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Objectives The aim of the study was to evaluate feasibility and utility of an electronic health record (EHR) activity to assess transitional readiness, deliver services to meet individual needs, and to track patient progress. Methods We developed a Transition EHR activity (TEA) to track patients through a standardized process where transition readiness is annually assessed and services distributed based on need. The process assesses transition skills starting at age 12 years and sets goals through shared decision-making, delivers resources according to need, reviews patients' personal medical histories, and documents healthcare transfer to adult gastroenterology. We piloted TEA among patients with inflammatory bowel disease (IBD) ages ≥12 years. Distribution to patients was measured and tolerability assessed via patient self-report evaluations. Results Since launch, TEA has been distributed to all eligible patients (N = 53) with a median age of 16 (14,18) years (median [IQR]), 62% male, 58% white, 26% Hispanic at our weekly dedicated IBD clinic. All have performed the transition skills' self-assessment and practicum, and set transition goals with their healthcare provider. Of these individuals, 41 (77%) participated in survey feedback. On a utility rating scale of 0 (not helpful at all) to 10 (very helpful), patients reported median (IQR) utility scores of 8 (7,10) for the transition readiness assessment, 9 (7,10) for transition resources provided, and 9 (7,10) for the medical history summary. Most (91%) would recommend TEA to other patients. Conclusions TEA standardized delivery of resources among pediatric IBD patients and was well received and friendly to clinical workflow.

The ability to respond to public health emergencies involving infectious diseases as well as our ability to adequately prepare for as yet unknown or unrecognized emerging infectious diseases requires suitable facilities within which scientific investigations can take place. To ensure the safe conduct of such investigations so that laboratory workers and the general public are protected from potential consequences of accidental or intentional release of high consequence pathogens, special containment facilities have been designed and constructed. Evaluation of the adequacy of containment for these types of investigations requires a risk assessment (RA) as part of the overall construction project for these types of laboratories. A discussion of the RA process along with considerations that impact the design of such studies and the overall results is presented.

SUMMARY This article presents an overview of the complex experiences of racism and the invisibility syndrome as they relate to issues of race-related stress, emotional abuse, and psychological trauma for people of color. Racism, through domination, power, and White privilege, is manifested in its individual, institutional, and cultural forms. Race-related stress is discussed as an outcome of perceived racism creating emotional abuse and psychological trauma. Consequences of racism are considered for family and couple relationships. A case example is presented illustrating the issues of racism in the professional and personal development of a staff member in a mental health agency. Examples of interventions to combat racism are given, such as identifying resilience and strengths of people of color, and the role of the antiracist movement.

The article reviews the use of debriefing and support groups for children who experienced the deaths of family members in the traumatic events of September 11, 2001. An overview of children's normal age-related responses to bereavement and of the special circumstances of trauma and grief provides the foundation for understanding the unique family and community stressors of 9/11 that impacted the children and group leaders. Stress-reduction exercises suitable for use with traumatized children in bereavement groups are presented together with specific drawing and written activities to encourage the processing of feelings.

Many clinicians working in inner-city community mental health centers find themselves overwhelmed by the complexity of the treatment cases presented. This paper illustrates the application of a multisystems model of family therapy that allows the clinician to organize and implement a treatment plan at the nuclear family, extended family, and systems levels.

Part I: Introduction: N.B. Webb, The Child and Death. N.B. Webb, Assessment of the Bereaved Child. N.B. Webb, Counseling and Therapy for the Bereaved Child. Part II: Death in the Family. N.B. Webb, Death of Grandparents Family Therapy to Assist Bereavement: Case of the Silver Family Siblings Ages 11, 9, and 5. J. LeVieux, Terminal Illness and Death of Father: Case of Celeste, Age 5 1/2. N.B. Webb, Complicated Grief Dual Loss of Godfather's Death and Parental Separation: Case of the Martini Family Sisters Ages 8 and 10. C.P. Kaplan, H. Joslin, Accidental Sibling Death: Case of Peter, Age 6. N.B. Webb, Suicidal Death of Mother. T. Bevin, Violent Deaths of Both Parents: Case of Marty, Age 2 1/2. D.C. Tait, JL. Depta, Play Therapy Group for Bereaved Children. Part III: Death in the School and Community. N.B. Webb, Traumatic Death of Friend/Peer: Case of Susan, Age 8. G. Doster, C.Q. McElroy, Sudden Death of a Teacher: Multilevel Intervention in an Elementary School. L.O. Hickey, Death of a Counselor: A Bereavement Group for Junior High School. M. Munsch, School-Based Intervention Following Violent Death in a Classmate's Family. Appendix: Training Programs/Certifications, Resources, References on Religious/Cultural/Ethnic Practices Related to Death. Index

Based on a literature review and a survey of existing programs, this preventive outreach program emphasizes staff training in order to prepare college staff to implement a variety of outreach efforts following the suicide attempt or death of a student on campus. Specific guidelines are offered for the management of the suicide crisis, with special attention focused on the friends of the suicide victim.

Fostering competence in clinical practitioners is a goal easier stated than accomplished. This article translates selected concepts from ego psychology and communications theory into specific guidelines for developing competent clinical practitioners. The "life model" approach to supervision presented here emphasizes building from the strenghts of the supervisee and promoting growth in a nuturing, supportive supervisory environment.

Recognition of termination as a crisis of separation/individuation supports a crisis intervention approach to work during this phase, with guidelines derived from Mahler's theory of separation/individuation, Bowlby's theory of attachment and loss, and James Mann's notion of the subjective meaning of time. The social work literature on the topic is reviewed, and case examples illustrate varying responses to termination depending on the perception of the experience as a threat, loss, or challenge.

The close relationship between crisis intervention and prevention is examined in the context of social work consultation with preschool and senior citizen centers. The location of service in community settings provides opportunities to reach “nonclient” populations facing either anticipated or unanticipated crises.

The development of a group therapy approach for black women is reported. The therapeutic and support functions of the group are discussed and the recurrent themes arising in group sessions are examined. Many group members achieved their goals of self-exploration, insight, and significant behavioral change.