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Finning K, Haeffner A, Patel S, Longdon B, Hayes R, Ukoumunne OC, Ford T. Is neighbourhood deprivation in primary school-aged children associated with their mental health and does this association change over 30 months? Eur Child Adolesc Psychiatry 2024; 33:3111-3121. [PMID: 38356042 PMCID: PMC11424695 DOI: 10.1007/s00787-024-02385-y] [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] [Received: 07/01/2022] [Accepted: 01/20/2024] [Indexed: 02/16/2024]
Abstract
As both socioeconomic deprivation and the prevalence of childhood mental health difficulties continue to increase, exploring the relationship between them is important to guide policy. We aimed to replicate the finding of a mental health gap that widened with age between those living in the most and least deprived areas among primary school pupils. We used data from 2075 children aged 4-9 years in the South West of England recruited to the STARS (Supporting Teachers and childRen in Schools) trial, which collected teacher- and parent-reported Strength and Difficulties Questionnaire (SDQ) at baseline, 18-month and 30-month follow-up. We fitted multilevel regression models to explore the relationship between Index of Multiple Deprivation (IMD) quintile and SDQ total difficulties score and an algorithm-generated "probable disorder" variable that combined SDQ data from teachers and parents. Teacher- and parent-reported SDQ total difficulties scores indicated worse mental health in children living in more deprived neighbourhoods, which was attenuated by controlling for special educational needs and disabilities but remained significant by parent report, and there was no interaction year group status (age) at baseline. We did not detect an association between probable disorder and IMD although an interaction with time was evident (p = 0.003). Analysis by study wave revealed associations at baseline (odds ratio 1.94, 95% confidence interval 0.97-3.89) and 18 months (1.96, 1.07-3.59) but not 30 months (0.94, 0.54-1.57). These findings augment the existing, highly compelling evidence demonstrating worse mental health in children exposed to socioeconomic deprivation.
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Affiliation(s)
- Katie Finning
- Public Policy Analysis, Office for National Statistics, Newport, UK
| | - Amy Haeffner
- Exeter Medical school, University of Exeter, Exeter, UK
| | - Sohum Patel
- School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom
| | - Bryony Longdon
- Department of Health and Community Sciences, Faculty of Health and Life Sciences, College of Medicine and Health, University of Exeter, Exeter, UK
| | - Rachel Hayes
- Department of Health and Community Sciences, Faculty of Health and Life Sciences, College of Medicine and Health, University of Exeter, Exeter, UK
| | - Obioha C Ukoumunne
- Department of Health and Community Sciences, Faculty of Health and Life Sciences, College of Medicine and Health, University of Exeter, Exeter, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK.
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Bhugra D, Liebrenz M, Ventriglio A, Ng R, Javed A, Kar A, Chumakov E, Moura H, Tolentino E, Gupta S, Ruiz R, Okasha T, Chisolm MS, Castaldelli-Maia J, Torales J, Smith A. World Psychiatric Association-Asian Journal of Psychiatry Commission on Public Mental Health. Asian J Psychiatr 2024; 98:104105. [PMID: 38861790 DOI: 10.1016/j.ajp.2024.104105] [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] [Received: 11/02/2023] [Revised: 04/22/2024] [Accepted: 05/31/2024] [Indexed: 06/13/2024]
Abstract
Although there is considerable evidence showing that the prevention of mental illnesses and adverse outcomes and mental health promotion can help people lead better and more functional lives, public mental health remains overlooked in the broader contexts of psychiatry and public health. Likewise, in undergraduate and postgraduate medical curricula, prevention and mental health promotion have often been ignored. However, there has been a recent increase in interest in public mental health, including an emphasis on the prevention of psychiatric disorders and improving individual and community wellbeing to support life trajectories, from childhood through to adulthood and into older age. These lifespan approaches have significant potential to reduce the onset of mental illnesses and the related burdens for the individual and communities, as well as mitigating social, economic, and political costs. Informed by principles of social justice and respect for human rights, this may be especially important for addressing salient problems in communities with distinct vulnerabilities, where prominent disadvantages and barriers for care delivery exist. Therefore, this Commission aims to address these topics, providing a narrative overview of relevant literature and suggesting ways forward. Additionally, proposals for improving mental health and preventing mental illnesses and adverse outcomes are presented, particularly amongst at-risk populations.
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Affiliation(s)
- Dinesh Bhugra
- Institute of Psychiatry, Psychology and Neurosciences, Kings College, London SE5 8AF, United Kingdom.
| | - Michael Liebrenz
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
| | | | - Roger Ng
- World Psychiatric Association, Geneva, Switzerland
| | | | - Anindya Kar
- Advanced Neuropsychiatry Institute, Kolkata, India
| | - Egor Chumakov
- Department of Psychiatry & Addiction, St Petersburg State University, St Petersburg, Russia
| | | | | | - Susham Gupta
- East London NHS Foundation Trust, London, United Kingdom
| | - Roxanna Ruiz
- University of Francisco Moaroquin, Guatemala City, Guatemala
| | | | | | | | | | - Alexander Smith
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
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Brinley SK, Tully LA, Carl T, McLean RK, Cowan CSM, Hawes DJ, Dadds MR, Northam JC. Universal Child Mental Health Screening for Parents: a Systematic Review of the Evidence. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:798-812. [PMID: 38879722 PMCID: PMC11322249 DOI: 10.1007/s11121-024-01693-8] [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: 06/03/2024] [Indexed: 08/15/2024]
Abstract
Childhood represents a critical window for the emergence and treatment of mental health disorders, yet many are not being identified, or are identified too late to receive adequate intervention. This systematic review (Prospero registration: CRD42022299560) aimed to determine the effectiveness and acceptability of parent reported universal mental health screening (UMHS) to improve the early identification of children at-risk of mental health difficulties, and to identify barriers and enablers that may influence parental engagement. Six databases were searched in February 2022 for peer-reviewed, primary research. Studies conducted in targeted populations, evaluating psychometric properties, or focused on screening non-psychological problems were excluded. Ten studies examined parent reported (n = 3,464 parents) UMHS for children from birth to 18 years, suggesting an overall scarcity of research. Findings are presented in a table of study characteristics and a narrative summary of acceptability, effectiveness, barriers, and enablers. Quantitative findings indicated that parents generally support and accept UMHS. Research assessing effectiveness was limited, although two studies indicated increased referrals and referral adherence following positive screens. Confidentiality and stigma were commonly identified barriers. Quality assessment using the Mixed Methods Appraisal Tool indicated that studies varied in quality, meeting four to seven of the seven quality criteria. Understanding and addressing parent attitudes to UMHS across settings is necessary for the successful implementation of screening and improvement of child mental health outcomes. More high-quality research studies, including randomized controlled trials are therefore needed to examine the acceptability and effectiveness of UMHS for parents and their children.
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Affiliation(s)
- Shona K Brinley
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia.
| | - Lucy A Tully
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | - Talia Carl
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | - Rebecca K McLean
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | - Caitlin S M Cowan
- The School of Psychology, The Faculty of Science, The University of New South Wales, Sydney, NSW, Australia
| | - David J Hawes
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | - Mark R Dadds
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | - Jaimie C Northam
- The School of Psychology, The Faculty of Science, The University of Sydney, Sydney, NSW, Australia
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Rapee RM, Kuhnert R, Spence SH, Bowsher I, Burns J, Coen J, Dixon J, Kotselas P, Lourey C, McLellan LF, Mihalopoulos C, Peters L, Prendergast T, Roos T, Thomas D, Wuthrich V. The Brief Evaluation of Adolescents and Children Online (BEACON): Psychometric development of a mental health screening measure for school students. J Clin Psychol 2024; 80:1420-1447. [PMID: 38425210 DOI: 10.1002/jclp.23673] [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] [Received: 10/06/2023] [Revised: 01/22/2024] [Accepted: 02/14/2024] [Indexed: 03/02/2024]
Abstract
This paper describes the development and psychometric evaluation of a brief self-report measure (BEACON) to inform universal mental health screening in schools. Items assess symptoms and impairment associated with anxiety and attention/hyperactivity problems (grades 4-11) as well as depression and eating difficulties (grades 6-11), with optional items for suicidality and self-harm (grades 7-11). Initial item examination based on Item Response Theory (IRT) and classical test theory involved 3844 students in grades 4 through 11 (Study 1) and identified 18 items for grades 4-5 and 31 items for grades 6-11 that fulfilled pre-set criteria. Study 2 extended testing with 10,479 students in grades 4-11 and added an additional four items assessing impairment associated with eating difficulties for older students (grades 6-11) creating a total of 35 items for grades 6-11. All items, for both grade-level versions, met the pre-set criteria for IRT and classical test theory analysis supporting their strength in the measurement of the dimensions of concern. The measure showed good reliability (subscale alphas .87 to .95). Validity was also demonstrated against standard symptom measures, school grades, school absenteeism, and help-seeking. The BEACON appears to be a psychometrically sound measure to use in the first stage of school-based screening for mental health problems.
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Affiliation(s)
- Ronald M Rapee
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
| | - Rebecca Kuhnert
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
| | - Susan H Spence
- Australian Institute of Suicide Research and Prevention and School of Applied Psychology, Griffith University, Mount Gravatt, Queensland, Australia
| | - Ian Bowsher
- Sydney Secondary College, Glebe, New South Wales, Australia
| | - John Burns
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
| | - Jennifer Coen
- Wellbeing and CVE, Catholic Schools NSW, Sydney, New South Wales, Australia
| | - Julie Dixon
- The Mental Health Commission of NSW, Gladesville, New South Wales, Australia
| | - Pauline Kotselas
- Psychology and Wellbeing Services, NSW Department of Education, Sydney, New South Wales, Australia
| | - Catherine Lourey
- The Mental Health Commission of NSW, Gladesville, New South Wales, Australia
| | - Lauren F McLellan
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
| | - Cathrine Mihalopoulos
- Monash University Health Economics Group, School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia
| | - Lorna Peters
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
| | - Traci Prendergast
- Psychology and Wellbeing Services, NSW Department of Education, Sydney, New South Wales, Australia
| | - Tiffany Roos
- The Association of Independent Schools of NSW, Sydney, New South Wales, Australia
| | - Danielle Thomas
- Perinatal, Child and Youth, Mental Health Branch, NSW Ministry of Health, St Leonards, New South Wales, Australia
| | - Viviana Wuthrich
- Centre for Emotional Health, School of Psychological Science, Macquarie University, Sydney, New South Wales, Australia
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Soneson E, Howarth E, Weir A, Jones PB, Fazel M. Empowering School Staff to Support Pupil Mental Health Through a Brief, Interactive Web-Based Training Program: Mixed Methods Study. J Med Internet Res 2024; 26:e46764. [PMID: 38652534 PMCID: PMC11077415 DOI: 10.2196/46764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 03/01/2024] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND Schools in the United Kingdom and elsewhere are expected to protect and promote pupil mental health. However, many school staff members do not feel confident in identifying and responding to pupil mental health difficulties and report wanting additional training in this area. OBJECTIVE We aimed to explore the feasibility of Kognito's At-Risk for Elementary School Educators, a brief, interactive web-based training program that uses a simulation-based approach to improve school staff's knowledge and skills in supporting pupil mental health. METHODS We conducted a mixed methods, nonrandomized feasibility study of At-Risk for Elementary School Educators in 6 UK primary schools. Our outcomes were (1) school staff's self-efficacy and preparedness to identify and respond to pupil mental health difficulties, (2) school staff's identification of mental health difficulties and increased risk of mental health difficulties, (3) mental health support for identified pupils (including conversations about concerns, documentation of concerns, in-class and in-school support, and referral and access to specialist mental health services), and (4) the acceptability and practicality of the training. We assessed these outcomes using a series of questionnaires completed at baseline (T1), 1 week after the training (T2), and 3 months after the training (T3), as well as semistructured qualitative interviews. Following guidance for feasibility studies, we assessed quantitative outcomes across time points by comparing medians and IQRs and analyzed qualitative data using reflexive thematic analysis. RESULTS A total of 108 teachers and teaching assistants (TAs) completed T1 questionnaires, 89 (82.4%) completed T2 questionnaires, and 70 (64.8%) completed T3 questionnaires; 54 (50%) completed all 3. Eight school staff members, including teachers, TAs, mental health leads, and senior leaders, participated in the interviews. School staff reported greater confidence and preparedness in identifying and responding to mental health difficulties after completing the training. The proportion of pupils whom they identified as having mental health difficulties or increased risk declined slightly over time (medianT1=10%; medianT2=10%; medianT3=7.4%), but findings suggested a slight increase in accuracy compared with a validated screening measure (the Strengths and Difficulties Questionnaire). In-school mental health support outcomes for identified pupils improved after the training, with increases in formal documentation and communication of concerns as well as provision of in-class and in-school support. Referrals and access to external mental health services remained constant. The qualitative findings indicated that school staff perceived the training as useful, practical, and acceptable. CONCLUSIONS The findings suggest that brief, interactive web-based training programs such as At-Risk for Elementary School Educators are a feasible means to improve the identification of and response to mental health difficulties in UK primary schools. Such training may help address the high prevalence of mental health difficulties in this age group by helping facilitate access to care and support.
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Affiliation(s)
- Emma Soneson
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
- Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Emma Howarth
- School of Psychology, University of East London, London, United Kingdom
| | - Alison Weir
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
- Howard Community Academy, Anglian Learning multi-academy trust, Bury St Edmunds, United Kingdom
| | - Peter B Jones
- Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Mina Fazel
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
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6
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Braund TA, Baker STE, Subotic-Kerry M, Tillman G, Evans NJ, Mackinnon A, Christensen H, O'Dea B. Potential mental health-related harms associated with the universal screening of anxiety and depressive symptoms in Australian secondary schools. Child Adolesc Psychiatry Ment Health 2024; 18:46. [PMID: 38566202 PMCID: PMC10985850 DOI: 10.1186/s13034-024-00734-y] [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] [Received: 12/18/2023] [Accepted: 03/15/2024] [Indexed: 04/04/2024] Open
Abstract
BACKGROUND Anxiety and depressive disorders typically emerge in adolescence and can be chronic and disabling if not identified and treated early. School-based universal mental health screening may identify young people in need of mental health support and facilitate access to treatment. However, few studies have assessed the potential harms of this approach. This paper examines some of the potential mental health-related harms associated with the universal screening of anxiety and depression administered in Australian secondary schools. METHODS A total of 1802 adolescent students from 22 secondary schools in New South Wales, Australia, were cluster randomised (at the school level) to receive either an intensive screening procedure (intervention) or a light touch screening procedure (control). Participants in the intensive screening condition received supervised self-report web-based screening questionnaires for anxiety, depression and suicidality with the follow-up care matched to their symptom severity. Participants in the light touch condition received unsupervised web-based screening for anxiety and depression only, followed by generalised advice on help-seeking. No other care was provided in this condition. Study outcomes included the increased risk of anxiety, depression, psychological distress, decreased risk of help-seeking, increased risk of mental health stigma, determined from measures assessed at baseline, 6 weeks post-baseline, and 12 weeks post-baseline. Differences between groups were analysed using mixed effect models. RESULTS Participants in the intensive screening group were not adversely affected when compared to the light touch screening condition across a range of potential harms. Rather, participants in the intensive screening group were found to have a decreased risk of inhibited help-seeking behaviour compared to the light touch screening condition. CONCLUSIONS The intensive screening procedure did not appear to adversely impact adolescents' mental health relative to the light touch procedure. Future studies should examine other school-based approaches that may be more effective and efficient than universal screening for reducing mental health burden among students. Trial registration Australian and New Zealand Clinical Trials Registry (ACTRN12618001539224) https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375821 .
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Affiliation(s)
- Taylor A Braund
- Black Dog Institute, University of New South Wales, Randwick, NSW, Australia.
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia.
| | | | - Mirjana Subotic-Kerry
- Black Dog Institute, University of New South Wales, Randwick, NSW, Australia
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
| | - Gabriel Tillman
- Institute of Health and Wellbeing, Federation University, Ballarat, VIC, Australia
| | - Nathan J Evans
- School of Psychology, University of Queensland, St Lucia, QLD, Australia
| | - Andrew Mackinnon
- Black Dog Institute, University of New South Wales, Randwick, NSW, Australia
| | - Helen Christensen
- Black Dog Institute, University of New South Wales, Randwick, NSW, Australia
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
| | - Bridianne O'Dea
- Black Dog Institute, University of New South Wales, Randwick, NSW, Australia
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
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Clarke AT, Grassetti SN, Brumley L, Ross KY, Erdly C, Richter S, Brown ER, Pole M. Integrating trauma-informed services in out-of-school time programs to mitigate the impact of community gun violence on youth mental health. J Prev Interv Community 2023; 51:332-351. [PMID: 38349066 DOI: 10.1080/10852352.2024.2313382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2024]
Abstract
Community gun violence disproportionately impacts youth in low-income urban neighborhoods. Integrating trauma-informed mental health care in community-based out-of-school time (OST) programs is an innovative method of service delivery for these youth. This article provides justification for integrating evidence-based, trauma-informed services in OST programs within communities characterized by high rates of violent crime to minimize the impact of violence exposure on youth mental health. We describe the initial feasibility of a model program, the Violence Intervention and Prevention (VIP) Initiative, implemented in a small city in southeastern Pennsylvania. Within the first six months of the VIP Initiative, 95 community residents (90% under age 18; 51% Hispanic) received intervention services, primarily through single-session and short-term weekly group intervention in OST programs, and 80% of OST youth development staff participated in at least one trauma-informed professional development training. Recommendations to enhance and expand the delivery of trauma-informed services in the novel setting of OST programs are provided.
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Affiliation(s)
- Angela T Clarke
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Stevie N Grassetti
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Lauren Brumley
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Kyle Y Ross
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Courtney Erdly
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Sarah Richter
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Emily R Brown
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
| | - Michele Pole
- Department of Psychology, West Chester University, West Chester, Pennsylvania, USA
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8
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Kohlbeck S, Armanious M, Pickett M. Assessing the Healthcare Utilization of Youth Who Died by Suicide: A Case-Control Study. Arch Suicide Res 2023; 27:80-88. [PMID: 34416132 DOI: 10.1080/13811118.2021.1967238] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Suicide is the second leading cause of death in youth ten years old or older. Healthcare utilization prior to death by suicide is high in adults, but there is conflicting evidence in youth. The objective of this study was to compare healthcare utilization in youth who died by suicide to youth who died in a motor vehicle accident (MVC) to determine whether healthcare utilization is associated with death by suicide in youth. METHODS This retrospective case-control study used death records from Coroners/Medical Examiners (C/MEs) for children 11-17 years old who died by suicide (case) and MVC (control) between October 2013 and October 2018 were obtained. Data from the electronic medical record (EMR) at a healthcare system was reviewed. The primary outcome was healthcare utilization. Secondary outcomes included mental health diagnosis. Data was analyzed using Fisher's Exact Test and considered significant if p < 0.05. RESULTS The analysis included 60 youth who died by suicide and 14 youth who died by MVC. Most decedents were male (68%) and white (80%). Mean age at death was 16 years old. Only 25 decedents had a corresponding record in the EMR, with no significant difference based on manner of death (35% suicide vs 29% MVC, p = 0.8). Fourteen decedents had a known mental health diagnosis in their EMR with no difference based on manner of death (p = 0.5). CONCLUSIONS There was no difference in healthcare utilization or mental health diagnosis in youth who died by suicide compared to youth who died by MVC. Strict reliance on both of these factors when considering youth who may be at risk of suicide is inadequate. Expanding universal suicide screening to other settings, including schools or primary care, can help identify youth at risk for suicide and may prevent unnecessary deaths.HIGHLIGHTSLittle is known regarding the healthcare utilization of youth who died by suicide prior to their death.This study uses a case-control design to investigation healthcare utilization of youth who died by suicide versus youth who died in a motor vehicle crash.We did not find a significant difference in healthcare utilization between cases and controls. These findings suggest that non-clinical interventions would be useful in detecting suicide risk.
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Williamson V, Larkin M, Reardon T, Ford T, Spence SH, Morgan F, Cathy C. Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2022. [DOI: 10.1080/13632752.2022.2122285] [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]
Affiliation(s)
- Victoria Williamson
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
- Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford, UK
| | - Michael Larkin
- Institute for Health and Neurodevelopment, Department of Psychology, Aston University, Birmingham, UK
| | - Tessa Reardon
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Susan H. Spence
- School of Applied Psychology and Australian Institute of Suicide Research and Prevention, Griffith University, Panama, Australia
| | | | - Creswell Cathy
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK
- Department of Psychiatry, University of Oxford, Oxford, UK
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford, UK
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10
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Williamson V, Larkin M, MacDonald I, Morgan F, Ford T, Spence SH, Reardon T, Creswell C. Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2022. [DOI: 10.1080/13632752.2022.2110704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Victoria Williamson
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford
- Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London
- Oxford University Hospitals NHS Foundation Trust, Oxford, UK
- Department of Psychiatry, Warneford Hospital, Warneford Ln, Headington, Oxford
| | - Michael Larkin
- Aston Institute for Health & Neurodevelopment, Department of Psychology, Aston University, Birmingham, UK
| | | | | | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Susan H. Spence
- School of Applied Psychology and Australian Institute of Suicide Research and Prevention, Griffith University, Brisbane, Queensland, Australia
| | - Tessa Reardon
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford
- Oxford University Hospitals NHS Foundation Trust, Oxford, UK
- Department of Psychiatry, Warneford Hospital, Warneford Ln, Headington, Oxford
| | - Cathy Creswell
- Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford
- Oxford University Hospitals NHS Foundation Trust, Oxford, UK
- Department of Psychiatry, Warneford Hospital, Warneford Ln, Headington, Oxford
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11
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Waters AM, Sluis RA, Farrell LJ, Donovan CL, Elvin OM, Rossow N, van den Muyzenberg J, Dowell TL, Ryan KM, Finch J, Usher W, Modecki KL, Zimmer-Gembeck MJ, Spence SH. Examining the Process of Implementing a Three-Step Mental Health and Wellbeing System of Care for Children and Adolescents Across Multiple Community Settings. Child Psychiatry Hum Dev 2022; 53:822-839. [PMID: 33966149 DOI: 10.1007/s10578-021-01184-9] [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] [Accepted: 04/29/2021] [Indexed: 02/05/2023]
Abstract
Mental health problems affect large numbers of young people. Integrated systems are required that can be applied in diverse settings to reach youth 'where they are'. We evaluated the process of implementing a three-step youth mental health and wellbeing system in diverse community settings according to three implementation outcomes: feasibility, penetration and acceptability. The study describes 49 applications of the 'Life-Fit-Learning system' designed to assess the mental health and wellbeing of youth (Assess step), provide feedback on assessment results (Reflect step), and connect them to resources and services proportionate to their needs (Connect step). Within a participatory research approach, 3798 administrations were conducted with youth between 9 and 18 years and 90 administrations were conducted with adults. Implementation was based on the four phases of the Quality Implementation Framework and was staged to integrate stakeholder and consumer feedback and experience gained from focus groups and two pilot phases before full implementation. Feasibility ratings of successful implementation ranged from 86.7 to 96.4% across applications and settings. High penetration rates were achieved. The Life-Fit-Learning system successfully reached 91.9% to 96% of youth with the Assess and Reflect steps and low intensity Connect step resources. Of those, 14.7% to 23% were identified at-risk for mental health problems and 93% to 97% of those at-risk youth additionally received Connect step co-delivered group-based programs (moderate intensity care) and/or individual treatment (high intensity care). Youth and parents reported high satisfaction across all steps and delivery modes. With strong collaboration, an integrated model of care can be delivered feasibly, effectively and satisfactorily to reach large numbers of young people across settings.
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Affiliation(s)
- Allison M Waters
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia.
| | - Rachel A Sluis
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Lara J Farrell
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Caroline L Donovan
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Olivia M Elvin
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Nicolas Rossow
- e-Research Services, Griffith University, Mt Gravatt, Australia
| | | | - Tiah L Dowell
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Katherine M Ryan
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Jules Finch
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Wayne Usher
- School of Education and Professional Studies, Griffith University, Mt Gravatt, Australia
| | - Kathryn L Modecki
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Melanie J Zimmer-Gembeck
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
| | - Susan H Spence
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia
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12
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Soneson E, Burn AM, Anderson JK, Humphrey A, Jones PB, Fazel M, Ford T, Howarth E. Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study. J Sch Psychol 2022; 91:209-227. [PMID: 35190077 PMCID: PMC8891236 DOI: 10.1016/j.jsp.2022.01.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 03/05/2021] [Accepted: 01/24/2022] [Indexed: 12/04/2022]
Abstract
Only approximately half of children and young people (CYP) with mental health difficulties access mental health services in England, with under-identification of need as a contributing factor. Schools may be an ideal setting for identifying mental health difficulties in CYP, but uncertainty remains about the processes by which these needs can best be identified and addressed. In this study, we conducted a two-round, three-panel Delphi study with parents, school staff, mental health practitioners, and researchers to inform the development of a program to identify mental health difficulties in primary schools. We aimed to assess and build consensus regarding (a) the aims of such a program, (b) identification model preferences, (c) key features of the identification model, and (d) key features of the implementation model. A total of 54 and 42 participants completed the Round 1 and 2 questionnaires, respectively. In general, responses indicated that all three panels supported the idea of school-based identification of mental health difficulties. Overall, 53 of a possible 99 items met the criteria for inclusion as program core components. Five main priorities emerged, including that (a) the program should identify children experiencing mental health difficulties across the continuum of severity, as well as children exposed to adversity, who are at greater risk of mental health difficulties; (b) the program should train staff and educate pupils about mental health in parallel; (c) parental consent should be obtained on an opt-out basis; (d) the program must include clear mechanisms for connecting identified pupils to care and support; and (e) to maximize implementation success, the program needs to lie within a school culture that values mental health and wellbeing. In highlighting these priorities, our study provides needed stakeholder consensus to guide further development and evaluation of mental health interventions within schools.
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Affiliation(s)
- Emma Soneson
- Department of Psychiatry, University of Cambridge, UK.
| | - Anne-Marie Burn
- Department of Psychiatry, University of Cambridge, UK; NIHR Applied Research Collaboration East of England, University of Cambridge, UK
| | - Joanna K Anderson
- Department of Psychiatry, University of Cambridge, UK; NIHR Applied Research Collaboration East of England, University of Cambridge, UK
| | - Ayla Humphrey
- Department of Psychiatry, University of Cambridge, UK; NIHR Applied Research Collaboration East of England, University of Cambridge, UK
| | - Peter B Jones
- Department of Psychiatry, University of Cambridge, UK; NIHR Applied Research Collaboration East of England, University of Cambridge, UK
| | - Mina Fazel
- Department of Psychiatry, Warneford Hospital, University of Oxford, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, UK; NIHR Applied Research Collaboration East of England, University of Cambridge, UK
| | - Emma Howarth
- School of Psychology, University of East London, Stratford Campus, UK
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13
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Exploring the Potential of a School-Based Online Health and Wellbeing Screening Tool: Young People's Perspectives. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074062. [PMID: 35409747 PMCID: PMC8998184 DOI: 10.3390/ijerph19074062] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 03/21/2022] [Accepted: 03/24/2022] [Indexed: 02/06/2023]
Abstract
Despite high levels of need, many young people who experience health issues do not seek, access or receive support. Between May and November 2021, using semi-structured interviews, we explored the perspectives of 51 young people (aged 13–14) from two schools who had taken part in a novel online health and wellbeing screening programme, the Digital Health Contact (DHC). One school delivered the DHC during home-learning due to COVID-19 restrictions, whilst the other delivered it in school when restrictions were lifted. The DHC was seen as a useful approach for identifying health need and providing support, and had high levels of acceptability. Young people appreciated the online format of the DHC screening questionnaire and thought this facilitated more honest responses than a face-to-face approach might generate. Completion at home, compared to school-based completion, was perceived as more private and less time-pressured, which young people thought facilitated more honest and detailed responses. Young people’s understanding of the screening process (including professional service involvement and confidentiality) influenced engagement and responses. Overall, our findings afford important insights around young people’s perspectives of participating in screening programmes, and highlight key considerations for the development and delivery of health screening approaches in (and out of) school.
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14
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Paton K, Gillam L, Warren H, Mulraney M, Coghill D, Efron D, Sawyer M, Hiscock H. How can the education sector support children’s mental health? Views of Australian healthcare clinicians. PLoS One 2022; 17:e0261827. [PMID: 35073336 PMCID: PMC8786182 DOI: 10.1371/journal.pone.0261827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 12/12/2021] [Indexed: 11/19/2022] Open
Abstract
Objectives Policy makers in developed countries have long considered the education system an avenue for supporting mental health care for children. Whilst educators have identified many challenges to providing this support (e.g. non-core role, stigma, overcrowded curriculum), understanding clinicians’ views on the role of educators and schools and how clinicians and schools could work together to achieve good mental health outcomes are important questions. However, clinician voices in how schools and health should work together for children’s mental health care are frequently missing from the debate. We aimed to report clinicians’ views about how the education system could support student’s mental health and improve access to mental health care for children and adolescents. Methods 143 clinicians (approximately 35 each of child and adolescent psychiatrists, pediatricians, child psychologists and general practitioners (GPs)) from the states of Victoria and South Australia participated in semi-structured phone interviews between March 2018 and February 2019. Inductive content analysis was applied to address the broad study aims. Findings Key themes emerged: (1) The role of schools in supporting individual children; (2) School based programs to support children and families; and (3) Challenges of implementing these suggestions. Clinicians across all professional groups suggested the education system could play an important role in improving access to mental health services through harnessing existing staff or co-locating mental health clinicians. They also suggested schools could identify at risk children and implement coping and social skills programs. Conclusions Schools and educators could play a key role in prevention and early intervention of children’s mental health problems. However, before recommending exactly how to do this, key evidence gaps need to be addressed.
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Affiliation(s)
- Kate Paton
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Lynn Gillam
- Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Victoria, Australia
- Children’s Bioethics Centre, The Royal Children’s Hospital, Melbourne, Victoria, Australia
| | - Hayley Warren
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Melissa Mulraney
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- ISN Innovations, Institute for Social Neuroscience, Ivanhoe, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - David Coghill
- Mental Health, The Royal Children’s Hospital, Melbourne, Victoria, Australia
- Department of Psychiatry, University of Melbourne, Melbourne, Victoria, Australia
| | - Daryl Efron
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Michael Sawyer
- School of Medicine, University of Adelaide, Adelaide, South Australia, Australia
- Research and Evaluation Unit, Women’s and Children’s Health Network, North Adelaide, South Australia, Australia
| | - Harriet Hiscock
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
- Health Services Research Unit, The Royal Children’s Hospital, Melbourne, Victoria, Australia
- * E-mail:
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15
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The Community Assessment of Psychic Experiences-Positive scale (CAPE-P15) accurately classifies and differentiates psychotic experience levels in adolescents from the general population. PLoS One 2021; 16:e0256686. [PMID: 34437593 PMCID: PMC8389461 DOI: 10.1371/journal.pone.0256686] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 08/12/2021] [Indexed: 02/05/2023] Open
Abstract
Background There is increasing interest in studying psychotic symptoms in non-clinical populations, with the Community Assessment of Psychic Experiences-Positive scale (CAPE-P15) being one of the self-screening questionnaires used most commonly for this purpose. Further research is needed to evaluate the ability of the scale to accurately identify and classify positive psychotic experiences (PE) in the general population. Aim To provide psychometric evidence about the accuracy of the CAPE-P15 for detecting PE in a sample of Chilean adolescents from the general population and classifying them according to their PE severity levels. Method We administered the CAPE-P15 to a general sample of 1594 students aged 12 to 19. Based on Item Response Theory (IRT), we tested the accuracy of the instrument using two main parameters: difficulty and discrimination power of the 15 items. Results We found that the scale provides very accurate information about PE, particularly for high PE levels. The items with the highest capability to determine the presence of the latent trait were those assessing perceptual anomalies (auditory and visual hallucinations), bizarre experiences (a double has taken the place of others; being controlled by external forces), and persecutory ideation (conspiracy against me). Conclusions The CAPE-P15 is an accurate and suitable tool to screen PE and to accurately classify and differentiate PE levels in adolescents from the general population. Further research is needed to better understand how maladaptive psychological mechanisms influence relationships between PE and suicidal ideation (SI) in the general population.
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16
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Burns JR, Rapee RM. Barriers to Universal Mental Health Screening in Schools: The Perspective of School Psychologists. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2021. [DOI: 10.1080/15377903.2021.1941470] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- John R. Burns
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
- Shore, North Sydney, Australia
| | - Ronald M. Rapee
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
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17
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Hoover S, Bostic JQ. Best Practices and Considerations for Student Mental Health Screening in Schools. J Adolesc Health 2021; 68:225-226. [PMID: 33541595 DOI: 10.1016/j.jadohealth.2020.11.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Accepted: 11/02/2020] [Indexed: 12/01/2022]
Affiliation(s)
- Sharon Hoover
- National Center for School Mental Health, University of Maryland School of Medicine, Baltimore, Maryland
| | - Jeff Q Bostic
- Division of Child Psychiatry, MedStar Georgetown University Hospital, Washington, District of Columbia
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18
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Dowell TL, Waters AM, Usher W, Farrell LJ, Donovan CL, Modecki KL, Zimmer-Gembeck MJ, Castle M, Hinchey J. Tackling Mental Health in Youth Sporting Programs: A Pilot Study of a Holistic Program. Child Psychiatry Hum Dev 2021; 52:15-29. [PMID: 32246362 DOI: 10.1007/s10578-020-00984-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Linking mental health services to organised sport offers an avenue to identify and improve mental health among adolescents. In this study, we investigated the efficacy, acceptability and feasibility of an integrated mental health system embedded within a junior sports development program. A three-step integrated mental health program for 12- to 15-year-old rugby league players (N = 74) was delivered in urban (n = 44) and rural (n = 33) areas. Specifically, this system (a) assessed participant mental health on primary outcome measures of anxiety, depression, and anger/conduct problems (and secondary outcome measures of personal attributes and relationships), (b) provided feedback to participants, parents and program coordinators, and (c) connected participants and parents to a multi-component intervention including online resources, a group-based workshop program (4 × 30-min sessions), and tailored individual-level follow-up and referral to further care for participants at high risk of mental health problems. From pre- to post-program, boys' anxiety symptoms declined significantly (with only a trend-level reduction in depression), and there were significant improvements in grit (for urban boys only), efficacy to manage negative emotions, and prosocial behaviour. In addition, when boys reported symptoms associated with high risk for mental health problems, providing parents with feedback enhanced boys' access to care and was associated with significant declines in anxiety symptoms. The program was generally acceptable and feasible, with very high retention in the youth sports development program. Overall, early findings support further deployment and evaluation of integrated mental health systems embedded within sporting contexts to address mental health problems among adolescent boys.
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Affiliation(s)
- Tiah L Dowell
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia.
| | - Allison M Waters
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia.
| | - Wayne Usher
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia
| | - Lara J Farrell
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia
| | - Caroline L Donovan
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia
| | - Kathryn L Modecki
- School of Applied Psychology, Griffith University, Mount Gravatt, Australia
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Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09398-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
AbstractOne in eight children aged 5–19 years in the UK suffer from a psychiatric disorder, while fewer than 35% are identified and only 25% of children access mental health services. Whilst government policy states that primary schools are well-placed to spot the early warning signs of mental health issues in children, the implementation of early identification methods in schools remains under-researched. This study aims to increase understanding of the acceptability and feasibility of different early identification methods in this setting. Four primary schools in the East of England in the UK participated in a qualitative exploration of views about different methods that might enhance the early identification of mental health difficulties (MHDs). Twenty-seven staff and 20 parents took part in semi-structured interviews to explore current and future strategies for identifying pupils at risk of experiencing MHDs. We presented participants with four examples of identification methods selected from a systematic review of the literature: a curriculum-based approach delivered to pupils, staff training, universal screening, and selective screening. We used NVivo to thematically code and analyse the data, examining which models were perceived as acceptable and feasible as well as participants’ explanations for their beliefs. Three main themes were identified; benefits and facilitators; barriers and harms, and the need for a tailored approach to implementation. Parents and staff perceived staff training as the most acceptable and feasible approach to systematic identification, followed by a curriculum-based approach. Universal and selective screening garnered mixed responses. Findings suggest that a systematic and tailored approach to early identification would be most acceptable and feasible, taking into consideration school context. Teacher training should be a core component in all schools.
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20
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Demiy A, Kalemba A, Lorent M, Pecuch A, Wolańska E, Telenga M, Gieysztor EZ. A Child's Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire. J Pers Med 2020; 10:jpm10040156. [PMID: 33027926 PMCID: PMC7712011 DOI: 10.3390/jpm10040156] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 08/30/2020] [Accepted: 09/05/2020] [Indexed: 01/30/2023] Open
Abstract
This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.
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Affiliation(s)
- Alina Demiy
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Agata Kalemba
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Correspondence:
| | - Maria Lorent
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Anna Pecuch
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Laboratory of Clinical Bases of Physiotherapy, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
| | - Ewelina Wolańska
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Division Pediatric Propedeutics and Rare Disorders, Department of Pediatrics, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
| | - Marlena Telenga
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
| | - Ewa Z. Gieysztor
- Student Research Group of the Developmental Disorders of Children and Youth, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland; (A.D.); (M.L.); (A.P.); (E.W.); (M.T.); (E.Z.G.)
- Laboratory of Clinical Bases of Physiotherapy, Department of Physiotherapy, Faculty of Health Sciences, Medical University, 50-367 Wroclaw, Poland
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