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Textbook Handbook of Pediatric Behavioral Healthcare An Interdisciplinary Collaborative Approach Susan G Forman Ebook All Chapter PDF
Textbook Handbook of Pediatric Behavioral Healthcare An Interdisciplinary Collaborative Approach Susan G Forman Ebook All Chapter PDF
Healthcare An Interdisciplinary
Collaborative Approach Susan G.
Forman
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Susan G. Forman · Jeffrey D. Shahidullah
Editors
Handbook of
Pediatric Behavioral
Healthcare
An Interdisciplinary Collaborative Approach
Handbook of Pediatric Behavioral
Healthcare
Susan G. Forman
Jeffrey D. Shahidullah
Editors
Handbook of Pediatric
Behavioral Healthcare
An Interdisciplinary Collaborative
Approach
Editors
Susan G. Forman Jeffrey D. Shahidullah
Department of School Psychology Department of School Psychology
Graduate School of Applied and Graduate School of Applied and
Professional Psychology, Rutgers, Professional Psychology, Rutgers,
The State University of New Jersey The State University of New Jersey
New Brunswick, NJ, USA New Brunswick, NJ, USA
Department of Pediatrics
Rutgers Robert Wood Johnson
Medical School
New Brunswick, NJ, USA
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
SGF
To Karen L. Westphal and Krista J. Stewart. First students, now
lifelong friends.
JDS
In memory of my grandfather, Donald R. Clapp (1937–2013),
for his love and encouragement.
Preface
vii
viii Preface
4 Obesity�������������������������������������������������������������������������������������������� 47
Tarrah Mitchell and David Janicke
5 Diabetes�������������������������������������������������������������������������������������������� 59
Kathy L. Bradley-Klug and Emily Shaffer-Hudkins
6 Asthma�������������������������������������������������������������������������������������������� 73
Mallory Netz, David Fedele, Susan Horky, and Sreekala
Prabhakaran
7 Epilepsy�������������������������������������������������������������������������������������������� 85
Katherine Follansbee-Junger, Aimee W. Smith,
Shanna Guilfoyle, and Avani C. Modi
8 Traumatic Brain Injury/Concussions������������������������������������������ 99
Susan Davies and Alison Kolber-Jamieson
9 Cancer �������������������������������������������������������������������������������������������� 113
Kimberly S. Canter, Melissa Alderfer, Corinna L. Schultz,
and Anne Kazak
10 Chronic and Recurrent Pain �������������������������������������������������������� 125
Joanne Dudeney and Emily F. Law
ix
x Contents
Index�������������������������������������������������������������������������������������������������������� 313
Contributors
xi
xii Contributors
Center for Cancer and Blood Disorders, Nemours Children’s Health System,
Wilmington, DE, USA
Kimberly N. Sloman, The Scott Center for Autism Treatment, Florida
Institute of Technology, Melbourne, FL, USA
Aimee W. Smith, Division of Behavioral Medicine and Clinical Psychology,
Cincinnati Children’s Hospital and Medical Center, Cincinnati, OH, USA
Steve Sussman, Department of Preventive Medicine, University of
Southern California, Keck School of Medicine, Los Angeles, CA, USA
Melissa Winterhalter, Department of Pediatrics, Nationwide Children’s
Hospital, Columbus, OH, USA
Heather L. Yardley, Department of Pediatric Psychology and
Neuropsychology, Nationwide Children’s Hospital and The Ohio State
University, Columbus, OH, USA
About the Editors
xvii
xviii About the Editors
adulthood. Obese children are more likely to ealthcare Delivery in the United
H
need disability services when they become adults, States for Children and Adolescents
leading to higher welfare costs, lower employ-
ment, and lower educational status than n on-obese Pediatric healthcare in America is a study in
individuals. As another example, asthma persists contrast. On the one hand, the USA spends more
in adulthood in at least 25% of individuals. money on healthcare than any country in the world;
Roughly 1.4% of children experience disability on the other hand, patients and their families often
due to their asthma, and asthma-related expendi- struggle with inadequate insurance coverage for
tures continue to increase into adulthood (Perrin, common behavioral health concerns due to “carve-
Bloom, & Gortmaker, 2007). outs” (insurance company relegates behavioral care
According to mental health surveillance to separate company in which they contract with)
among children from 2005 to 2011 (Perou et al., and limited provider panels (The Commonwealth
2013), 13–20% of US children experienced a Fund, 2015). Many children have access to special-
mental disorder in a given year. Most commonly, ist providers, renowned hospitals, and specialty care
children were diagnosed with ADHD (6.8%), fol- centers across the nation that provide leading edge
lowed by behavioral or conduct problems (3.5%), care; yet, many children lack access to timely and
anxiety (3.0%), depression (2.1%), autism spec- appropriate care and “fall through the cracks” in
trum disorder (1.1%), and Tourette syndrome terms of healthcare access, especially during pivotal
(0.2%). Approximately 4.7% of adolescents aged times in which an illness is developing or its effects
12–17 reported illicit drug use in the past year, could be remediated more effectively by prevention
4.2% reported an alcohol abuse disorder in the and early intervention efforts. Research continues to
past year, and 2.8% reported cigarette depen- elucidate the finding that children’s functioning is
dence in the past month. The suicide rate for ado- composed of numerous interdependent influences
lescents aged 10–19 was 4.5 suicides per 100,000 such as physical and psychological health, and eco-
persons in 2010 (Perou et al., 2013). An estimated logical contexts which are inextricably linked.
40% of children with one psychiatric disorder However, our nation’s healthcare delivery system
meet criteria for at least one other (Costello, has not traditionally followed this framework in
Mustillo, Erkanli, Keeler, & Angold, 2003). terms of adequately addressing whole-person needs
Children with mental disorders are at greater risk within a holistic framework. This care has often
for chronic physical health conditions such as been fragmented (i.e., physical health providers
diabetes, asthma, and epilepsy than children functioning separately from behavioral health pro-
without mental disorders (Perou et al., 2013). viders) and not coordinated among the numerous
Mental disorders among individuals under the systems (e.g., family, school, healthcare) in which
age of 24 cost $247 billion annually in the USA, children interact.
including spending on healthcare, special educa- These realities of service delivery are particu-
tion, and juvenile justice services, as well as from larly concerning given the increasing number of
decreased productivity (Perou et al., 2013). Costs youth in America who experience physical health
to children and adolescents include difficulties at (Perrin et al., 2007) and behavioral health con-
home, with peers, and at school (Kessler, Foster, cerns (Perou et al., 2013). In response to dissatis-
Saunders, & Stang, 1995), as well as associated faction with the state of the healthcare delivery
risks for substance use, criminal behavior, and system, a number of innovations have regained
other risk-taking behaviors (Copeland, Miller- traction (e.g., integrated care and patient-centered
Johnson, Keeler, Angold, & Costello, 2007). medical home models), or have been initiated
Because youth with mental health problems are (e.g., “Triple Aim” goals and the Affordable Care
also at risk for mental disorders in adulthood, this Act [ACA]) over the past decade to improve deliv-
in turn contributes to decreased productivity, ery and patient outcomes (Tanenbaum, 2017).
increased risk of substance use and injury, and Guiding principles of these initiatives include
further healthcare spending. team-based care, consisting of a unified approach
1 Systems of Pediatric Healthcare Delivery and the Social-Ecological Framework 5
from providers across multiple child- serving the AAP released its Standards of Child Care
systems to promote health and prevent disease. Report, stating: “For children with chronic
diseases or disabling conditions, the lack of a
complete record and a ‘medical home’ is a major
Integrated Care deterrent to adequate health supervision.
Wherever the child is cared for, the question
The concept of integrated care (i.e., the system- should be asked, ‘Where is the child’s medical
atic coordination of physical and behavioral home?’ and any pertinent information should be
healthcare) is not new. For over half a century, transmitted to that place” (Sia, Tonniges,
Kaiser Permanente has been experimenting with Osterhus, & Taba, 2004, pp. 77–79). The patient-
integrated care models in their clinics (The centered medical home model in its current state
Commonwealth Fund, 2009). Since then, the is intended to facilitate interdisciplinary collabo-
integrated care movement has progressed in fits ration around both physical and behavioral health
and starts. The ACA and patient-centered medi- concerns in an accessible primary care setting.
cal home concepts have recently progressed the The model also positions behavioral health pro-
movement and have created ways for disciplines viders to operate as part of the healthcare team,
that have previously been underrepresented and/ rather than be relegated to specialty care, where
or relegated to “specialty care” (e.g., psychology, they are often inaccessible for families. This
social work, addiction counseling) to take promi- inaccessibility is due to several factors, notably
nent roles in primary healthcare. transportation, location, costs/reimbursement,
In our nation’s healthcare system, physical and stigma in accessing mental health support
health and behavioral health services have tradi- (Cummings & O’Donohue, 2011). A set of joint
tionally been rendered by different providers and guidelines put forth by the American Academy of
in separate settings. Communication and collabo- Family Physicians, American Academy of
ration between physical health and behavioral Pediatrics, American Academy of Physicians,
health providers has generally been suboptimal and the American Osteopathic Association (2007)
(Cummings & O’Donohue, 2011). This fragmen- emphasized the patient-centered medical home’s
tation is thought to be the cause of much of our role in promoting comprehensive, team-based,
health system’s inefficiencies because of duplica- coordinated, and compassionate care via a whole-
tion of services and/or failure to address critical person orientation that encourages shared
aspects of care that are assumed to be the respon- decision-making. These goals of the patient-
sibility of another (e.g., failure to address con- centered medical home are facilitated through
tributory mental health issues). This fragmentation integrated care.
has been eased somewhat by the use of electronic
health records within healthcare systems and the
patient-centered medical home model in the con- Triple Aim Goals
text of integrated care. However, we still have a
ways to go in terms of integrating behavioral The Triple Aim of healthcare reform was p roposed
health systems with physical health systems. by Don Berwick, Nolan, and Whittingham (2008)
at the Institute for Health Improvement as a frame-
work for optimizing health system p erformance by
atient-Centered Medical Home
P simultaneously: (1) Improving the individual expe-
Model rience of care, (2) Improving the health of popula-
tions, and (3) Reducing per capita healthcare costs.
The term “patient-centered medical home” was Berwick points out that each of these indicators
originally developed in the field of pediatrics in reciprocally influences the other two. For example,
1967 (American Academy of Pediatrics [AAP] coordinating behavioral health intervention into
Specialty Council on Pediatric Practice) when medical care may improve underlying behavioral
6 J. D. Shahidullah et al.
uninsured Americans to access healthcare, the and in which phenomena can be reduced to smaller
future of this healthcare law remains uncertain parts and understood as molecular interactions.
(Obama, 2017). Despite what occurs with the ACA Criticisms of this model include its tendency to
in the current political climate, the robust and irre- minimize the effect of psychological well-being
futable research findings which helped to initially and social context in health outcomes.
spur the passing of the ACA will likely remain While the biomedical model has its roots in
salient with providers, researchers, trainers, and René Descartes’ mind–body dualism of the sev-
administrators in healthcare. The most salient of enteenth century, its influence has persisted well
these findings is the importance of social determi- into the twenty-first century with an ongoing
nants in health. These social determinants (e.g., reluctance of many medical providers to treat
effect of exposure to child poverty on brain devel- conditions that are “above the neck.” In fact, the
opment, lack of access to healthcare and quality biomedical model remains the dominant concep-
preschool in families of low socioeconomic status), tualizing framework for many medical profes-
particularly those that occur within the first 5 years sions, including psychiatry (Suls & Rothman,
of a life, are increasingly recognized as the most 2004). Despite increasingly robust research
significant predictors in health outcomes (Adler, pointing to the role that behavioral health factors
Glymour, & Fielding, 2016). and the patient’s subjective experience play in
physical health outcomes (Moussavi et al., 2007),
the training of healthcare providers continues to
obilizing Diverse Models
M be entrenched in “siloed” training programs.
and Converging Knowledge Physicians have little exposure to interdisciplin-
ary collaboration with behavioral health col-
The following sections highlight the progression leagues in formal medical school and residency
in how social determinants of health have been training (McMillan, Land, & Leslie, 2017).
conceptualized in healthcare delivery. This pro-
gression begins with a description of the frame-
work to which many healthcare providers Biopsychosocial Model
subscribe, and which we now understand to be
inherently outdated—the biomedical model. Then, In a significant step forward in how we conceptu-
more contemporary social-ecological models for alize health and illness, George Engel proposed
understanding wellness and disease are presented the biopsychosocial model (1977, 1980), which
in juxtaposition with the biomedical model. maintains the importance of biological factors
while also considering psychological and social
factors. In the biopsychosocial model, biological
Biomedical Model factors include genetics, physical trauma, nutri-
tion, hormones, and pathogens like germs and
The dominant model of disease in our nation has toxins. Psychological factors include a person’s
been biomedical, with biological and physiological explanatory processes, emotional turmoil, nega-
mechanisms viewed as the necessary factors to tive thinking, and self-control. Social factors
understand, prevent, and treat illness. This model include socioeconomic status, culture, education,
has contributed much to our understanding of poverty, spirituality, and religion. This model
health and disease processes and has led to many offers a framework for considering how “nature”
medical breakthroughs (e.g., the development of and “nurture” interact to shape child develop-
vaccines to prevent infectious diseases such as ment, thus making the model more contextual
polio and measles). However, it is largely reduc- and cross-disciplinary.
tionistic in its focus on only those health conditions This recognition of the interactive relation-
which have biological or physiological etiologies ship between genes and environment contrasted
(e.g., infections, injuries, biochemical imbalances) prior conceptualizations viewing biological and
8 J. D. Shahidullah et al.
p sychological development as mutually exclu- v ariables which influence their development. The
sive (e.g., Gessell (1925, 1929) understood skill transactional model and the social ecological
development to be driven primarily by genes; model emphasize both “proximal” and “distal”
Watson (1928) concluded that all behaviors are influences. Together, this Transactional-Ecological
determined by the environment). Sameroff and model of development provides a framework for
Chandler (1975) described this concept as the moving past the nature–nurture dialectic, and into
“transactional” nature of development, in which one in which biology, psychology, and cultural
interactions between genetic, historical, and ecology are interactively related.
environmental milieu over time are crucial to
understanding a child’s functioning. In the
transactional model, nature and nurture are Ecobiodevelopmental Model
constantly being altered by their dynamic inter-
action with one another. The ecobiodevelopmental model furthers the
Soon after this time, Urie Brofenbrenner evolution from the biomedical to the biopsycho-
developed a model for understanding human social model. This model signifies a paradigm
ecology (Ecological Systems Theory; 1979). shift in the understanding of wellness and disease
Brofenbrenner’s model illustrates that children across the lifespan. Like the biopsychosocial
who are referred for problems within their clin- model, the ecobiodevelopmental model reaffirms
ics, schools, and communities arrive with inter- the significance of biological factors, such as
connected layers of social and ecological genetic predisposition, on psychosocial function-
influences. Any biologically oriented or even ing. However, it does so at the molecular and cel-
psychologically oriented intervention will not be lular levels. Further, it elucidates the effect that
sufficient unless perpetuating factors in multiple ecology has on altering molecular biological
“systems” are addressed concurrently. The model mechanisms that affect gene expression.
conceptualizes three predominant systems in The significance of early developmental expo-
which children are influenced: sure to adversity and stress being able to “get
under the skin” and alter neurochemistry was
1. Microsystems—those proximal and i mmediate demonstrated in the Adverse Childhood
influences, including reciprocal relationships Experiences (ACE) study (Felitti et al., 1998).
with families, teachers, coaches, clergy mem- This study demonstrated how early prenatal and
bers, and doctors among others; two or more postnatal adverse experiences affect future reactiv-
microsystems interact to form mesosystems ity to stress by altering the brain’s developing neu-
(e.g., child–parent microsystem interacting ral circuitry controlling neuroendocrine responses
with child–teacher microsystem). (Roth, Lubin, Funk, & Sweatt, 2009). Driven by
2. Exosystems—include settings and events that advances in developmental neuroscience, biology,
indirectly influence processes which occur in and epigenetics, the model highlights the dynamic
the immediate setting of the child (e.g., neigh- continuum between wellness and disease while
borhoods, health systems, religious systems, emphasizing the lasting effect that early experi-
schools, extended families). ences have on learning, behavior, and health.
3. Macrosystems—include cultural norms, An AAP report (Shonkoff et al., 2012) on
customs, values, and expectations related to early childhood adversity and toxic stress
child development; these distal influences affirmed the use of the ecobiodevelopmental
both shape and are shaped by broader issues model by healthcare providers in promoting
such as health, social, and educational policy healthier ecologies. This model encourages pro-
stemming from the state and national level. viders to “think developmentally” while consid-
ering salient features of a child’s ecology (e.g.,
Sameroff and Brofenbrenner both view the nutritional, physical, psychosocial) and how
child as existing within an intricate system of those features become biologically embedded to
1 Systems of Pediatric Healthcare Delivery and the Social-Ecological Framework 9
and toileting concerns, positive parenting, and several of our nation’s most debilitating (and
learning/academic performance, among many expensive) health conditions (e.g., diabetes, heart
other issues. disease) (Katon et al., 2003; Unutzer et al., 2008).
From a population-based perspective, this set- The cost savings also result from a reduced utili-
ting may be equipped to deliver care within a tiered zation of medical care and hospital/emergency
prevention model: Tier 1—universal screening, department visits (Krupski et al., 2016).
anticipatory guidance/psychoeducation, health
communication promotion, community advocacy;
Tier 2—on-site coordination of care, brief visits, School Systems
parenting groups; Tier 3—on-site psychotherapy/
treatment, multimodal therapies potentially involv- Schools play a pivotal role in child behavioral
ing psychotropic medications that can be pre- and physical healthcare. There are various
scribed by the primary care physician in school-wide multi-faceted approaches to pre-
collaboration with a behavioral health provider. If venting mental illness and physical health issues,
concerns require a higher level of care, patients can as well as promoting health. Schools are an
be referred to the appropriate setting such as a accessible and feasible setting to address behav-
community-based mental health clinic, child and ioral and physical health issues as children spend
adolescent psychiatry provider, medical subspe- roughly 40 h per week in schools and may not
cialty clinic, or hospital. have access to resources needed at home or other
Several studies have demonstrated that inte- service systems.
grating behavioral health within primary care
yields improved clinical outcomes in patients Early intervention Children’s experiences prior
(Asarnow, Rozenman, Wiblin, & Zeltzer, 2015; to entering kindergarten are correlated with level
Blount, 2003; Butler et al., 2008). Additionally, of cognitive development, school readiness, and
given that typically only 20% of patients access academic outcomes (Ramey & Ramey, 2004).
needed psychological treatment (Kataoka, The importance of early intervention delivery
Zhang, & Wells, 2002) (due to lack of local within school systems has been highlighted for a
resources, inability to afford care, difficulty in number of problems including neurodevelopmen-
getting an appointment, travel time, PCP train- tal (Myers & Johnson, 2007; Wong et al., 2015)
ing/time limitations), the integrated primary care and academic issues including reading and liter-
model has shown to improve access to and family acy (Lovett et al., 2017). Seminal research by Hart
engagement in treatment as well as satisfaction in and Risley (1995) found that children living in
care (Asarnow et al., 2015; Burt, Garbacz, poverty hear approximately 30 million fewer
Kupzyk, Frerichs, & Gathje, 2014; Pomerantz, words by the time they are 4 years old than chil-
Cole, Watts, & Weeks, 2008; Power et al., 2014). dren from higher-income families. This “word-
Specifically, these integrated medical-behavioral gap” exposure at an early age predicted academic
models show that patients have higher rates of and occupational attainment for decades to fol-
treatment initiation and completion, and less low. Preschool programs such as Early Head
treatment dropout compared to non-integrated Start focus specifically on addressing positive
models (Kolko et al., 2014; Kolko, Campo, development of children from impoverished
Kilbourne, & Kelleher, 2012). Evaluations have backgrounds (Olsen & Deboise, 2007).
begun to assess cost of care reductions due to
behavioral health integration in the medical home
(Collins, Piper, & Owens, 2013; Yu, Kolko, & Health prevention and promotion Interventions
Torres, 2017). These models demonstrate finan- targeting multiple settings including schools have
cial cost savings as a result of improved manage- shown to effectively address common childhood
ment of behavioral health conditions such as health concerns such as obesity (Nigg et al.,
depression, which is a major risk factor for 2016). For example, effective obesity prevention
1 Systems of Pediatric Healthcare Delivery and the Social-Ecological Framework 11
programs educate and train children on healthy the potential for positive impact on the sexual
eating and physical activity through behavior health of youth. Evidence suggests that many of
change interventions within early school settings. the problems associated with adolescent preg-
Additionally, programs may involve teachers, nancy and parenting may be addressed by SBHCs
school staff, and parents facilitating their child/ that offer healthcare, counseling, and education
students healthy lifestyle through dietary choices (Strunk, 2008).
or involve increasing accessibility of environ-
ments for physical activity and play (McIsaac,
Hernandez, Kirk, & Curran, 2016). The Fun n Family and Community Systems
healthy in Moreland! intervention is a multi-level,
long- term child obesity school-based program Parenting programs Parenting plays a pivotal
that resulted in policy implementation around role in child development. The Triple P (Positive
obesity prevention; increased parent engagement Parenting Program) is a community-wide
and resources; improved child self-rated health; approach to support parents and families in
and increased fruit, vegetable, and water con- managing child emotional and behavioral
sumption; and reduction in sugary drinks (Waters issues. Triple P can be delivered in various set-
et al., 2017). Other examples of school-based pre- tings by a range of providers from different dis-
vention initiatives include bullying and suicide ciplines. It involves five programming levels of
prevention programming. The Olweus Bullying increasing intensity to meet various parental
Prevention Program is a comprehensive, school- needs, with a focus on destigmatizing the need
wide program aimed to reduce bullying and for support by parents (Sanders, 2008). There is
improve peer relations among students and has a robust evidence-base for Triple P in its effec-
been shown to have a positive impact on bullying tiveness in reducing behavior problems, improv-
and antisocial behavior (Olweus & Limber, 2010). ing parenting practices, and enhancing parental
The National Association for School Psychologists self-
efficacy (Fawley-King, Trask, Calderón,
(NASP) school crisis prevention and intervention Aarons, & Garland, 2014). Other behaviorally
training curriculum, PREPaRE, delivers training based parent training programs have also been
for educational professionals to serve on compre- found to be effective in reducing problem
hensive school crisis teams (Brock et al., 2016). behaviors in young children, which in turn has
been linked to fewer issues like school failure
and substance abuse in adolescence. The
School-based health clinics The US educa- Incredible Years (Webster-Stratton & McCoy,
tional system offers students access to resources 2015) and Helping the Non-Compliant Child
that address an array of academic, emotional, or (McMahon & Forehand, 2003) are evidence-
behavioral needs. A review by Stephan, Weist, based parenting programs which can be adapted
Kataoka, Adelsheim, and Mills (2007) found that for delivery in a wide range of service delivery
schools are the most common setting in which systems including schools and primary care for
children and adolescents receive needed mental intervention involving the f amily system.
health services. In recent years, School Based
Health Clinics (SBHC) have evolved into com-
prehensive facilities offering physical and mental Home visiting programs Home visitation pro-
health, community, social, and other services for grams offer a prevention and intervention mecha-
students and their families from professionals in nism to ensure that parents have the knowledge,
various disciplines working collaboratively social support, and resources to provide for the
(Kubiszyn, 1999). Moore, Barr, Wilson, and physical, emotional, and developmental needs of
Griner (2016) found that offering sexual health their children (Schonberg et al., 1998). These
services such as STI/HIV testing and treatment, programs can also serve as links for families to
and condom distribution through SBHCs have public and private community resources. A recent
12 J. D. Shahidullah et al.
systematic review (Abbott & Elliott, 2017) of groups, and media, can serve as powerful tools
home visiting programs in the USA found these for stakeholders to facilitate systemic change
programs to help disadvantaged families circum- (Janosky et al., 2013). Examples of successful
vent obstacles and possibly eliminate health dis- community coalition models include the
parities related to disease and accidents. A Communities That Care movement, which
successful home visiting program is Healthy involves the development of a local coalition to
Families America (Whipple & Whyte, 2010), a match empirically based prevention/promotion
program that targets overburdened families at methods with specific community needs. It has
risk for child abuse, neglect, and other adverse been used community wide to prevent drug
childhood experiences. Services commence dur- abuse, foster positive youth development, and
ing pregnancy and continue until the child is promote psychosocial competence. Another
5 years old. Its rationale is based on the idea that example is the Healthy Communities Movement,
children need nurturing care from their families which emerged due to community recognition
in order to lead healthy and productive lives. that environmental factors influence individual
Healthy Families America is structured on 12 health, and both prevention and treatment are
critical elements, but is flexible and allows ser- needed. For instance, after recognizing that
vice providers in the community to design ser- engine exhaust can trigger asthmatic symptoms
vices to meet unique local needs. in children, a local asthma coalition in a
Connecticut town advocated to implement a
The Nurse-Family Partnership (NFP) pro- policy that school buses must turn off their
gram is a research-based program that aims to engines as passengers board and unboard
improve the health and development of mothers (Wargo, 2002).
and infants, as well as their future life pros-
pects, through home visits carried out by nurses.
The target recipients of the NFP program are Conclusions
low-income mothers who are giving birth for
the first time. The visiting nurses aim to To meet pediatric behavioral healthcare delivery
improve: (1) pregnancy outcomes by teaching goals, we must use biopsychosocial and ecobiode-
women to improve their prenatal health, (2) velopmental models, which direct prevention and
child health and development by providing par- intervention efforts within these multiple systems.
ents with education about competent and sensi- The use of a broader systems orientation and
tive childcare, and (3) the parental lifecourse by social-ecological framework in pediatric behav-
helping parents plan future pregnancies, com- ioral healthcare highlights the importance of:
plete education programs, and find jobs (Olds,
2012). A long-term study (Eckenrode et al., • Re-focusing healthcare efforts around a priority of
2017) of 357 families enrolled in an NFP pro- addressing social and behavioral determinants of
gram reinforced the long-term success of the child and family health, emphasizing prevention
program in reducing child maltreatment due to and early intervention within the medical home
its positive effect on pregnancy planning and • Emphasizing proactive approaches of preven-
economic self-sufficiency. tion and early intervention, rather than the
reactive approach of rendering services when
Community coalitions Grassroots initiatives individuals are older and their problems
such as community coalitions can facilitate become more severe (which overwhelms the
changes by developing and implementing action healthcare system, particularly mental health
plans to address community-wide issues regard- system, with cases that are difficult to treat,
ing child development and health. These coali- time-consuming, and expensive)
tions, which can involve citizens, schools, • The medical home establishing an active and
community agencies, government, religious engaged relationship between the family, school,
1 Systems of Pediatric Healthcare Delivery and the Social-Ecological Framework 13
and community agencies (e.g., local early inter- Model (2nd ed.). Bethesda, MD: National Association
of School Psychologists.
vention programs, social services) Burt, J. D., Garbacz, A. S., Kupzyk, K. A., Frerichs, L., &
• Team-based approaches that require the blended Gathje, R. (2014). Examining the utility of behavioral
expertise of multiple health p rofessionals (e.g., health integration in well-child visits: Implications for
physicians, physician assistants, nurse practitio- rural settings. Families, Systems, & Health, 32, 20–30.
Butler, M., Kane, R. L., McAlpine, D., Kathol, R. G., Fu,
ners, psychologists, social workers, counselors, S. S., Hagedorn, H., & Wilt, T. J. (2008). Integration
care managers) of mental health/substance abuse and primary care
• Care that is community-based, coordinated, (Prepared by the Minnesota Evidence-based Practice
multidisciplinary, developmentally appropri- Center). Rockville, MD: Agency for Healthcare
Research and Quality. Retrieved from https://www.
ate, and family-centered ahrq.gov/downloads/pub/evidence/pdf/mhsapc/
• Efforts to forge a multi-level and multi-systems mhsapc.pdf
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prevention efforts that can appreciate the vari- tunity for health plans to improve quality and reduce
costs by embracing primary care medical homes.
ous processes that connect the biological, psy- American Health and Drug Benefits, 6, 30–38.
chological, and social systems overtime Copeland, W. E., Miller-Johnson, S., Keeler, G., Angold,
A., & Costello, E. J. (2007). Childhood psychiat-
ric disorders and young adult crime: A prospec-
tive, population- based study. American Journal of
Psychiatry, 164, 668–675.
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— Mitäkö? Ka, tiedäthän sinä, mitä minä haluan! Sieluja tietysti.
En suinkaan minä nyt rahan tai muun mullan perässä rupea
kuljeksimaan.
— Ei siitä mitään puhetta ollut, väitti nyt seppä, enkä minä sieluani
anna.
— Tartu kiinni!
*****
VII
— Kuinka voit luulla, että luoja korjaa sielusi, kun kerran sanot
aina petkutuksella eläneesi? Piru kai sinut korjaa eikä luoja?
Ja isäntä lisäsi:
— Ei, hyvä veli, tämä tällainen käy päinsä, puheli nyt Lusti
opettavaisesti Santtepekille. Kun olet kerran tuollainen taitoniekka,
että kädellä pyyhkäisemällä teet sokean näkeväksi, niin siitä
taidostahan vasta killinkejä heltiää. Parempaa elämisen keinoa ei voi
olla. Mitäpä siis muuta kuin sinä toimitat sairaiden parantamisen, ja
minä otan osalleni maksun kantamisen. Voit olla varma siitä, että
yhtä tunnollisesti ja perinpohjin kuin sinä tehtäväsi suoritat, minäkin
pidän huolen omastani. Näin me molemmat levitämme onnea ja
siunausta, emme ainoastaan koko maakuntaan, vaan vieläpä omaan
vatsaamme, joka muuten olisi aina tyhjä paitsi suu auki vastatuuleen
kuljettaessa.
Santtepekki ei sanonut mitään, vaan huokasi hiljaa itsekseen..
Mitä oli hänen tehtävä tälle omituiselle ihmislapselle, joka ei
näyttänyt horjahtavan erikoisluonteensa tasapainosta silloinkaan,
kun jumalallinen ihmetyö tapahtui hänen silmäinsä edessä?
Päinvastoin hän oli heti valmis käyttämään sitä tavalla, joka ei ollut
Jumalan tarkoitus, saadakseen itselleen rahaa ja lihallisia nautintoja.
Olisiko mitään keinoa, jolla saisi hänen sielunsa järkytetyksi ja
silmänsä avatuksi? Santtepekki tunsi, kuinka Jumalan aivoitukset
sotamies Lustin suhteen olivat hänelle tuntemattomat, ja huoaten
hän kaipasi Jeesuksen kaikkiviisasta läsnäoloa ja johtoa. Hän päätti
kääntyä rukouksella mestarinsa puoleen ja halusi siksi poistua
syrjemmäksi. Hän pyysi Lustia hetkisen odottamaan ja tämä
selittikin:
— Mikäpä siinä. Laihaa olikin tuon talon ruoka, niin että mielinpä
vähän maistaa näitä lampaanlihoja. Mene sinä vain, minne haluat;
minä teen tulen ja paistan rasvaiset paistit, etteivät lihat pääse
pilautumaan.
VIII
— Riitaako haastat?
- No, vanha toveri! Mitä siellä nurkassa yksin istuskelet ja olet niin
surullisen näköinen? Tule ja ota sinäkin, vanha mies, lämmin ryyppy,
niin rupeavat veresi hiukan vilkkaammin kiertelemään!
— Kas niin! Sehän oli oikein tukeva ryyppy! Jatka vain, niin kyllä
sinusta vielä mies tulee vanhanakin. Ja hän kaasi Santtepekin lasin
uudelleen täyteen. Kuta useammin lasin Santtepekki kallisti, sitä
ihmeellisemmäksi hän tunsi olonsa. Hänestä tuntui kuin olisi hän
aste asteelta laskeutunut yhä lähemmäksi inhimillisyyden vuolasta ja
haaleata virtaa, kunnes vihdoin painui siihen kokonaan ja lähti
uimaan rinnakkain miljoonien sielujen kanssa, rakkaassa
veljeydessä. Ja hänen sielussaan heräsi se suloisen kipeä, katkeran
tuskallinen, mutta samalla kaukaisesti hyvää tekevä ja sielua
avartava polte, jonka Jumala on ihmiselle kalliina aarteena
lahjoittanut ja jonka nimi on elävä, maahan asti nöyrtyvä, uskolla ja
avunhuudolla ylös pyrkivä synnintunto, sielujen ankara kevätmyrsky,
joka raivoaa katkoen puita ja oksia, sortaen maahan kaikki lahot
rakennukset, hälventäen valheen ja teeskentelyn sumut, mukanansa
lupaus ihanasta kevään ajasta, jolloin kyynelöivä maailma välkkyy
armon auringon loisteessa ja autuuden soitto täyttää sielun.
Santtepekki katsahti ympärilleen pimeään krouvin tupaan, jossa
savuavat kynttilät siellä täällä tuikuttivat, uneliaaseen, pöytänsä