Journal of Psychosocial Nursing and Mental Health Services
Vol. 47 No. 4 April 2009
Promoting Culturally Sensitive ADHD Services for Women:
An Individual Example and a Call to Action
Roberta Waite, EdD, APRN, CNS-BC; and Nicole Ivey, BSN, RN
ABSTRACT
Attention-deficit/hyperactivity disorder (ADHD) is a
heterogeneous chronic behavioral disorder characterized by developmentally
inappropriate levels of inattention, motor activity, and impulsiveness.
Currently, most literature and research focuses on Caucasian males. Data on
women with ADHD, specifically African American women, has to a great extent
been absent from the literature and research. Research indicates that
undiagnosed and untreated ADHD among women often causes psychological and
academic impairments, low self-esteem, impaired social relationships, and
general demoralization. In addition, women with ADHD have limited ability to be
consistent parents, are less able to manage their jobs and households, and are
at a higher risk for divorce and single parenting. Given these implications,
undiagnosed and untreated ADHD poses not only a personal tragedy but also a
serious public health concern. The purpose of this article is to provide a
research overview of adult ADHD and to share a reflective life journey of an
African American woman who was diagnosed with ADHD as an adult.
AUTHORS
Dr. Waite is Assistant Professor, Drexel University,
Philadelphia, Pennsylvania, and Ms. Ivey is a graduate student, University of
Missouri Kansas City, Kansas City, Missouri.
The authors disclose that they have no significant
financial interests in any product or class of products discussed directly or
indirectly in this activity, including research support.
The authors acknowledge the American Nurses Foundation
and Barbara Granger, PhD, for reviewing the paper.
Address correspondence to Roberta Waite, EdD, APRN, CNS-BC, Assistant
Professor, Drexel University, 1505 Race Street, MS 1030, Philadelphia, PA
19064; e-mail: Rlw26@drexel.edu.
Addressing Recovery from Severe Mental Illness in Clinical Supervision
of Advanced Students
Paul H. Lysaker, PhD; Kelly D. Buck, APRN-BC; and Jill I. Lintner,
APRN-BC
ABSTRACT
Although it is widely recognized that curricula should
incorporate emerging knowledge about recovery as an attainable outcome for
individuals with severe mental illness, little has been written about the
clinical supervision of advanced students within a recovery model. For example,
are there systematic issues a supervisor should anticipate and be prepared to
address? How should a clinical supervisor assist students as they begin to try
and apply their knowledge in a clinical context? To begin a dialogue about
these issues, this article will propose that clinical supervision from a
recovery model is faced with at least four semi-distinct challenges: the
detection and avoidance of stigma, the setting of consensually valid and
personally relevant goals, the development of a therapeutic relationship, and
the assessment of barriers to recovery and outcomes.
AUTHORS
Dr. Lysaker is Clinical Psychologist, and Ms. Buck and
Ms. Lintner are Clinical Nurse Specialists, Roudebush VA Medical Center,
Indianapolis, Indiana. Dr. Lysaker is also Associate Professor of Clinical
Psychology, Department of Psychiatry, Indiana University School of Medicine,
Indianapolis, and Ms. Buck is Adjunct Associate Professor, Purdue University,
School of Nursing, West Lafayette, Indiana.
The authors disclose that they have no significant
financial interests in any product or class of products discussed directly or
indirectly in this activity, including research support.
Address correspondence to Paul H. Lysaker, PhD, Clinical Psychologist,
Roudebush VA Medical Center (116H), 1481 West 10th Street, Indianapolis, IN
46202; e-mail: plysaker@iupui.edu.
Challenges Associated with Being an Off-Site Depression Care Manager
Betty (Sunny) Ackerman, RN; Jeffrey M. Pyne, MD; and John C. Fortney,
PhD
ABSTRACT
Within the context of depression care, the U.S.
Department of Veterans Affairs (VA) has an ongoing depression care manager
(DCM) training program. The VA has already trained approximately 50 DCMs and
plans to continue DCM training to facilitate the integration of primary care
and mental health care. This article provides an overview of the role of a DCM,
challenges encountered by an off-site DCM, and strategies to address those
challenges. Specifically, this article addresses the following challenges from
the perspective of the DCM: suicidal patients, different agendas between
patients and DCMs, feeling isolated, maintaining boundaries, building trust,
learning to read between the lines, and dealing with hard-to-contact patients.
Care management in the context of a distributed care team is becoming
increasingly popular in health care systems.
AUTHORS
Ms. Ackerman is Depression Care Manager, Dr. Pyne is
Research Health Scientist and Psychiatrist, and Dr. Fortney is Research Health
Scientist, Center for Mental Healthcare and Outcomes Research, Central Arkansas
Veterans Healthcare System, Little Rock, Arkansas. In addition, Dr. Pyne is
Associate Professor, and Dr. Fortney is Director of the Division of Health
Services and Professor, Department of Psychiatry, University of Arkansas for
Medical Sciences, Little Rock, Arkansas.
The authors disclose that they have no significant
financial interests in any product or class of products discussed directly or
indirectly in this activity, including research support.
Address correspondence to Betty (Sunny) Ackerman, RN, Depression Care
Manager, Center for Mental Healthcare and Outcomes Research, Central Arkansas
Veterans Healthcare Systems, 2200 Fort Roots Drive (152/NLR), North Little
Rock, AR 72114; e-mail: Betty.Ackerman@va.gov.
