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Many traditional pastoralist systems are greatly impacted by cumulative encroachments of other land users and by climate change. Understanding land degradation and the adaptive capacity of people who are dependent on the rangelands is an urgent priority for many areas in the world. In this research we explore how changing environmental conditions affect herding strategies on winter pastures and the role of indigenous and local traditional knowledge (ILK) in Sami reindeer husbandry. Our results indicate that traditional Sami reindeer herding strategies are still practiced, but that rapidly changing environmental circumstances are forcing herders into uncharted territories where these traditional strategies and the transmission of knowledge between generations may be of limited use. For example, rotational grazing is no longer possible as all pastures are being used, and changes in climate result in unpredictable weather patterns unknown to earlier generations. [ABSTRACT FROM AUTHOR]

Prolonged waiting times to receive mental health services are common and may have negative consequences. This study examines the relationship between waiting time and treatment engagement among 2,054 youth referred to an evidence based treatment (EBT). Findings indicate that families are more likely to refuse services if they face longer waiting times. Families exposed to a prolonged waiting time were also more likely to drop out prematurely from Functional Family Therapy, but this relationship was not significant among youth receiving Multisystemic Therapy. Implications for EBT implementation and strategies for engaging families are discussed. [ABSTRACT FROM AUTHOR]

Increasingly, research is focusing on strategies to make evidence-based practice more achievable in school mental health. A significant theme is training and implementation of 'common elements' or specific therapeutic skills associated with positive clinical outcomes for children and youth, as compared to 'manualized' interventions, which can be difficult to implement, especially in the school setting. As part of a larger study on quality assessment and improvement and evidence-based practice in school mental health (SMH) in three US states, this study analyzed 29 SMH clinicians' knowledge and use of common elements and the relation of knowledge and use to independent ratings of therapy quality. There was high variability in knowledge and use of the common elements and strong associations between knowledge and use and ratings of treatment quality/effectiveness. Results are discussed in relation to advancing research and clinical practice on achievable evidence-based practice in SMH. [ABSTRACT FROM AUTHOR]