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Fleming GE, Boulton AL, Prasad AH, Kershaw KA, Kimonis ER. Educator Knowledge of Childhood Conduct Problems and Callous-Unemotional Traits. Res Child Adolesc Psychopathol 2024:10.1007/s10802-024-01230-9. [PMID: 39001988 DOI: 10.1007/s10802-024-01230-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/08/2024] [Indexed: 07/15/2024]
Abstract
Research evaluating mental health literacy (MHL) of adults who support children with mental health difficulties is relatively scarce. To date, no studies have investigated educator knowledge of conduct problems and callous-unemotional (CU) traits. This is a significant gap in the literature since conduct problems are among the most prevalent childhood mental disorders, while CU traits are associated with poor academic, behavioral, and social outcomes in school settings. In the current study, we assessed educators' knowledge of the characteristics and management of conduct problems and CU traits. Participants were N = 390 preschool and primary/elementary school educators (Mage = 38.62 years, SD = 11.66; 91% woman-identifying; 71% White) who completed a Knowledge Test and survey assessing educator characteristics and various student-educator outcomes. Averaged across items, educators scored 57.1% on the Knowledge Test. We identified gaps in educator knowledge with respect to identifying characteristics associated with distinct domains of externalizing difficulties and evidence-based management strategies. Educators' years of experience and accreditation status were not associated with knowledge. Paraeducators had significantly lower knowledge scores than teachers and leadership. Unexpectedly, greater knowledge was not associated with better student-teacher relationship quality or more positive perceptions of students with conduct problems. Findings support the need for universal MHL programs focused on conduct problems and CU traits, especially among paraeducators, while also suggesting that more intensive interventions may be required to improve educator-student relationship quality.
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Affiliation(s)
- Georgette E Fleming
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia.
| | - Antonia L Boulton
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - Ashneeta H Prasad
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - Kelly A Kershaw
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - Eva R Kimonis
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
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Causier C, Johns L, Radez J, Hassan H, Maughan D, Waite F. Experiences of Help-Seeking for Severe Mental Health Problems in Young Pakistani Women: A Preliminary Qualitative Study. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2024; 55:429-443. [PMID: 38766627 PMCID: PMC11101305 DOI: 10.1177/00220221241236944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
Almost three quarters of mental illnesses start by the age of 25, yet youth (18-25-year-olds) are often underrepresented in U.K. services. This is particularly true for those of ethnic minorities. In this study, we aimed to understand how young Pakistani women and their parents make decisions to seek help for severe mental health problems, and the barriers and facilitators to accessing professional help. Young Pakistani women with experience of severe mental health problems and their parents were recruited from a community sample. Semi-structured interviews were conducted with six young people and two parents. Data were analyzed using reflexive thematic analysis. Pakistani culture and its interplay with British culture strongly influenced the decisions and ability of young Pakistani women and their parents to help-seek, largely through the role of stigma. Low mental health literacy, stigma, and a lack of culturally informed services were identified as the most common barriers to accessing care. These barriers fed into the internalized stigma these young women experienced which, through fear of damaged reputation and personal prejudices, posed further barriers to seeking help. Participants highlighted recommendations for both individual-level (e.g., increased education and awareness) and service-level (e.g., greater choice over care) change to facilitate accessibility of professional help. Young Pakistani women face multiple culturally related challenges to accessing care for severe mental health problems at both the individual- and service-level. Novel suggestions to address these challenges, such as including youth peer support workers in services, may facilitate more inclusive and accessible services.
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Affiliation(s)
- Chiara Causier
- University of Oxford, UK
- Oxford Health NHS Foundation Trust, UK
| | - Louise Johns
- University of Oxford, UK
- Oxford Health NHS Foundation Trust, UK
| | - Jerica Radez
- University of Oxford, UK
- Oxford Health NHS Foundation Trust, UK
| | - Hibah Hassan
- University of Oxford, UK
- Oxford Health NHS Foundation Trust, UK
| | | | - Felicity Waite
- University of Oxford, UK
- Oxford Health NHS Foundation Trust, UK
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3
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Renwick L, Pedley R, Johnson I, Bell V, Lovell K, Bee P, Brooks H. Mental health literacy in children and adolescents in low- and middle-income countries: a mixed studies systematic review and narrative synthesis. Eur Child Adolesc Psychiatry 2024; 33:961-985. [PMID: 35570227 PMCID: PMC11032284 DOI: 10.1007/s00787-022-01997-6] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 04/23/2022] [Indexed: 12/12/2022]
Abstract
Mental illnesses are the leading cause of disease burden among children and young people (CYP) globally. Low- and middle-income countries (LMIC) are disproportionately affected. Enhancing mental health literacy (MHL) is one way to combat low levels of help-seeking and effective treatment receipt. We aimed to synthesis evidence about knowledge, beliefs and attitudes of CYP in LMICs about mental illnesses, their treatments and outcomes, evaluating factors that can enhance or impede help-seeking to inform context-specific and developmentally appropriate understandings of MHL. Eight bibliographic databases were searched from inception to July 2020: PsycInfo, EMBASE, Medline (OVID), Scopus, ASSIA (ProQuest), SSCI, SCI (Web of Science) CINAHL PLUS, Social Sciences full text (EBSCO). 58 papers (41 quantitative, 13 qualitative, 4 mixed methods) representing 52 separate studies comprising 36,429 participants with a mean age of 15.3 [10.4-17.4], were appraised and synthesized using narrative synthesis methods. Low levels of recognition and knowledge about mental health problems and illnesses, pervasive levels of stigma and low confidence in professional healthcare services, even when considered a valid treatment option were dominant themes. CYP cited the value of traditional healers and social networks for seeking help. Several important areas were under-researched including the link between specific stigma types and active help-seeking and research is needed to understand more fully the interplay between knowledge, beliefs and attitudes across varied cultural settings. Greater exploration of social networks and the value of collaboration with traditional healers is consistent with promising, yet understudied, areas of community-based MHL interventions combining education and social contact.
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Affiliation(s)
- Laoise Renwick
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
| | - Rebecca Pedley
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Isobel Johnson
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Vicky Bell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Karina Lovell
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Penny Bee
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
| | - Helen Brooks
- Division of Nursing, Midwifery and Social Work, Faculty of Medicine, Biology and Health, School of Health Sciences, University of Manchester, Room 6.304 Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK
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Sawrikar V, Van Dyke C, Smith Slep AM. The Ws of Parental Help-Seeking: When, Where, and for What Do Parents Seek Help for Child Mental Health. Child Psychiatry Hum Dev 2024:10.1007/s10578-024-01683-5. [PMID: 38507021 DOI: 10.1007/s10578-024-01683-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/15/2024] [Indexed: 03/22/2024]
Abstract
Parental help-seeking preferences may help explain the treatment gap in child mental health. This study examined mothers' and fathers' help-seeking behaviors for child mental health to further understand their individual preferences for treatment. A total of 394 mothers and fathers completed questionnaires assessing the types of help sought for mental health concerns for a target child (age 3-7 years), as well as measures representing illness profile, predisposing characteristics, and barriers/facilitators proposed to influence help-seeking. Parents often sought informal rather than professional help. Regression modelling indicated mothers' different help-seeking behaviors were significantly associated with illness profile (marital quality, child mental health, parental education), predisposing factors (parental attributions, child age), and family income, while fathers' different help-seeking behaviors were significantly associated with child demographics (age, gender). The results support expanding treatments into nonclinical settings and improving child mental health literacy to improve appropriate parental help-seeking for child mental health concerns.
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Affiliation(s)
- Vilas Sawrikar
- Centre for Applied Developmental Psychology, University of Edinburgh, Edinburgh, UK.
- Department of Clinical and Health Psychology, University of Edinburgh, Edinburgh, UK.
| | | | - Amy M Smith Slep
- Family Translational Research Group, New York University, New York, NY, USA
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Ahmed MM, John J. Perceptions of mental health services among the children who are in conflict with the law in Jammu and Kashmir. Glob Ment Health (Camb) 2023; 10:e81. [PMID: 38161739 PMCID: PMC10755411 DOI: 10.1017/gmh.2023.70] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 10/05/2023] [Accepted: 10/31/2023] [Indexed: 01/03/2024] Open
Abstract
Background: Due to the Jammu and Kashmir conflict, many teenagers are involved in disputes with the law. The conflict made generations suffer for decades. Such children made the mobs; being involved in life-threatening situations and the risk they confront develop psychiatric disorders. As a result of the various tense conditions when applied in multiple anti-social activities, aberrant children sent to correctional homes have to encounter numerous psychological disorders. Aim: The motive of the study is to explore the level of awareness, availability of services, stigma and obstacles to seeking assistance. Method: Due to the open-ended interview questions and a small sample size of 15 respondents, this study employed a qualitative methodology - a thematic analysis was done. Results: The findings revealed that, although the stigma is not publicly acknowledged, children who break the law and seek mental health services (MHS) are stigmatised. It was also shown that minor offenders fear that when they receive services provided by the staff of the observation home (OH), there will be a violation of their privacy and fear unforeseen repercussions. Conclusion: Collaborative action must proactively raise appropriate awareness to lessen the stigma linked with mental health problems, especially regarding MHS among these teenagers.
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Affiliation(s)
- Mohd Manshoor Ahmed
- Research Scholar, Department of Social Work, Central University of Kerala, Periye, Kerala
| | - Jilly John
- Assistant Professor, Department of Social Work, Central University of Kerala, Periye, Kerala
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Jackson ST, Jaeger AJ, Del Vecchio T. Predictors of help-seeking behavior in mothers of preschoolers. Clin Child Psychol Psychiatry 2023; 28:1495-1508. [PMID: 36876474 DOI: 10.1177/13591045231160644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Abstract
Mental health difficulties in the preschool years require early intervention, but preschool children are underserved in mental healthcare. One explanation might be that parents do not seek services because their problem recognition, or labeling, ability is lacking. While previous research demonstrates that labeling is positively associated with help-seeking, interventions aimed at improving help-seeking by improving labeling are not always successful. Parental perceptions of severity, impairment, and stress also predict help-seeking, but have not been examined alongside labeling. Thus, it is unclear how much they add to the parental help-seeking process. The present study simultaneously examined labeling and parental perceptions of severity, impairment, and stress on help-seeking. Participants (82 adult mothers of children ages 3-5 years) read vignettes describing preschool-aged children with symptoms of depression, anxiety, and ADHD, and answered a series of questions to assess their labeling and likelihood of help-seeking for each of the problems presented. Help-seeking was found to be positively associated with labeling (r = .73; r = .60), severity (r = .66), impairment (r = .31), and stress (r = .25). Furthermore, severity, impairment, and stress predicted endorsements of help-seeking above and beyond what was predicted by labeling alone (R2 change = .12; χ2 (3) = 20.03, p < .01). These results underscore the importance of parental perceptions of children's behavior to the help-seeking process.
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7
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Hawes DJ, Gardner F, Dadds MR, Frick PJ, Kimonis ER, Burke JD, Fairchild G. Oppositional defiant disorder. Nat Rev Dis Primers 2023; 9:31. [PMID: 37349322 DOI: 10.1038/s41572-023-00441-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/11/2023] [Indexed: 06/24/2023]
Abstract
Oppositional defiant disorder (ODD) is a disruptive behaviour disorder involving an ongoing pattern of angry/irritable mood, argumentative/defiant behaviour and vindictiveness. Onset is typically before 8 years of age, although ODD can be diagnosed in both children and adults. This disorder is associated with substantial social and economic burden, and childhood ODD is one of the most common precursors of other mental health problems that can arise across the lifespan. The population prevalence of ODD is ~3 to 5%. A higher prevalence in males than females has been reported, particularly before adolescence. No single risk factor accounts for ODD. The development of this disorder seems to arise from the interaction of genetic and environmental factors, and mechanisms embedded in social relationships are understood to contribute to its maintenance. The treatment of ODD is often successful, and relatively brief parenting interventions produce large sized treatment effects in early childhood. Accordingly, ODD represents an important focus for research, practice and policy concerning early intervention and prevention in mental health.
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Affiliation(s)
- David J Hawes
- School of Psychology, University of Sydney, Sydney, New South Wales, Australia.
| | - Frances Gardner
- Centre for Evidence-Based Intervention, Department of Social Policy and Intervention, University of Oxford, Oxford, UK
| | - Mark R Dadds
- School of Psychology, University of Sydney, Sydney, New South Wales, Australia
| | - Paul J Frick
- Department of Psychology, Louisiana State University, Baton Rouge, LA, USA
| | - Eva R Kimonis
- Parent-Child Research Clinic, School of Psychology, University of New South Wales, Sydney, New South Wales, Australia
| | - Jeffrey D Burke
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
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Johnson CL, Gross MA, Jorm AF, Hart LM. Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood. Clin Child Fam Psychol Rev 2023; 26:569-591. [PMID: 36763174 PMCID: PMC10123050 DOI: 10.1007/s10567-023-00426-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 02/11/2023]
Abstract
The level of mental health literacy (MHL) in adults who work with or care for children is likely to influence the timeliness and adequacy of support that children receive for mental health problems. The aim of this study was to systematically review the literature on mental health literacy for supporting children (MHLSC, recognition/knowledge) among parents and teachers of school aged children (5 to 12 years old). A systematic search was conducted for quantitative studies published between 2000 and June 2021 using three databases (MEDLINE, PsycINFO and ERIC) and relevant citations reviewed in Scopus. To be included, studies needed to measure at least either 'mental health knowledge' or 'recognition'. Synthesis proceeded according to study design, adult population, child MHP, then MHL outcome. Study quality was assessed using AXIS. 3322 documents were screened, 39 studies met inclusion criteria. 49% of studies examined teachers' knowledge or recognition of ADHD; only five studies reported on parent samples. Synthesis found a nascent field that was disparate in definitions, methods and measures. Little research focussed on knowledge and recognition for internalizing problems, or on parents. Methods used for measuring knowledge/recognition (vignette vs screening) were associated with different outcomes and the quality of studies was most often low to moderate. Adults appear to have good recognition of childhood ADHD but their knowledge of internalizing disorders is less clear. Further research is required to develop standard definitions and validated measures so gaps in MHLSC can be better identified across populations who have a role in supporting children with their mental health.
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Affiliation(s)
- Catherine L Johnson
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia.
| | - Maxine A Gross
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
- Telethon Kids Institute, Adelaide, SA, Australia
| | - Anthony F Jorm
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
| | - Laura M Hart
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Level 5, 207 Bouverie Street, Carlton, VIC, 3010, Australia
- School of Psychology and Public Health, La Trobe University, Bundoora, VIC, Australia
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9
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Ma SON, McCallum SM, Pasalich D, Batterham PJ, Calear AL. Understanding parental knowledge, attitudes and self-efficacy in professional help-seeking for child anxiety. J Affect Disord 2023:S0165-0327(23)00720-6. [PMID: 37245548 DOI: 10.1016/j.jad.2023.05.079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 05/19/2023] [Accepted: 05/21/2023] [Indexed: 05/30/2023]
Abstract
BACKGROUND Child anxiety disorders are highly prevalent yet undertreated. As parents are often 'gatekeepers' to children receiving treatment and support, this study aimed to investigate modifiable parental factors affecting professional help-seeking for their children from general practitioners (GPs), psychologists, and paediatricians. METHODS In this study, 257 Australian parents of children aged 5-12 years with elevated anxiety symptoms completed a cross-sectional online survey. The survey assessed help-seeking from a GP, psychologist, and paediatrician (General Help Seeking Questionnaire), as well as anxiety knowledge (Anxiety Literacy Scale), help-seeking attitudes (Attitudes Toward Seeking Professional Psychological Help), personal stigma (Generalised Anxiety Stigma Scale) and self-efficacy (Self-Efficacy in Seeking Mental Health Care). RESULTS 66.9 % of participants had sought help from a GP, 61.1 % from a psychologist, and 33.9 % from a paediatrician. Help-seeking from a GP or psychologist was associated with lower personal stigma (p = .02 and p = .03 respectively). Participants who sought help from a psychologist also had more positive attitudes toward seeking professional support (p = .01). Conversely, knowledge of anxiety disorders and self-efficacy were not associated with help-seeking from any source. LIMITATIONS Limitations of the study include the representativeness of our sample (female gender, higher education level); unexplained variance potentially accounted for by other factors (e.g., structural barriers); lack of prior validation of measures in a parent sample. CONCLUSIONS This research will inform the development of public health policy and psychoeducation interventions for parents, to reduce personal stigma and increase positive attitudes toward professional help-seeking, in turn improving help-seeking for child anxiety.
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Affiliation(s)
- Samuel O N Ma
- Research School of Psychology, The Australian National University, Canberra, Australia
| | - Sonia M McCallum
- Centre for Mental Health Research, National Centre for Epidemiology and Population Health, The Australian National University, Canberra, Australia
| | - Dave Pasalich
- Research School of Psychology, The Australian National University, Canberra, Australia
| | - Philip J Batterham
- Centre for Mental Health Research, National Centre for Epidemiology and Population Health, The Australian National University, Canberra, Australia
| | - Alison L Calear
- Centre for Mental Health Research, National Centre for Epidemiology and Population Health, The Australian National University, Canberra, Australia.
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Eapen V, Stylianakis A, Scott E, Milroy H, Bowden M, Haslam R, Stathis S. Stemming the tide of mental health problems in young people: Challenges and potential solutions. Aust N Z J Psychiatry 2023; 57:482-488. [PMID: 36377648 DOI: 10.1177/00048674221136037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
One in five people experience clinically relevant mental health problems before the age of 25 years. Furthermore, in Australia, one in seven children are reported to experience a mental health disorder. Consequently, there has been a steady increase in demand for mental health services for children and young people, and this has been compounded by the COVID-19 pandemic. Unfortunately, currently many children and young people with mental health difficulties are not accessing appropriate and/or timely care, with individuals and families finding it increasingly difficult to access and navigate suitable services. In part, this is related to the fragmented and isolated manner in which child mental health services are operating. To address the current issues in access to appropriate child and adolescent mental health care in Australia, a novel Integrated Continuum of Connect and Care model is proposed to integrate relevant services along a tiered care pathway. The aim of this model is to facilitate timely access to mental health services that meet the specific needs of each child/young person and their family. This model will function within co-located service hubs that integrate health care through a comprehensive assessment followed by a link up to relevant services. The Integrated Continuum of Connect and Care has the potential to pave the way for unifying the fragmented child and youth mental health system in Australia.
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Affiliation(s)
- Valsamma Eapen
- Discipline of Psychiatry and Mental Health, Faculty of Medicine, UNSW Sydney, Australia, Sydney, NSW, Australia
- Liverpool Hospital, Liverpool, NSW, Australia
- Ingham Institute for Applied Medical Research, Liverpool, NSW, Australia
- Academic Unit of Infant Child and Adolescent Psychiatry Services (AUCS), South Western Sydney Local Health District, Sydney, NSW, Australia
| | - Anthea Stylianakis
- Discipline of Psychiatry and Mental Health, Faculty of Medicine, UNSW Sydney, Australia, Sydney, NSW, Australia
- Ingham Institute for Applied Medical Research, Liverpool, NSW, Australia
- Academic Unit of Infant Child and Adolescent Psychiatry Services (AUCS), South Western Sydney Local Health District, Sydney, NSW, Australia
| | - Elizabeth Scott
- Faculty of Medicine and Health, Brain and Mind Centre, Sydney University, Sydney, NSW, Australia
| | - Helen Milroy
- Perth Children's Hospital, Nedlands, WA, Australia
- Division of Psychiatry, Faculty of Health and Medical Sciences, The University of Western Australia, Crawley, WA, Australia
| | - Michael Bowden
- Perinatal, Child and Youth, Mental Health Branch, NSW Health, St Leonards, NSW, Australia
- Department of Psychiatry, Faculty of Medicine and Health, Western Clinical School, The University of Sydney, Camperdown, NSW, Australia
| | - Ric Haslam
- Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
- The Royal Children's Hospital Melbourne, Parkville, VIC, Australia
| | - Stephen Stathis
- Mental Health, Alcohol and Other Drugs Branch, Queensland Health, Brisbane, QLD, Australia
- Department of Psychiatry, Child and Youth Mental Health Services, Children's Health Queensland Hospital and Health Service, South Brisbane, QLD, Australia
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11
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Hawes DJ, Dadds MR, Tully LA, Northam JC. Building a National Clinical Trials Network in child and youth mental health: Growing Minds Australia. Aust N Z J Psychiatry 2023; 57:164-168. [PMID: 35253467 DOI: 10.1177/00048674221082525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Many fields of medicine have benefitted from the formation of clinical trials networks, whereby researchers come together on a large scale to identify high-priority questions and implement coordinated clinical trials. Clinical trials networks in the field of mental health, however, have been rare and largely absent from the Australian context. Here, we present an overview of the newly formed Growing Minds Australia Clinical Trials Network, which represents the first comprehensive clinical trials network in child and youth mental health in Australia. The 60 principal members of the Growing Minds Australia Clinical Trials Network represent teams across 19 diverse areas related to specific forms of psychopathology (e.g. internalising, externalising, neurodevelopmental disorders, early psychosis, substance use), specific research methods and processes (e.g. health economics, eHealth, implementation science) and specialised areas of practice (e.g. school-based systems, parenting interventions, Indigenous mental health, refugee families). Core functions of the Growing Minds Australia Clinical Trials Network include collaborative trial protocol development; peer review, prioritisation and endorsement of proposed trials; training; development of clinical guidelines; and consumer representation. The research by the clinical trials network will encompass the populations typically accessing youth mental health services, while placing a key emphasis on the early periods of life, and the role of parents and caregivers as critical partners in the co-design of research and the delivery of intervention and prevention strategies. The structures and processes built into the network are designed to coordinate collaboration between diverse stakeholders and ensure that provisions for translation are integrated into research from the outset. In this paper, we examine the potential for a dedicated clinical trials network to initiate fundamental improvement in child and youth mental health systems, and discuss the unique and complex challenges associated with establishing such an initiative.
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Affiliation(s)
- David J Hawes
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Mark R Dadds
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Lucy A Tully
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Jaimie C Northam
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
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- School of Psychology, The University of Sydney, Sydney, NSW, Australia
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12
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Kusters MSW, Pérez-Crespo L, Canals J, Guxens M. Lifetime prevalence and temporal trends of incidence of child's mental disorder diagnoses in Catalonia, Spain. SPANISH JOURNAL OF PSYCHIATRY AND MENTAL HEALTH 2023; 16:24-31. [PMID: 33706020 DOI: 10.1016/j.rpsm.2021.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Revised: 12/17/2020] [Accepted: 02/28/2021] [Indexed: 11/27/2022]
Abstract
INTRODUCTION Most mental disorders have its onset during childhood, but less than one third of affected children seek professional help. The aim of this study is to (1) estimate the lifetime prevalence of mood, anxiety, conduct, and eating disorder diagnoses in 18-year-olds in 2017 and (2) the temporal trends of incidence diagnosis rates in 2009-2017 in children aged 2-18 in Catalonia, Spain. MATERIAL AND METHODS We used a registry-based cohort including all children aged 2-18 living in Catalonia in 2009-2017, from the Catalan Health Service. Cases were identified with ICD-9 codes. Lifetime prevalence was calculated for 2017, and annual incidence for 2009-2017. Temporal trends were analyzed with multivariate negative binomial regression models. RESULTS Lifetime prevalence of diagnoses was highest for conduct disorders (5.05%), followed by anxiety (4.37%), mood (3.07%), and eating disorders (2.11%). Median age of diagnosis was 16 years for mood, anxiety and eating disorders, and 15 years for conduct disorders. Comorbidity was present in 20.74% of those diagnosed with a mental disorder. Annual incidence rates for all disorders increased in 2011-2013/2014, and then stabilized. However, incidence rate of anxiety diagnoses in 13-18-year-old children doubled between 2016 and 2017. CONCLUSIONS Lifetime prevalence of diagnoses are lower than the expected rates of mental disorders based on interview/survey European studies. Further research is needed into the factors underlying (1) the underdiagnoses of mental disorders in children and (2) the increasing trend of anxiety disorder diagnoses in older children.
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Affiliation(s)
- Michelle S W Kusters
- ISGlobal, Barcelona, Spain; Maastricht University, The Netherlands; Pompeu Fabra University, Barcelona, Spain; Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, Madrid, Spain; Department of Child and Adolescent Psychiatry, Erasmus MC, University Medical Centre, Rotterdam, The Netherlands
| | - Laura Pérez-Crespo
- ISGlobal, Barcelona, Spain; Pompeu Fabra University, Barcelona, Spain; Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, Madrid, Spain
| | - Josefa Canals
- CRAMC, Department of Psychology, Rovira i Virgili University, Tarragona, Spain
| | - Mònica Guxens
- ISGlobal, Barcelona, Spain; Pompeu Fabra University, Barcelona, Spain; Spanish Consortium for Research on Epidemiology and Public Health (CIBERESP), Instituto de Salud Carlos III, Madrid, Spain; Department of Child and Adolescent Psychiatry, Erasmus MC, University Medical Centre, Rotterdam, The Netherlands.
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13
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Giles-Kaye A, Quach J, Oberklaid F, O’Connor M, Darling S, Dawson G, Connolly AS. Supporting children's mental health in primary schools: a qualitative exploration of educator perspectives. AUSTRALIAN EDUCATIONAL RESEARCHER 2022; 50:1-21. [PMID: 35996387 PMCID: PMC9385420 DOI: 10.1007/s13384-022-00558-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
Schools are often seen as a key setting for the provision of mental health support for children. This study aimed to explore the professional perspectives of primary school educators in Victoria, Australia, regarding how schools can support the mental health of their students. Semi-structured interviews and focus groups were conducted with 17 primary school educators, from four schools. Thematic analysis was used to generate themes from the data. This study indicates that educators report significant concerns about the complexities of their role and their capacity to support children's mental health due to a lack of resources, overwhelming demands, and inadequate training. Educators highlighted the importance of partnership and communication with families and of a school culture that prioritises mental health. This study provides insights into external factors that can undermine effective support of children's mental health within primary schools and indicates a need for a more integrated approach to supporting children's mental health across education and healthcare.
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Affiliation(s)
- Alison Giles-Kaye
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Jon Quach
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Frank Oberklaid
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- The Royal Children’s Hospital, Melbourne, VIC Australia
- Department of Pediatrics, University of Melbourne, VIC, Australia
| | - Meredith O’Connor
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Simone Darling
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Department of Pediatrics, University of Melbourne, VIC, Australia
| | - Georgia Dawson
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Ann-Siobhan Connolly
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
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14
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15
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Hassen HM, Behera MR, Jena PK, Dewey RS, Disassa GA. Effectiveness and Implementation Outcome Measures of Mental Health Curriculum Intervention Using Social Media to Improve the Mental Health Literacy of Adolescents. J Multidiscip Healthc 2022; 15:979-997. [PMID: 35535244 PMCID: PMC9078434 DOI: 10.2147/jmdh.s361212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Accepted: 04/14/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Globally, adolescent mental health problems reportedly manifest more severely in individuals with lower mental health literacy. Mental health curriculum interventions using social media have been associated with positive implementation outcomes. This study aimed to investigate whether such an intervention significantly improves adolescent mental health literacy and is associated with positive implementation outcome measures. Methods This study employed a quasi-experimental design, comparing the before-and-after difference between the intervention group (n1=77) and the control group (n1=76). A mental health literacy module was delivered using social media. Data were collected using validated questionnaires. Effect size and difference-in-differences model calculations (and associated 95% confidence intervals, CI) were conducted alongside other descriptive analyses. Results The estimated intervention effect size and difference-in-differences estimates were greater than zero. The effect was greater in the intervention than in the control group (p<0.05) despite sex and age differences. The effect size estimate provided by Cohen’s d and Hedges’ g values was medium-to-large (d/g=0.429–0.767, p<0.05). The difference-in-differences reflected a significant effect (DID=0.348, CI: 0.154–0.542, p<0.001) in increasing mental health literacy despite differences associated with sex, age, and school grade. The intervention program was acceptable, appropriate, feasible, and satisfactory, and more than 80% of participants said they agree to completely agree with these implementation outcomes. Resources and personal and family-related factors were among the perceived influencing factors determining the effectiveness and implementation outcome measures. Conclusion The intervention program effectively improved the mental health literacy of adolescents. It has been highlighted that social media interventions for mental health promotion could be practical and scalable; however, there is a need to take into account socio-demographic differences and barriers to inclusion/compliance.
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Affiliation(s)
- Hailemariam Mamo Hassen
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
- Correspondence: Hailemariam Mamo Hassen, School of Public Health, KIIT Deemed to Be University, Email
| | - Manas Ranjan Behera
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
| | - Pratap Kumar Jena
- School of Public Health, KIIT Deemed to Be University, Bhubaneswar, Odisha, India
| | - Rebecca S Dewey
- School of Medicine, The University of Nottingham, Nottingham, UK
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16
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Promoting the health and wellbeing of children: A feasibility study of a digital tool among professionals. PLoS One 2022; 17:e0265355. [PMID: 35316279 PMCID: PMC8939777 DOI: 10.1371/journal.pone.0265355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Accepted: 03/01/2022] [Indexed: 11/19/2022] Open
Abstract
The foundations of children’s health and wellbeing are laid in early childhood. A gamified app (EmpowerKids tool) was designed to support professionals to have discussions with 6- to 12-year-olds from low-income families about their health and wellbeing. The aim of this feasibility study was to evaluate the usability and acceptability of the tool from the perspective of professionals in social, health and education settings. The study was conducted using a one-group post-test-only design. The usability data were collected using System Usability Scale and the acceptability data were collected using an open-ended questionnaire distributed to professionals (n = 24) in Estonia, Finland and Latvia. The data were collected during two phases. The tool was modified further on the basis of the results. The total usability scores were 82/100 (first testing) and 84/100 (second testing), indicating excellent usability. The answers related to acceptability were divided into four categories: suitability for the context; satisfaction and quality; attractiveness; modification needs. The professionals perceived that the tool helped them to build an overall picture of a child’s health and wellbeing, and to gain information about the child’s individual needs. The requirements for modification detected during the first testing were mostly related to difficulties with textual expressions and graphics. No major modification requirements were expressed during the second testing. The tool is considered feasible and may be used by professionals from different settings to support children’s health and wellbeing. Further studies are needed to evaluate the effectiveness of the tool from the perspective of child outcomes.
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17
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Peyton D, Goods M, Hiscock H. The Effect of Digital Health Interventions on Parents' Mental Health Literacy and Help Seeking for Their Child's Mental Health Problem: Systematic Review. J Med Internet Res 2022; 24:e28771. [PMID: 35142623 PMCID: PMC8874802 DOI: 10.2196/28771] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 09/20/2021] [Accepted: 12/10/2021] [Indexed: 01/17/2023] Open
Abstract
Background Many children with mental health problems do not receive professional help. Despite the frequent use of digital health interventions (DHIs) such as websites or web-based service navigation platforms, their effects on parents’ mental health literacy, help seeking, or uptake of professional services are unclear. Objective This study aims to provide a systematic review and narrative synthesis to describe whether DHIs improve the aforementioned parental outcomes. Methods Databases, including CINAHL, Embase, MEDLINE OVID, PsycINFO, and PubMed (2000-2020), were accessed. Studies were included if they evaluated quantitative changes in mental health literacy, help seeking, or the uptake of services by parents of children with mental health problems. Theoretical frameworks, sample sizes, participant demographics, recruitment, interventions, DHI use, results, and health economic measures were used for data extraction. Results Of the 11,379 search results, 5 (0.04%) studies met the inclusion criteria. One randomized controlled trial found the reduced uptake of services after using a DHI coupled with a telephone coach for a child’s behavioral problem. Of 3 studies, 2 (66.7%) found statistically significant improvement in mental health literacy for attention-deficit/hyperactivity disorder but had no control group. One study found nonsignificant improvement in mental health literacy and help-seeking attitudes toward anxiety and depression compared with those in active controls. All studies were rated as having a high or serious risk of bias. Search results were affected because of a single reviewer screening articles, overall low-quality studies, and a lack of consistent nomenclature. Conclusions There is no high-quality evidence that DHIs can improve parents’ mental health literacy, help seeking, or uptake of services. More research is needed to evaluate DHIs by using rigorous study designs and consistent measures. Trial Registration PROSPERO International Prospective Register of Systematic Reviews CRD42020130074; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020130074
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Affiliation(s)
- Daniel Peyton
- Murdoch Children's Research Institute, Parkville, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | | | - Harriet Hiscock
- Murdoch Children's Research Institute, Parkville, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Australia.,Health Services Research Unit, The Royal Children's Hospital, Melbourne, Australia
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18
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Marinucci A, Grové C, Allen KA. A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2018918] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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19
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Bisset M, Winter L, Middeldorp CM, Coghill D, Zendarski N, Bellgrove MA, Sciberras E. Recent Attitudes toward ADHD in the Broader Community: A Systematic Review. J Atten Disord 2022; 26:537-548. [PMID: 33769111 DOI: 10.1177/10870547211003671] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE This review aimed to understand the broader community's attitudes toward ADHD, which could facilitate public health interventions to improve outcomes for individuals with ADHD. METHODS A standardized protocol identified peer-reviewed studies focusing on attitudes of broader community samples, published from January 2014 to February 2020 (inclusive). RESULTS A total of 1,318 articles were screened and 10 studies were included, examining attitudes of broader community samples from Australia, Sweden, Germany, Finland, Korea, Indonesia, and the United States. Findings revealed that broader community samples displayed varying degrees of ADHD-related knowledge, negative attitudes (that ADHD is over-diagnosed; that pharmacological treatment is not acceptable; that those with ADHD are more likely to exhibit poor behavior), and a desire for maintaining social distance from individuals with ADHD. CONCLUSION Findings suggest that community attitudes are generally negative toward those with ADHD. Targeted mental health literacy could provide an important avenue for improving the broader community's attitudes toward those with ADHD.
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Affiliation(s)
- Matthew Bisset
- Deakin University, Melbourne, VIC, Australia.,Murdoch Children's Research Institute, Melbourne, VIC, Australia.,The Royal Children's Hospital, Melbourne, VIC, Australia
| | | | - Christel M Middeldorp
- University of Queensland, Brisbane, QLD, Australia.,Children's Health Queensland Hospital and Health Service, Brisbane, QLD, Australia
| | - David Coghill
- Murdoch Children's Research Institute, Melbourne, VIC, Australia.,University of Melbourne, Parkville, VIC, Australia
| | - Nardia Zendarski
- Murdoch Children's Research Institute, Melbourne, VIC, Australia.,University of Melbourne, Parkville, VIC, Australia
| | | | - Emma Sciberras
- Deakin University, Melbourne, VIC, Australia.,Murdoch Children's Research Institute, Melbourne, VIC, Australia.,University of Melbourne, Parkville, VIC, Australia
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20
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Supporting primary school students' mental health needs: Teachers' perceptions of roles, barriers, and abilities. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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21
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Freţian AM, Graf P, Kirchhoff S, Glinphratum G, Bollweg TM, Sauzet O, Bauer U. The Long-Term Effectiveness of Interventions Addressing Mental Health Literacy and Stigma of Mental Illness in Children and Adolescents: Systematic Review and Meta-Analysis. Int J Public Health 2022; 66:1604072. [PMID: 34975363 PMCID: PMC8714636 DOI: 10.3389/ijph.2021.1604072] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Accepted: 11/01/2021] [Indexed: 11/17/2022] Open
Abstract
Objectives: This study aims to provide a systematic review and meta-analysis of the literature on the long-term effects of interventions addressing children’s and adolescents’ mental health literacy and/or stigmatizing attitudes. Methods: Articles in English or German published between January 1997 and May 2020 were retrieved from five databases, leading to a total of 4,375 original articles identified. Results: 25 studies were included after applying exclusion criteria, 13 of which were eligible for meta-analysis. The overall average of the follow-up period was about 5 months. Long-term improvements were sustained for mental health literacy, d = 0.48, 95% CI = (0.34, 0.62), as well as for stigmatizing attitudes, d = 0.30, 95% CI = (0.24, 0.36), and social distance, d = 0.16, 95% CI = (0.03, 0.29). The combination of educational and contact components within interventions led to worse results for mental health literacy, but not stigmatizing attitudes or social distance. Conclusion: Interventions targeting children and adolescents generally have a brief follow-up period of an average of 5 months. They show a stable improvement in mental health literacy, but are to a lesser degree able to destigmatize mental illness or improve social distance.
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Affiliation(s)
- Alexandra Maria Freţian
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany.,School of Public Health, Bielefeld University, Bielefeld, Germany
| | - Patricia Graf
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Sandra Kirchhoff
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Gloria Glinphratum
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Torsten M Bollweg
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Odile Sauzet
- School of Public Health, Bielefeld University, Bielefeld, Germany
| | - Ullrich Bauer
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
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22
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Depression Screening in Adolescents: Implications for Primary Care Nurse Practitioners. J Nurse Pract 2022. [DOI: 10.1016/j.nurpra.2021.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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23
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Sawrikar V, Diaz AM, Tully L, Hawes DJ, Moul C, Dadds MR. Bridging the gap between child mental health need and professional service utilisation: Examining the influence of mothers' parental attributions on professional help-seeking intentions. Eur Child Adolesc Psychiatry 2022; 31:239-251. [PMID: 33211203 PMCID: PMC8837521 DOI: 10.1007/s00787-020-01682-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 10/30/2020] [Indexed: 11/30/2022]
Abstract
There is a significant gap between the need for child mental health services and use of these services by families. Parental attributions may play a role in this. This study examined whether mothers' attributions about their child's problems influence professional help-seeking intentions in a general sample of community mothers. Secondary analysis re-examined this hypothesis in a subgroup of mothers of children with clinically elevated mental health symptoms. Cross-sectional survey data were collected from mothers (N = 184) of children aged between 2 and 12 years recruited from the community. Mothers completed self-report questionnaires measuring parental attributions: child-responsible attributions and parental self-efficacy; professional help-seeking intentions; and psychosocial covariates: child mental health, mothers' anxiety and depression, child age, gender, marital status, education, and professional help-seeking experience. Hierarchical regression modelling indicated that parental attributions explained professional help-seeking intentions after controlling for covariates in both the general sample (ΔF = 6.07; p = .003) and subgroup analysis (ΔF = 10.22, p = .000). Professional help-seeking intentions were positively associated with child-responsible attributions (β = .19, p = .002) but not parental self-efficacy (β = - .01, p = .865) in the general sample, while positively associated with child-responsible attributions (β = .20, p = .009) and negatively associated with parental self-efficacy (β = - .16, p = .034) in the subgroup analysis. Findings were independent of the presence of clinically elevated symptoms, problem type, and severity. Overall, the findings support models suggesting that parental attributions have a role in professional help-seeking for child mental health problems.
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Affiliation(s)
- Vilas Sawrikar
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia. .,Department of Clinical Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, United Kingdom.
| | - Antonio Mendoza Diaz
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia ,School of Psychiatry, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Lucy Tully
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia
| | - David J. Hawes
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia
| | - Caroline Moul
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia
| | - Mark R. Dadds
- School of Psychology, Faculty of Science, University of Sydney, Sydney, Australia
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24
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The management of ADHD in children and adolescents: bringing evidence to the clinic: perspective from the European ADHD Guidelines Group (EAGG). Eur Child Adolesc Psychiatry 2021:10.1007/s00787-021-01871-x. [PMID: 34677682 PMCID: PMC8532460 DOI: 10.1007/s00787-021-01871-x] [Citation(s) in RCA: 39] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 09/01/2021] [Indexed: 11/24/2022]
Abstract
ADHD is the most common neurodevelopmental disorder presenting to child and adolescent mental health, paediatric, and primary care services. Timely and effective interventions to address core ADHD symptoms and co-occurring problems are a high priority for healthcare and society more widely. While much research has reported on the benefits and adverse effects of different interventions for ADHD, these individual research reports and the reviews, meta-analyses and guidelines summarizing their findings are sometimes inconsistent and difficult to interpret. We have summarized the current evidence and identified several methodological issues and gaps in the current evidence that we believe are important for clinicians to consider when evaluating the evidence and making treatment decisions. These include understanding potential impact of bias such as inadequate blinding and selection bias on study outcomes; the relative lack of high-quality data comparing different treatments and assessing long-term effectiveness, adverse effects and safety for both pharmacological and non-pharmacological treatments; and the problems associated with observational studies, including those based on large national registries and comparing treatments with each other. We highlight key similarities across current international clinical guidelines and discuss the reasons for divergence where these occur. We discuss the integration of these different perspective into a framework for person/family-centered evidence-based practice approach to care that aims to achieve optimal outcomes that prioritize individual strengths and impairments, as well as the personal treatment targets of children and their families. Finally, we consider how access to care for this common and impairing disorder can be improved in different healthcare systems.
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25
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Lindley LC, Svynarenko R, Beebe LH. Mental health and developmental disabilities in US children admitted in hospice care. Int J Palliat Nurs 2021; 27:124-130. [PMID: 34038179 PMCID: PMC8564748 DOI: 10.12968/ijpn.2021.27.3.124] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Of the 40 000 children who die annually in the US, thousands are admitted to hospice care. Little is known about the mental health and developmental disabilities of these children. AIMS To describe the mental health and developmental disabilities of children who are admitted to hospice care and compare this across age groups. METHODS The 2011 to 2013 US Medicaid files were used. The sample included 6195 children with a diagnosis of a mental health and/or developmental disability. Comparisons were calculated using the Pearson chi-square test. RESULTS Mental health conditions, including anxiety (31.0%), depression (33.1%), behavioural disorders (33.9%) and affective disorders (34.8%), were highest among children aged between 15 and 20 years. Developmental delays were common in children under a year, while intellectual disabilities were highest in the 15 to 20 years age group. CONCLUSIONS Nurses have an important role in understanding the mental health and developmental disabilities of children admitted to hospice care.
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Affiliation(s)
- Lisa C Lindley
- Associate professor; Nightingale Endowed Faculty Fellow University of Tennessee Knoxville, Tennessee
| | - Radion Svynarenko
- Post-doctoral fellow College of Nursing University of Tennessee Knoxville, Tennessee
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26
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Child Mental Health Literacy Among Vietnamese and Cambodian Mothers. PSYCHOLOGICAL STUDIES 2021; 66:62-72. [DOI: 10.1007/s12646-020-00590-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
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27
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Holmes H, Darmanthe N, Tee K, Goodchild M. Adverse childhood experiences-household stressors and children's mental health: a single centre retrospective review. BMJ Paediatr Open 2021; 5:e001209. [PMID: 34485707 PMCID: PMC8372878 DOI: 10.1136/bmjpo-2021-001209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 08/05/2021] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVE To determine the prevalence of reported 'household stressor' adverse childhood experiences (ACEs) in families of children presenting with neurodevelopmental, behavioural or emotional difficulties and to determine whether family vulnerabilities, individually or cumulatively, were associated with particular clinical symptomatology. DESIGN Retrospective chart review followed by statistical analysis of family stressors and clinical symptomatology. SETTING A community paediatric clinic in Australia. PARTICIPANTS All 267 children who attended an initial paediatric appointment during 2018. RESULTS 162 (60.7%) children had been exposed to one or more household stressor ACEs, including 116 (43.4%) children exposed to parental mental illness. Behavioural disturbance occurred in 144 (53.9%) children and externalising behaviours (other than attention deficit hyperactivity disorder) were more frequent than internalising behaviours. Externalising and internalising behaviours were associated with individual and cumulative household stressor ACEs. Most other symptomatology apart from genetic/neurological conditions, autistic symptoms and some developmental delays appeared to be partially associated with ACEs. CONCLUSION Household stressor ACEs were common, frequently occurred concurrently, and were associated with much of the symptomatology, in this cohort. Parental mental illness was the most prevalent stressor and behavioural disturbance the most prevalent symptomatology. These findings may have implications for clinical practice and service provision.
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Affiliation(s)
- Hilary Holmes
- Community Paediatric and Child Health Service, ACT Health, Canberra, Australian Capital Territory, Australia
| | - Nicolas Darmanthe
- ANU Medical School, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Kevin Tee
- Paediatrics, ACT Health, Canberra, Australian Capital Territory, Australia
| | - Margaret Goodchild
- Community Paediatric and Child Health Service, ACT Health, Canberra, Australian Capital Territory, Australia
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28
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Duarte MDQ, Santo MADS, Lima CP, Giordani JP, Trentini CM. Covid-19 and the impacts on mental health: a sample from Rio Grande do Sul, Brazil. CIENCIA & SAUDE COLETIVA 2020; 25:3401-3411. [PMID: 32876269 DOI: 10.1590/1413-81232020259.16472020] [Citation(s) in RCA: 52] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 06/17/2020] [Indexed: 11/22/2022] Open
Abstract
Pandemics such as that of COVID-19 affect a relatively large number of people and impose new rules and social habits on the world population. Information about the pandemic is constant in the media. Moreover, social distancing has been adopted in Brazil to prevent the spread of COVID-19, which may have economic and psychosocial consequences. This study aimed to verify the factors associated with indicators of mental disorders symptoms in residents of Rio Grande do Sul during the initial period of the social distancing policy. The study was approved by CONEP. There were 799 participants, aged between 18 and 75 years (M = 36.56; SD = 12.88); 82.7% were women, who answered a sociodemographic questionnaire of social distancing and the Self-Report Questionnaire (SRQ-20). The results indicated that having decreased income in the period, being part of the risk group and being more exposed to information about deaths and infected, are factors that can significantly harm mental health in this pandemic period. Investigating social determinants that contribute to greater vulnerability to the mental illness of the population is vital in the field of collective health for the planning of public actions and policies.
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Affiliation(s)
| | | | - Carolina Palmeiro Lima
- Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil,
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29
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Using Conjoint Analysis to Predict Teachers’ Preferences for Intervention Intensity. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09385-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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30
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Tully LA, Hawes DJ, Doyle FL, Sawyer MG, Dadds MR. A call for mental health illiteracy: Response to Samuel. Aust N Z J Psychiatry 2020; 54:845-846. [PMID: 32529836 DOI: 10.1177/0004867420931158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Lucy A Tully
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - David J Hawes
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Frances L Doyle
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Michael G Sawyer
- School of Medicine, The University of Adelaide, Adelaide, SA, Australia
| | - Mark R Dadds
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
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31
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Affiliation(s)
- Joan Haliburn
- Private Practice, Chiswick, NSW, Australia.,Division of Psychological Medicine, University of Sydney, Sydney, NSW, Australia
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32
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Affiliation(s)
- Richard J Porter
- Department of Psychological Medicine, University of Otago-Christchurch, Christchurch, New Zealand
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33
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Affiliation(s)
- Ben Samuel
- Early in Life Mental Health Service, Monash Health, Clayton, VIC, Australia
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