Depression Tool Kit
Lesson One  
Lesson Two  
Lesson Three  
Lesson Four  
Lesson Five  
Lesson Six  
Lesson Seven  
Lesson Eight  
Appendix  
UAMS Acknowledgments
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Acknowledgments

A project of this size and scope could not have been accomplished without a committed team effort. Many people contributed to this effort, and they merit grateful appreciation for helping make the UAMS Partners in Behavioral Health Sciences The Scientific Basis for Mental Disorders: A Unique Teaching Toolkit on Mental Health – The Science of Depression project a success.

Edgar Garcia-Rill, Ph.D., Professor in the University of Arkansas for Medical Sciences (UAMS) Departments of Psychiatry and Neurobiology and Developmental Sciences for his permission to use excerpts from his book, Brain Music, and his input into early drafts and especially the neuroscience information in lessons 4 and 5.
Richard Owen, M.D., the Director of the Center for Mental Healthcare and Outcomes Research (CeMHOR), Central Arkansas Veterans Healthcare System, and the Research Coordinator of the Mental Health QUERI and Associate Professor, Department of Psychiatry, University of Arkansas for Medical Sciences, and Associate Professor, Department of Epidemiology, College of Public Health, University of Arkansas for Medical Sciences for his review and consultation on all toolkit material addressing the neurobiology of mental health.

Teresa Hudson, Pharm.D., Assistant Professor, UAMS Department of Psychiatry for reviewing information about medications used to treat depression.  E. Robert Burns, Ph.D., Professor in the UAMS Department of Neurobiology and Developmental Sciences and Principal Investigator of the Partners in Health Sciences program (NIH SEPA R25 RR12346) using his vast teaching skills and experience with K-12 educational programs to critique and edit drafts of the toolkit lessons and supporting material.
Bruce Newton, Ph.D., Assistant Professor and Neurobiology Course Director in the UAMS Department of Neurobiology and Developmental Sciences, for obtaining the brain specimen for the images, and his considerable expertise in neuroanatomy, which ensured that the images were labeled accurately.  Margaret Yoder, BA. curriculum consultant and former teacher for her early contributions in getting the project off the ground.

Mary Prentice, Ph.D, Professor Emeritus in Education, University of Arkansas at Little Rock, for her thoughtful review of the entire toolkit and revisions of the test items to align them with current practices in teaching and student evaluation.

We are also very thankful for the contributions of several colleagues at the University of Washington, in Seattle, Washington, for their guidance and input. Dr.  Patricia Betrus, Associate Professor, Psychosocial and Community Health, in the School of Nursing, gave an excellent editorial review of the teacher’s guides.  Helen “Trez” Buckland, M.Ed., Project Director for the Making Connections program (NIH NCRR SEPA # R25 RR09840) in the School of Nursing, provided invaluable advice and a review of early versions of the lesson plans and teacher’s guides, as well as suggestions about the material’s application to the classroom setting. Equally valuable was the review of the toolkit lessons by participants at the 10th Annual Making Connections Institute 2002 workshop coordinated by Ms. Buckland. Significant contributions were also made by Dr. Akira Horita, Emeritus Professor, Pharmacology and Psychiatry and Behavioral Sciences, School of Medicine, Dr. Susanna Cunningham, Professor, Biobehavioral Nursing and Health Systems, School of Nursing, and Ms. Jenny Williamson, M.Ed., Project Director, Addiction: Hijacking the Brain, School of Nursing.

We are also grateful to: Kevin Christensen, J. Brian Richardson, Mindy Stout and Janet Whitten of the UAMS Media Services Department. They provided excellent ideas, the artwork, photography and design features that make the pages come alive for teachers and students. We thank them for their patience and persistence.
Elise Allee, MA, Research Assistant with the UAMS Department of Psychiatry, for help with structuring and proofreading sections of the toolkit. Meg Rains, Communications Coordinator for the UAMS Department of Psychiatry, for proofreading early drafts of the lessons and supporting material.

Several teachers and students reviewed the project at various stages of development. Particularly, we would like to recognize: Sharon Otwell, Ph.D of North Little Rock High School – West Campus in the North Little Rock School district, North Little Rock Arkansas and students in her 2003 psychology classes; Mrs. Melissa Donham of Central High School, Little Rock School District, Little Rock, Arkansas and students in her 2003 biology classes; Mrs. Ruthie Hiett of Parkview Arts and Science Magnet High School, Little Rock School District, Little Rock, Arkansas; Mrs. Kathy Ramsey, Lead Science Teacher for 9-12th grades with the Little Rock School District.  Brett Lowitz, PIBHS lead summer intern and student at Brandies University for her review of the lessons and insight into making the toolkit more student-friendly, also Ms. Erin Bryant and Ms. Adrienne Crowell, Partners in Behavioral Health Sciences interns and students at Parkview Arts and Science Magnet High School, Little Rock School District, Little Rock, Arkansas.

A very special thanks goes to all the PIBHS student volunteers and high school students who shared their thoughts with us about the impact of stress and depression in their lives.


Sponsored by the UAMS College of Medicine, Department of Psychiatry’s Partners in Behavioral Health Sciences program which is made possible by support from a Science Education Partnership Award (R25 RR15976) from the National Center for Research Resources at the National Institutes of Health.