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Demkowicz O, Panayiotou M, Qualter P, Humphrey N. Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation. Dev Psychopathol 2024; 36:562-577. [PMID: 36734229 DOI: 10.1017/s0954579422001407] [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] [Indexed: 02/04/2023]
Abstract
Early adolescence is a vulnerable period for emotional distress. Both emotion regulation and social connection to peers and family adults are understood to be associated with distress. However, existing longitudinal work has not explored these constructs jointly in a way that estimates their reciprocal relationships over adolescence. We present a three-wave random-intercepts cross-lagged panel model of reciprocal relationships between emotional distress, perceived emotion regulation, and social connections during early adolescence, among 15,864 participants from education settings in disadvantaged areas of England, over three annual waves (at ages 11/12, 12/13, and 13/14 years). Findings showed that emotional distress and perceived emotion regulation share a negative relationship over time, and that higher perceived emotion regulation predicts greater family connection in the initial stages of early adolescence (from age 11-12 to 12-13 years). Findings also indicated that connection to peers is positively associated with family connection, but also positively predicts slightly greater distress in the later stages of early adolescence (from age 12-13 to 13-14 years). Findings indicate a risk of negative spiral between emotional distress and perceived emotion regulation in early adolescence, and that social connection may not necessarily play the role we might expect in reducing distress.
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Affiliation(s)
- Ola Demkowicz
- Manchester Institute of Education, The University of Manchester, UK
| | | | - Pamela Qualter
- Manchester Institute of Education, The University of Manchester, UK
| | - Neil Humphrey
- Manchester Institute of Education, The University of Manchester, UK
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Lereya ST, Norton S, Crease M, Deighton J, Labno A, Ravaccia GG, Bhui K, Brooks H, English C, Fonagy P, Heslin M, Edbrooke-Childs J. Gender, marginalised groups, and young people's mental health: a longitudinal analysis of trajectories. Child Adolesc Psychiatry Ment Health 2024; 18:29. [PMID: 38419124 PMCID: PMC10902968 DOI: 10.1186/s13034-024-00720-4] [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: 10/19/2023] [Accepted: 02/20/2024] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND Individuals from marginalised groups experience higher levels of mental health difficulties and lower levels of wellbeing which may be due to the exposure to stress and adversity. This study explores trajectories of mental health over time for young women and girls and young people with other marginalised identities. METHODS We conducted a secondary analysis on N = 14,215 children and young people (7,501 or 52.8% female, 6,571 or 46.2% male, and 81 or 0.6% non-binary or questioning) who completed a survey at age 11 to 12 years and at least one other annual survey aged 12 to 13 years and/or aged 13 to 14 years. We used group-based trajectory models to examine mental health difficulties. RESULTS Except for behavioural difficulties, young women's and girls' trajectories showed that they consistently had higher levels of mental health difficulties compared to young men and boys. A similar pattern was shown for non-binary and questioning children and young people. Children and young people with economic disadvantage and/or special education needs, and/or for whom there were welfare concerns, were generally more likely to experience higher levels of mental health difficulties. CONCLUSIONS This information could inform public policy, guidance and interventions.
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Affiliation(s)
- Suzet Tanya Lereya
- Evidence-Based Practice Unit, University College London and Anna Freud, London, UK
| | - Sam Norton
- Department of Psychology and Centre for Rheumatic Diseases, King's College London, London, UK
| | | | - Jessica Deighton
- Evidence-Based Practice Unit, University College London and Anna Freud, London, UK
| | - Angelika Labno
- Evidence-Based Practice Unit, University College London and Anna Freud, London, UK
| | - Giulia Gaia Ravaccia
- Evidence-Based Practice Unit, University College London and Anna Freud, London, UK
| | - Kamaldeep Bhui
- Department of Psychiatry & Nuffield Department of Primary Care Health Sciences Senior Research Fellow, Wadham College, University of Oxford, Oxford, UK
| | - Helen Brooks
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester Academic Health Science Centre, Manchester, UK
| | - Cara English
- College of Arts, University of Glasgow and Gendered Intelligence, London, UK
| | - Peter Fonagy
- Anna Freud Centre & Department of Clinical Educational and Health Psychology, University College London, London, UK
| | - Margaret Heslin
- Health Service & Population Research, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
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Demkowicz O, Pert K, Bond C, Ashworth E, Hennessey A, Bray L. "We want it to be a culture": children and young people's perceptions of what underpins and undermines education-based wellbeing provision. BMC Public Health 2023; 23:1305. [PMID: 37420162 PMCID: PMC10327321 DOI: 10.1186/s12889-023-15836-z] [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: 02/21/2023] [Accepted: 05/06/2023] [Indexed: 07/09/2023] Open
Abstract
BACKGROUND Provision that aims to promote the social, emotional, and mental wellbeing of children and young people (including their mental health) is increasingly implemented in education settings. As researchers, policymakers, and practitioners explore the complexities of promotion and prevention provision in practice, it is critical that we include and amplify children and young people's perspectives. In the current study, we explore children and young people's perceptions of the values, conditions, and foundations that underpin effective social, emotional, and mental wellbeing provision. METHODS We engaged in remote focus groups with 49 children and young people aged 6-17 years across diverse settings and backgrounds, using a storybook in which participants constructed wellbeing provision for a fictional setting. ANALYSIS Using reflexive thematic analysis, we constructed six main themes presenting participants' perceptions: (1) recognising and facilitating the setting as a caring social community; (2) enabling wellbeing to be a central setting priority; (3) facilitating strong relationships with staff who understand and care about wellbeing; (4) engaging children and young people as active partners; (5) adapting to collective and individual needs; and (6) being discreet and sensitive to vulnerability. CONCLUSIONS Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and change to address the current challenges faced by education settings, systems, and staff.
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Affiliation(s)
- Ola Demkowicz
- Manchester Institute of Education, The University of Manchester, Manchester, UK.
| | - Kirsty Pert
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Caroline Bond
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Emma Ashworth
- School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - Alexandra Hennessey
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - Lucy Bray
- Nursing and Midwifery, Edge Hill University, Ormskirk, UK
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Neelakantan L, Fry D, Florian L, Meinck F. Adolescents' Experiences of Participating in Sensitive Research: A Scoping Review of Qualitative Studies. TRAUMA, VIOLENCE & ABUSE 2023; 24:1405-1426. [PMID: 35044869 DOI: 10.1177/15248380211069072] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Despite an increasing emphasis on adolescents' participation rights, there are concerns about their participation in research on sensitive topics, such as trauma and violence. This review reports findings of a scoping review that examined the nature and extent of qualitative studies conducted with adolescents about their experiences of participating in research on sensitive topics. Studies were identified by searching electronic databases and grey literature and reported on qualitative and mixed-methods studies eliciting adolescents' experiences of participating in research on sensitive topics. Seventeen (17) studies were included after screening 4426 records. The scoping review revealed significant adolescent benefits from participation, relating to positive emotions, skill acquisition and enhanced self-efficacy and interpersonal relationships. To a lesser extent, participants also experienced burdens relating to negative emotions, concerns about confidentiality and privacy and inconvenience of participation, which were mitigated by careful attention to research design and researcher engagement and training. Participants shared insights into their motivation to participate, and factors that impacted their experiences of research, such as ethical considerations, including consent procedures, safety and connection in research, study procedures and documentation and researcher characteristics. There were tangible benefits and some burdens involved in adolescents' participation in sensitive research. This review considers implications for research and practice, such as the need to regularly publish findings of consultations, assessing caregiver consent requirements, obtaining adolescent views on study documents and measures and building on existing research, differentiated by age, gender and dis/ability status, especially in diverse and under-represented regions.
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Affiliation(s)
| | - Deborah Fry
- Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, UK
| | - Lani Florian
- Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, UK
| | - Franziska Meinck
- School of Social and Political Science, University of Edinburgh, Edinburgh, UK
- OPTENTIA, Faculty of Health Sciences, North-West University, Vanderbijlpark, South Africa
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Jefferies P, Fritz J, Deighton J, Ungar M. Analysis of Protective Factors in Schoolchildren in England Using the Dual-factor Model of Mental Health. Res Child Adolesc Psychopathol 2023; 51:907-920. [PMID: 36786892 DOI: 10.1007/s10802-023-01038-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/06/2023] [Indexed: 02/15/2023]
Abstract
The dual-factor approach to mental health was employed to explore levels and interrelations of protective factors associated with resilience in a dataset of 30,841 schoolchildren aged 11-14 in England. ANOVA was used to contrast levels of protective factors between groups (combinations of higher/lower psychopathology and higher/lower wellbeing) and network analysis to explore protective factor interrelations. Levels of protective factors tended to be highest for those who had higher wellbeing and lower psychopathology (termed 'complete mental health'). Those with lower levels of protective factors were split between two subpopulations: having lower wellbeing and higher psychopathology (termed 'troubled'), and having lower wellbeing and lower psychopathology (termed 'vulnerable'). Analysis of the protective factor networks revealed that the four subpopulations of the model were distinguished by both their overall structure and individual node connectivity (the 'complete mental health' subpopulation demonstrated the greatest connectivity), though two were similar: those with higher wellbeing and higher psychopathology (termed 'symptomatic but content') and lower wellbeing and higher psychopathology ('troubled'). The results indicate that while 'vulnerable' and 'symptomatic but content' may be hard to discriminate conceptually, the former may reflect a lower capacity to cope during periods of adversity (i.e., show resilience). Overall, the results encourage a holistic approach to mental health screening, particularly as children with lower wellbeing had lower levels of the protective factors, regardless of their level of psychopathology. Moreover, interventions to improve protective factors associated with positive development in stressed environments may therefore have a greater impact on improving wellbeing than decreasing symptoms of psychopathology.
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Affiliation(s)
- Philip Jefferies
- Resilience Research Centre, Dalhousie University, Halifax, Nova Scotia, Canada.
| | - Jessica Fritz
- Department of Psychiatry, University of Cambridge, Cambridge, England
- Department of Clinical Psychology, Philipps-University, Marburg, Hesse, Germany
| | - Jessica Deighton
- University College London and the Anna Freud National Centre for Children and Families, London, UK
| | - Michael Ungar
- Resilience Research Centre, Dalhousie University, Halifax, Nova Scotia, Canada
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Readability of Commonly Used Quality of Life Outcome Measures for Youth Self-Report. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159555. [PMID: 35954923 PMCID: PMC9367855 DOI: 10.3390/ijerph19159555] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Revised: 07/29/2022] [Accepted: 07/29/2022] [Indexed: 12/15/2022]
Abstract
Self-report measures are central in capturing young people’s perspectives on mental health concerns and treatment outcomes. For children and adolescents to complete such measures meaningfully and independently, the reading difficulty must match their reading ability. Prior research suggests a frequent mismatch for mental health symptom measures. Similar analyses are lacking for measures of Quality of Life (QoL). We analysed the readability of 13 commonly used QoL self-report measures for children and adolescents aged 6 to 18 years by computing five readability formulas and a mean reading age across formulas. Across measures, the mean reading age for item sets was 10.7 years (SD = 1.2). For almost two-thirds of the questionnaires, the required reading age exceeded the minimum age of the target group by at least one year, with an average discrepancy of 3.0 years (SD = 1.2). Questionnaires with matching reading ages primarily targeted adolescents. Our study suggests a frequent mismatch between the reading difficulty of QoL self-report measures for pre-adolescent children and this group’s expected reading ability. Such discrepancies risk undermining the validity of measurement, especially where children also have learning or attention difficulties. Readability should be critically considered in measure development, as one aspect of the content validity of self-report measures for youth.
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Davison J, Maguire S, McLaughlin M, Simms V. Involving adolescents with intellectual disability in the adaptation of self-reported subjective well-being measures: participatory research and methodological considerations. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2022; 66:628-641. [PMID: 35521793 PMCID: PMC9321088 DOI: 10.1111/jir.12936] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 04/13/2022] [Accepted: 04/20/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The measurement of subjective well-being is challenging with samples of adolescents with intellectual disability (ID) given the cognitive and linguistic difficulties they face in comprehending standardised measures, and as such is primarily based on proxy reports. The lack of appropriate tools needs to be addressed so that adolescents with ID can self-report on their own well-being. The current study reports on the use of participatory research methods to adapt and modify two standardised self-report measures of subjective well-being suitable for completion by adolescents with ID. METHOD Two special schools were recruited for this study. At each school, staff (n = 15) and pupils aged 11-17 years (n = 35) participated. A series of co-design workshops were conducted to adapt two standardised subjective well-being measures: Kidscreen-10 and short-form Warwick-Edinburgh Mental Well-being Scale. RESULTS Specific aspects for measure adaption were identified: simplifying the item wording and phrasing; inclusion of pictorial communication symbols and visual prompts to represent the meaning of items; changing of tense of questions from past to present; asking questions rather than statements; reducing 5-point Likert scales to 3-point or dichotomous; presenting one item at a time during administration; and developing alternate formats of the survey to ensure inclusivity. CONCLUSIONS This paper illustrates the value of using participatory research methods when working alongside adolescents with ID and offers methodological, as well as practical, guidance in the context of adapting subjective self-report measures for this target group, serving as a guide to fellow researchers and clinicians interested in modifying or developing self-report measures for adolescents with ID.
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Affiliation(s)
- J. Davison
- Psychology Research InstituteUlster UniversityColeraineUK
| | - S. Maguire
- Psychology Research InstituteUlster UniversityColeraineUK
| | - M. McLaughlin
- Psychology Research InstituteUlster UniversityColeraineUK
| | - V. Simms
- Psychology Research InstituteUlster UniversityColeraineUK
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Monitoring and Measurement in Child and Adolescent Mental Health: It's about More than Just Symptoms. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084616. [PMID: 35457484 PMCID: PMC9024737 DOI: 10.3390/ijerph19084616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 05/04/2022] [Accepted: 04/08/2022] [Indexed: 11/17/2022]
Abstract
Routine outcome monitoring (ROM) provides information to practitioners and others providing healthcare support to demonstrate the impact of interventions and for service evaluation [...].
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Moore A, Ashworth E, Mason C, Santos J, Mansfield R, Stapley E, Deighton J, Humphrey N, Tait N, Hayes D. ‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063367. [PMID: 35329052 PMCID: PMC8950538 DOI: 10.3390/ijerph19063367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 03/08/2022] [Accepted: 03/09/2022] [Indexed: 12/04/2022]
Abstract
The substantial time that children and young people spend in schools makes them important sites to trial and embed prevention and early intervention programmes. However, schools are complex settings, and it can be difficult to maintain school engagement in research trials; many projects experience high levels of attrition. This commentary presents learning from two large-scale, mixed-methods mental health intervention trials in English schools. The paper explores the barriers and challenges to engaging schools in promotion or early intervention research and offers detailed recommendations for other researchers.
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Affiliation(s)
- Anna Moore
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
- Correspondence: ; Tel.: +44-(0)20-7443-2205
| | - Emma Ashworth
- School of Psychology, Liverpool John Moores University, Liverpool L3 5UX, UK;
| | - Carla Mason
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Joao Santos
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Rosie Mansfield
- Centre for Longitudinal Studies, University College London, London WC1E 6BT, UK;
| | - Emily Stapley
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
| | - Jessica Deighton
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
| | - Neil Humphrey
- Manchester Institute of Education, The University of Manchester, Manchester M13 9PL, UK; (C.M.); (J.S.); (N.H.)
| | - Nick Tait
- Anna Freud National Centre for Children and Families (AFNCCF), London N1 9JH, UK;
| | - Daniel Hayes
- Evidence Based Practice Unit (EBPU), Anna Freud National Centre for Children and Families and University College London (UCL), 4-8 Rodney Street, London N1 9JH, UK; (E.S.); (J.D.); (D.H.)
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Mindel C, Oppong C, Jacob J. Exploring the experiences of young people completing the YP‐CORE to capture clinical need on a digital counselling platform. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021. [DOI: 10.1002/capr.12405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | - Jenna Jacob
- Child Outcomes Research Consortium Anna Freud National Centre for Children and Families The Kantor Centre of Excellence London UK
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