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01 · ABSTRACT

Abstract

The COVID-19 pandemic of 2020 has led to increased awareness of mental health needs among pediatric populations. As the number of pediatric mental health emergency department visits have increased, so has the need for integrated behavioral health services in hospitals. This paper describes a standard of mental health care and the benefits of providing mental health services in pediatric hospital settings. The Trauma Mental Health Counseling Program, Hurt-2- Healing (H2H™) was developed and implemented in a Level-1 pediatric hospital and has served a total of 1,523 pediatric trauma patients and their caregivers since 2021. This program established a new hospital-based standard of mental healthcare for pediatric trauma patients and their caregivers. A questionnaire was developed to evaluate the efficacy of the Hurt-2-Healing program within domains such as openness to seeking counseling, psychoeducation, helpfulness of counseling, and ability to cope with the traumatic injury. The majority of (83%) patients/caregivers had no previous counseling experience prior to hospital admittance. Questionnaire responses indicated that after receiving mental health services, caregivers felt more aware of their children’s mental health needs and reported being more open to seeking future mental health counseling services for their child. Further, most respondents were in strong agreement that receiving mental health counseling services during the hospital stay was helpful. These results highlight the need for, and benefit of, providing a standard of care integrating behavioral health services in pediatric hospitals.

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02 · PUBLICATION RECORD

Article details

JournalMedical Research Archives
IssueVol 11 No 5 (2023): May Issue, Vol.11, Issue 5
SectionResearch Articles
Published26 May 2023
DOI10.18103/mra.v11i5.3867
ISSN2375-1924
03 · RIGHTS & REUSE

Rights & reuse

This article is published under a Creative Commons Attribution License (CC BY 3.0) and may be shared or distributed by anyone as long as attribution is given to the journal.

Authors & affiliations

ES

Eraina Schauss, PhD

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

SA

Sydnie Allen

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

CL

Chi Li, PhD

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

KH

Kiersten Hawes, PhD

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

MN

Mary Neal

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

CL

Courtney Loveless

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

NM

Nicole McHugh

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

HZ

Haley Zettler, PhD

University of North Texas, Department of Criminal Justice, Chilton Hall 273G, Denton, TX, USA

MB

Melanie Burgess, PhD

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

JR

Jihan Rashed

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

BA

Brian Ahern

The BRAIN Center at the University of Memphis, Department of Counseling, Educational Psychology & Research, Patterson Hall Room 123, Memphis, TN , USA

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