In this study we compared perceptions of the campus climate for GLBT students from surveys returned by 80 GLBT students, 253 general students, 126 faculty members, 41 student affairs staff members, and 105 residence hall assistants. A snowball sampling strategy was used to collect GLBT student responses, all residence hall assistants were surveyed, and a stratified random sampling process was used for faculty, student affairs staff, and general students. Some survey scales were common across all groups and some were unique to each group. They focused on knowledge, interest, and involvement in GLBT topics, attitudes toward GLBT persons and issues, and perceptions of the campus climate. The authors believe the results suggest that sufficient differences exist across and within (sex and class for students, sex and academic discipline for faculty) campus community groups to warrant using a multiple perspectives approach when assessing the campus climate for GLBT students.

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University of Nebraska-LincolnFamily-centered positive psychology (FCPP) is defi ned as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of defi ciencies. This approach to family-based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifi es FCPP practice, and illustrate its use through an authentic data-based case study.Positive psychology is defi ned as "the scientifi c study of ordinary human strengths and virtues," which "adopts a more open and appreciative perspective regarding human potentials, motives, and capacities" (Sheldon & King, 2001; p. 216). Much of the literature on positive psychology focuses on the application of principles to the study of individuals in personal life contexts. Attention is provided to the attributes, capacities, and capabilities of the individual. For enhancing the lives of children, however, it is clear that similar strengths and assets must be garnered in the adults who control the environments within which all are interacting. That is, children and youth exist in interlocking contexts that both separately and together affect their functioning. The resources available to the adults who control those contexts are critically important for children's ultimate development. It has been argued that to truly help children, service providers must paradoxically focus efforts and energies on the adults (e.g., parents and teachers) in their lives (Conoley & Gutkin, 1986;Sheridan & Gutkin, 2000). Building strengths, enhancing skills, and coalescing resources for the multiple adults in children's lives are among the benchmark functions for school psychologists. Indeed, notions of positive psychology can be instrumental in our conceptualization of services provided to parents, family members, teachers, and other adults with whom children live. The purposes of this paper are to defi ne family-centered positive psychology, identify its primary assumptions and key principles, present a model by which service providers (e.g., school psychologists) can use its principles to enhance outcomes for students, and illustrate the process with a case example. Defi nition and Assumptions of Family-Centered Positive PsychologyFor purposes of this paper, we defi ne "family-centered positive psychology" (FCPP) as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing on the resolution of problems or remediation of defi ciencies. The point of contact is the family as the context for growth withi...

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers.

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The adoption of tele-mental health by mental health professionals has been slow, especially in rural areas. Prior to 2020, less than half of mental health agencies offered tele-mental health for patients. In response to the global health pandemic in March of 2020, mental health therapists across the U.S. were challenged to make the rapid shift to tele-mental health to provide patient care. Given the lack of adoption of tele-mental health previously, immediate training in tele-mental health was needed. This article describes collaborative efforts between two mental health technology transfer centers and one addiction technology transfer center in rural regions of the U.S. in response to the rapid adoption of remote technologies to provide mental health services. A learning series of real-time tele-mental health trainings and supplemental materials were offered beginning in March 2020 to support this transition. A weekly learning series covered a variety of topics relevant to telehealth including technology basics, billing, state legislation, and working with children and adolescents. Given the demand of these initial training sessions, additional trainings were requested by agencies outside the Shawnda Schroeder X https://orcid.org/0000-0002-5733-4285 This publication was prepared by two regional centers (Mountain Plains and Mid-America) which are part of the Mental Health Technology Transfer Center (MHTTC) Network. The MHTTCs are funded under a cooperative agreement from the Substance Abuse and Mental Health Services Administration (SAMHSA); FOA number: SM-18-015. At the time of this publication, Elinore F. McCance-Katz, served as SAMHSA Assistant Secretary. The opinions expressed herein are the views of the authors and do not reflect the official position of the Department of Health and Human Services (DHHS), SAMHSA. No official support or endorsement of DHHS, SAMHSA, for the opinions described in this document is intended or should be inferred. We have no known conflict of interest to disclose. We thank David Terry, Program Coordinator for Mountain Plains MHTTC, who ran technology during the sessions and the dry runs and combined slides; Gen Berry, Program Coordinator for Mountain Plains MHTTC who helped organize and send out certificates of attendance; Shelbie Johnson, Project Manager, Mid-America MHTTC and Lauren Robinson, Communications Specialist, Mid-America MHTTC for their technical assistance and web management of training materials; Bree Sherry from Region 7 Addiction Technology Transfer Center for her management of thousands of requests for certificates of attendance;

This study explored the treatment adherence of families receiving behavioral healthcare in an integrated rural primary care facility. The purpose of this preliminary study was two-fold: (I) to describe the degree to which families adhered to treatment recommendations, and (2) to determine patient characteristics that influence treatment integrity. Descriptive statistics revealed that families returned data at high rates and followed treatment recommendations with good integrity. Hierarchical linear modeling revealed that data returned significantly predicted treatment integrity.

This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready Project) on directly observed learning-related social behaviors of children from families of low-income in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents, and 29 Head Start teachers. Semi-structured parent-child interaction tasks were videotaped two times annually over the course of two academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Controlling for gender and disability concerns, relative to children in the control group, those in the treatment condition experienced a significant decline in activity level. Furthermore, compared to children of non-depressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations.