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Purpose-There is growing interest in the use of item response theory (IRT) for creation of measures of health-related quality of life (HRQOL). A first step in IRT modeling is development of item banks. Our aim is to describe the value of including librarians, and to describe processes used by librarians, in the creation of such banks.Method-Working collaboratively with PROMIS researchers at the University of Pittsburgh, a team of librarians designed and implemented comprehensive literature searches in a selected set of information resources, for the purpose of identifying existing measures of patient-reported emotional distress.Results-A step-by-step search protocol developed by librarians produced a set of 525 key words and controlled vocabulary terms for use in search statements in 3 bibliographic databases. These searches produced 6169 literature citations, allowing investigators to add 444 measurement scales to their item banks.Conclusion-Inclusion of librarians on the Pittsburgh PROMIS research team allowed investigators to create large initial item banks, increasing the likelihood that the banks would attain high measurement precision during subsequent psychometric analyses. In addition, a comprehensive literature search protocol was developed that can now serve as a guide for other investigators in the creation of IRT item banks.

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BACKGROUND AND OBJECTIVES: Promoting positive child and youth health and development requires clear definitions and comprehensive measures of child and youth thriving. The study’s objectives were to identify the scope, range, and gaps in definitions and measures of thriving for children or youth (birth through young adult). METHODS: Systematic searches of Pubmed, PsycInfo, Health and Psychosocial Instruments, Education Resources Information Center, and Scopus were conducted for articles that included definitions, conceptual frameworks, or measures of child and youth thriving. Inclusion criteria were that the articles: (1) provided a new definition or measure of child thriving, flourishing, or well-being; (2) focused on normally developing children 0 to 24 years old; and (3) were published between 2009 and 2022 in an English language peer-reviewed journal. Studies were categorized by child age, study type, population, and community-identified domains of thriving. RESULTS: Of the 14 920 articles identified, 113 met inclusion criteria: 34 unique definitions or frameworks, 66 validated measures, and 12 articles presenting both a framework and measure. One-third of the articles focused on early childhood (0–5 years old); 47% on middle childhood (6–11 years old); 72% on adolescence (12–17 years old), and 22% on young adults (18–24 years old). CONCLUSIONS: Current child thriving definitions, frameworks, and measures could be expanded in their coverage of age and key domains, such as racial equity and safety. Additional frameworks and measures focused on early childhood (0–5 years) and assessing thriving over time are needed.

Instruction on the use of information resources can be useful to psychiatric residents and fellows. On the basis of the survey results, a library orientation session was developed to address the information needs indicated by respondents and to enhance their skills in retrieving pertinent literature for clinical care and research. A post-orientation questionnaire indicated that the session was useful and well received.

This article details the planning, implementation and maintenance involved in the creation of the Medical Library Association (MLA) Mental Health Special Interest Group (SIG) Web site (http://www. miami.edu/mhsig). The purpose of this Web site is to provide an informational tool for librarians, information professionals, and consumers interested in mental and behavioral health, psychology, psychiatry, and substance abuse. Covering both common sense and technical aspects, this discussion can serve as a potential model for individuals or organizations interested in creating an informative, content-driven Web site intended for knowledge professionals. Stages of Web site development included are: planning, physical design issues, site contents, content evaluation and credibility, promotion, evaluation of the final product, maintenance issues, and lessons learned.