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Biomedical subjects

Robert J Harmon

Publications and source records attributed to Robert J Harmon.

11 recordsLinked to original sources
PubMed2002

The administration of programs for infants and toddlers.

In this article, models for providing training in infant and toddler mental health are described. The goal has been to outline programs in enough detail that they may serve as models for persons who wish to develop infant psychiatry training and services within their academic division or their clinical program. From an administrative and fiscal perspective, developing training experiences in infant mental health has many advantages. Consultation experience and clinical experience with infants and young children are training requirements of the psychiatry Residency Review Committee. There is also a workforce shortage of child and adolescent psychiatrists and clinicians who can work with children, and there is an even greater shortage of child psychiatrists and psychologists who can work with very young children. This shortage allows a division chief or program director a particular opportunity to earmark core training funding for this underserved area and to partner with affiliated institutions and programs that can help fund these training efforts. The author's program was helped immensely by a private foundation grant, but for the first 20 years it was able to be self-sufficient through a commitment to training and reimbursement for clinical services. Currently, there seems to be an awareness on the part of community and public sector programs that they not only need to pay for trainee time but also must include administrative and faculty time. Finally, experience has defined major important principles of this work with infants, toddlers, and their families. First, training and clinical service must be provided within a context of knowledge and experience in child development. Second, the principles and knowledge of infant mental health must be used. Third, an understanding of relationship-based interventions provided within the context of reflective supervision and mentorship must be provided.

Academic Medical Centers↗
PubMed2002

General design classifications.

This column described the general design classifications of between-groups, within-subjects, and mixed designs. Remember that in between-groups designs, each participant is in only one group or condition. In within-subjects or repeated-measures designs, on the other hand, each participant receives all the conditions or levels of the independent variable. In mixed designs, there is at least one between-groups independent variable and at least one within-subjects independent variable. In classifying the design, do not consider the dependent variable(s). The classifications and descriptions presented in this column are for difference questions, using the randomized experimental, quasi-experimental, and comparative approaches to research. Appropriate classification and description of the design are crucial for choosing the appropriate inferential statistic, which is the topic of the next column and several to follow.

Adolescent↗
PubMed2002

Selection of inferential statistics: an overview.

This column serves as an introduction to selection of appropriate statistical methods. In the next five columns we will discuss conceptually, and in more depth, these statistical methods. We will use clinical examples and discuss why the author(s) selected a particular statistical method and how the results of the statistical method were interpreted.

Humans↗
PubMed2002

Single-factor repeated-measures designs: analysis and interpretation.

In this column we discussed the selection and interpretation of appropriate statistical tests for single-factor within-subjects/ repeated-measures designs and provided an example from the literature. The parametric tests that we discussed were the t test for paired or correlated samples and the single-factor repeated-measures ANOVA. We also mentioned four nonparametric tests to be used in single-factor within-subjects/repeated-measures designs, but they are relatively rare in the literature. The Compton et al. (2001) article did not provide effect size measures, but they could be computed from the means and standard deviations. Remember that a statistically significant t or ANOVA (even ifp < .001) does not mean that there was a large effect, especially if the sample was large. In the Compton example, the sample was quite small (N = 14), and the findings do reflect a large effect size.

Adolescent↗