Interventions for prevention and treatment of substance use in youth with traumatic childhood experiences: a systematic review and synthesis of the literature

Becker, Ted; Ramirez, Santiago Castaneda; Boude, Adriana Bruges; Leong, Alicia; Ivanov, Iliyan; Rice, Timothy

doi:10.1007/s00787-023-02265-x

Cited by 2 publications

(1 citation statement)

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“…We did not identify any difference between trainees/fellows and non-trainees/fellows on post-intervention ratings of helpfulness of different curricular components; however, the study was not powered to detect such differences. Perhaps further research with a larger 36 We focused on substance use when co-occurring with ADHD and depression, which have been studied more extensively than other commonly co-occurring conditions, such as trauma-related disorders 37 or bipolar disorder, but future more extensive curricula should seek to include other comorbidities as further evidence becomes available.…”

Section: Discussionmentioning

confidence: 99%

Development of a brief inpatient curriculum to enhance trainee skills in assessment and treatment of adolescents with substance use and co-occurring mental health problems

Becker,

Rice,

Ivanov

2024

International Journal of Psychiatric Trainees

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Background Adolescence is a critical period for substance use intervention, yet few youth receive evidence-based treatment for both co-occurring substance use and mental health problems. Gaps in professional training limit adequate assessment and treatment of substance use problems among youth receiving psychiatric treatment. Methods We developed a two-session curriculum, integrated into a child/adolescent psychiatry inpatient rotation, to improve knowledge and skills in evidence-based practices for screening, brief intervention, psychoeducation, and care coordination, among multidisciplinary mental health clinicians. A pre/post survey evaluated perceived helpfulness, confidence in clinical skills, and intentions to engage in evidence-based practices. Results Trainees perceived the content as helpful and reported significant increases in confidence and intention to engage in the targeted evidence-based practices. Conclusions Implementation of a brief, focused, skills-based curriculum in clinical settings can effectively introduce trainees to core concepts not currently adequately covered in existing curricula.

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Section: Discussionmentioning

confidence: 99%