equity and Culturally Responsive Care across Settings

12. Mental Health among African Americans: Innovations in Research and Practice

13. APA Publications
 * Dialogues on Difference: Studies of diversity in the therapeutic relationship
 * Muran, J. (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. American Psychological Association.
 * APA Handbook of Intercultural Communication
 * Matsumoto, D. E. (2010). APA handbook of intercultural communication. Walter de Gruyter & Co.
 * American Psychiatric Association Best Practices on Working with African American/Black Patients
 * Culturally Responsive Cognitive-Behavioral Therapy: Assessment, Practice, and Supervision
 * Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy

Plans for Leaders 1. Leaders of departments should establish detailed plans for increasing diversity within clinical psychology departmental faculty and graduate students
 * Plans should be actionable and measurable

2. See Concrete Steps for Recruiting, Supporting, and Advancing Underrepresented Minoritized Scientists for reference

3. Can we hire diversity consultants?

Program Modification Goals

1.Required readings prior to start of program AND prior to start of clinical work
 * Can focus on structural inequalities, barriers to treatment, protective factors, communication differences across cultures, etc.
 * At least one that is specific to these issues in the local community

2. Required trainings continuous throughout program
 * Cultural competency (systemic barriers & cultural protective factors), inclusivity, bias, microaggressions, history of race in America, how to address racialized national events with clients
 * Some of these topics could be covered during diversity proseminar

3.Infusion Model
 * Incorporate general anti-racist readings into curriculum of core courses
 * Incorporate material relating racial and ethnic mental health disparities, cultural competency, inclusivity, bias, access, and barriers to treatment into the syllabi of all clinical- and research-related courses
 * Encourage conversations about diversity and privilege within all classes
 * This should be written into the syllabus. Readings from diverse researchers, discussion of how diversity impacts each area of study
 * Perhaps work to include in accreditation requirements?
 * Example: NJ public schools must teach about the Holocaust each year K-12. We should have something similar about Black history and diversity in clinical psychology- it should be included in X number of classes, annually, for all students
 * UNC Diversity Training Committee
 * Example of diversity training incorporated throughout all years in the program (also a diversifying clinical psychology weekend and success recruiting diverse students)

RECRUITMENT GOALS

1. Plan for diversity panels at interview weekend
 * Could be added during a meal if there are time constraints
 * No faculty present at this to increase opennesses and comfort of prospective students

2. Introduce webinars/calls hosted by students or faculty regarding admission to programs for students from underrepresented groups

3. Increase funding for application- and interview-associated costs for diverse students (e.g., underrepresented in sciences, low SES backgrounds)

4. Examine data from various application stages of demographics of applicants, interviewees, accepted students, etc.

5. Identify people from diversity-related societies who are participating the application cycle

6. Reassess GRE and general entrance requirements

7. Actively recruit faculty
 * Underrepresented people in positions of power
 * Hire faculty whose research focuses on minority populations
 * How do other programs recruit diverse faculty?
 * Collaborate with people we might want to hire
 * What has gotten in the way of these faculty members accepting our offers?
 * Allocate extra funding/stipend for underrepresented individuals
 * Increase diversity recruitment weekends
 * Usually all costs for individuals are covered by the program
 * Can use UNC’s Diversifying Psychology weekend model

RESEARCH GOALS

1. Incentivize diversity research within the department through grant funding

2. Specific awards for diversity-related research at graduate student research days

3. Build working relationships within the community to enhance recruitment of more diverse populations

4. Encourage use of participatory action research, which brings community leaders in to help develop research protocols that better understand the barriers/effects of the community on mental health

5. Examine alternative treatment modalities which offer comparable effectiveness but greater cultural sensitivity

6. Conference travel/awards for diversity-related student research

7. Use available research to adapt evidence-based protocols

Resource/Outreach Goals

1. Increase accessibility of anti-racist resources and resources on mental health disparities in minority populations
 * Make the resources on this document easily accessible to those in the program (e.g., added section to website)

2. Increase collaboration between the psychology department and the school of social work (along with other local groups that examine these disparities on a local level)
 * This includes active awareness of the work coming out of these programs and thinking critically about them as they relate to changes we can make to support our client populations

3. Build relationships with community groups to connect students/new faculty with other POC/minority/marginalized groups upon arrival

4. Engage with community organizations to improve mental health literacy

5. Offer to provide services or get involved with local neighborhoods/schools (those in low SES communities, those with large minority populations, or those that experience other barriers to receiving mental health care and/or resources)

6. Use research relating to psychological well-being in response to chronic stressors to fight against policies that are disproportionately affecting the mental health of Black individuals and other POC
 * Making this research more widespread can help de-stigmatize utilization of mental health services in these communities

7. Make psychological knowledge accessible via free platforms
 * See HGAPS for example of a group doing this via Wikipedia

BIPOLAR YOUTH


 * Bipolar Type I Disorder
 * Bipolar type I disorder is an episodic mood disorder defined by the occurrence of one or more manic or mixed episodes. A manic episode is an extreme mood state lasting at least one week unless shortened by a treatment intervention characterized by euphoria, irritability, or expansiveness, and by increased activity or a subjective experience of increased energy, accompanied by other characteristic symptoms such as rapid or pressured speech, flight of ideas, increased self-esteem or grandiosity, decreased need for sleep, distractibility, impulsive or reckless behavior, and rapid changes among different mood states (i.e., mood lability). A mixed episode is characterized by either a mixture or very rapid alternation between prominent manic and depressive symptoms on most days during a period of at least 2 weeks. Although the diagnosis can be made based on evidence of a single manic or mixed episode, typically manic or mixed episodes alternate with depressive episodes over the course of the disorder.
 * Note: The ICD-11 lists 18 additional subcategories of Bipolar type I disorder. They can be found here.
 * Bipolar Type II Disorder
 * Bipolar type II disorder is an episodic mood disorder defined by the occurrence of one or more hypomanic episodes and at least one depressive episode. A hypomanic episode is a persistent mood state characterized by euphoria, irritability, or expansiveness, and excessive psychomotor activation or increased energy, accompanied by other characteristic symptoms such as grandiosity, decreased need for sleep, pressured speech, flight of ideas, distractibility, and impulsive or reckless behavior lasting for at least several days. The symptoms represent a change from the individual’s typical behavior and are not severe enough to cause marked impairment in functioning. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least 2 weeks accompanied by other symptoms such as changes in appetite or sleep, psychomotor agitation or retardation, fatigue, feelings of worthless or excessive or inappropriate guilt, feelings or hopelessness, difficulty concentrating, and suicidality. There is no history of manic or mixed Episodes.
 * Note: The ICD-11 lists 13 additional subcategories of Bipolar type II disorder. They can be found here.
 * Cyclothymic Disorder
 * Cyclothymic disorder is characterized by a persistent instability of mood over a period of at least 2 years, involving numerous periods of hypomanic (e.g., euphoria, irritability, or expansiveness, psychomotor activation) and depressive (e.g., feeling down, diminished interest in activities, fatigue) symptoms that are present during more of the time than not. The hypomanic symptomatology may or may not be sufficiently severe or prolonged to meet the full definitional requirements of a hypomanic episode (see Bipolar type II disorder), but there is no history of manic or mixed episodes (see Bipolar type I disorder). The depressive symptomatology has never been sufficiently severe or prolonged to meet the diagnostic requirements for a depressive episode (see Bipolar type II disorder). The symptoms result in significant distress or significant impairment in personal, family, social, educational, occupational or other important areas of functioning.
 * Changes in DSM-5
 * The diagnostic criteria for Bipolar Disorder changed slightly from DSM-IV to DSM-5. Summaries are available here and here.

BACKUP OF CONDUCT DISORDER STUFF

ICD-10 Criteria
Conduct disorders are characterized by a repetitive and persistent pattern of dissocial, aggressive, or defiant conduct. These behaviors violate age-appropriate social expectations, being more severe than ordinary childish mischief or adolescent rebelliousness in an enduring pattern of behavior (six months or longer). Features of conduct disorder can also be symptomatic of other psychiatric conditions, in which case the underlying diagnosis should be preferred.

Examples of behavior on which the diagnosis of conduct disorder is based include excessive levels of fighting or bullying, cruelty to other people or animals, severe destructiveness to property, fire-setting, stealing, repeated lying, truancy from school and running away from home, unusually frequent and severe temper tantrums, and disobedience. Any one of these behaviors, if marked, is sufficient for the diagnosis, but isolated dissocial acts are not. The full list of these behaviors include that the individual:

1. has unusually frequent or severe temper tantrums for his or her developmental level;

2. often argues with adults;

3. often actively refuses adults' requests or defies rules;

4. often, apparently deliberately, does things that annoy other people;

5. often blames others for his or her own mistakes or misbehavior;

6. is often "touchy" or easily annoyed by others;

7. is often angry or resentful

8. is often spiteful or vindictive;

9. often lies or breaks promises to obtain goods or favors or to avoid obligations;

10. frequently initiates physical fights (this does not include fights with siblings);

11. has used a weapon that can cause serious physical harm to others (e.g. bat, brick, broken bottle, knife, gun);

12. often stays out after dark despite parental prohibition (beginning before 13 years of age);

13. exhibits physical cruelty to other people (e.g. ties up, cuts, or burns a victim);

14. exhibits physical cruelty to animals;

15. deliberately destroys the property of others (other than by fire-setting);

16. deliberately sets fires with a risk or intention of causing serious damage;

17. steals objects of non-trivial value without confronting the victim, either within the home or outside (e.g. shoplifting, burglary, forgery);

18. is frequently truant from school, beginning before 13 years of age;

19. has run away from parental or parental surrogate home at least twice or has run away once for more than a single night (this does not include leaving to avoid physical or sexual abuse);

20. commits a crime involving confrontation with the victim (including purse-snatching, exhortation, mugging);

21. forces another person into sexual activity;

22. frequently bullies others (e.g. deliberate infliction of pain or hurt, including persistent intimidation, tormenting, or molestation);

23. breaks into someone else's house, building, or a car.

It is recommended that the age of onset be specified:
 * childhood onset type: onset of at least one conduct problem before the age of 10 years;
 * adolescent onset type: no conduct problems before the age of 10 years.

Words

Bipolar Disorder stuff

ICD-11 Diagnostic Criteria
 * Bipolar Type I Disorder
 * Bipolar type I disorder is an episodic mood disorder defined by the occurrence of one or more manic or mixed episodes. A manic episode is an extreme mood state lasting at least one week unless shortened by a treatment intervention characterized by euphoria, irritability, or expansiveness, and by increased activity or a subjective experience of increased energy, accompanied by other characteristic symptoms such as rapid or pressured speech, flight of ideas, increased self-esteem or grandiosity, decreased need for sleep, distractibility, impulsive or reckless behavior, and rapid changes among different mood states (i.e., mood lability). A mixed episode is characterized by either a mixture or very rapid alternation between prominent manic and depressive symptoms on most days during a period of at least 2 weeks. Although the diagnosis can be made based on evidence of a single manic or mixed episode, typically manic or mixed episodes alternate with depressive episodes over the course of the disorder.
 * Note: The ICD-11 lists 18 additional subcategories of bipolar type I disorder. They can be found here.


 * Bipolar Type II Disorder
 * Bipolar type II disorder is an episodic mood disorder defined by the occurrence of one or more hypomanic episodes and at least one depressive episode. A hypomanic episode is a persistent mood state characterized by euphoria, irritability, or expansiveness, and excessive psychomotor activation or increased energy, accompanied by other characteristic symptoms such as grandiosity, decreased need for sleep, pressured speech, flight of ideas, distractibility, and impulsive or reckless behavior lasting for at least several days. The symptoms represent a change from the individual’s typical behavior and are not severe enough to cause marked impairment in functioning. A depressive episode is characterized by a period of almost daily depressed mood or diminished interest in activities lasting at least 2 weeks accompanied by other symptoms such as changes in appetite or sleep, psychomotor agitation or retardation, fatigue, feelings of worthless or excessive or inappropriate guilt, feelings or hopelessness, difficulty concentrating, and suicidality. There is no history of manic or mixed Episodes.
 * Note: The ICD-11 lists 13 additional subcategories ob bipolar type II disorder. They can be found here.

ICD-11 Diagnostic Criteria

Autism spectrum disorder is characterized by persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour and interests. The onset of the disorder occurs during the developmental period, typically in early childhood, but symptoms may not become fully manifest until later, when social demands exceed limited capacities. Deficits are sufficiently severe to cause impairment in personal, family, social, educational, occupational or other important areas of functioning and are usually a pervasive feature of the individual’s functioning observable in all settings, although they may vary according to social, educational, or other context. Individuals along the spectrum exhibit a full range of intellectual functioning and language abilities.

Note: The ICD-11 contains seven subcategories of ASD that can be found in the ICD-11, here.

ASD encompasses these previous DSM-IV diagnoses:


 * Autistic disorder (autism)
 * Asperger’s disorder
 * Childhood disintegrative disorder
 * Pervasive developmental disorder not otherwise specified

 ASD is characterized by:  Because both components are required for diagnosis of ASD, social communication disorder is diagnosed if no RRBs are present.
 * 1) deficits in social communication and social interaction and
 * 2) restricted repetitive behaviors, interests, and activities (RRBs).

 Changes in DSM-5 Criteria 


 * The diagnostic criteria for ASD changed from DSM-IV to DSM-5. Summaries are available here and here.

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Diagnostic Criteria of ADHD in youth
Attention deficit hyperactivity disorder is characterized by a persistent pattern (at least 6 months) of inattention and/or hyperactivity-impulsivity, with onset during the developmental period, typically early to mid-childhood. The degree of inattention and hyperactivity-impulsivity is outside the limits of normal variation expected for age and level of intellectual functioning and significantly interferes with academic, occupational, or social functioning. Inattention refers to significant difficulty in sustaining attention to tasks that do not provide a high level of stimulation or frequent rewards, distractibility and problems with organization. Hyperactivity refers to excessive motor activity and difficulties with remaining still, most evident in structured situations that require behavioural self-control. Impulsivity is a tendency to act in response to immediate stimuli, without deliberation or consideration of the risks and consequences. The relative balance and the specific manifestations of inattentive and hyperactive-impulsive characteristics varies across individuals, and may change over the course of development. In order for a diagnosis of disorder the behaviour pattern must be clearly observable in more than one setting. Inclusions