scholarly journals The Parenting Early Intervention Programme in England, 2006-2011; a classed experience?

2012 ◽  
Vol 39 (6) ◽  
pp. 1025-1043 ◽  
Author(s):  
Stephen M. Cullen ◽  
Mairi-Ann Cullen ◽  
Geoff Lindsay ◽  
Steve Strand
Author(s):  
Eric Y.H. Chen ◽  
Sherry Kit-wa Chan ◽  
Wing-chung Chang ◽  
Christy Lai-ming Hui ◽  
Edwin Ho-ming Lee ◽  
...  

This chapter provides a comprehensive review of some of the key issues in early intervention for psychosis using the example of a population-based service in Hong Kong, for which a full range of data is available. The authors review a number of studies addressing: (i) the DUP and its associated factors in Hong Kong; (ii) whether DUP can be changed by public awareness programmes; (iii) the immediate outcome of a two-year early intervention programme; (iv) whether the improved outcome can be sustained after the programme, over ten years; and (v) whether receiving one more year of intervention could further improve the outcome. The results show that even in a low-resource setting in Hong Kong, significant improvements in functioning can be achieved, with reduced hospitalization and reduced suicide. A long-term follow-up study observed that these effects are sustainable over ten years. Further improvements can be attained by providing longer intervention to a group that responded less favourably. However, these enhancements proved more difficult to sustain. Together, these suggest a possible dose effect on the impact and sustainability of early intervention for psychosis. Future work should aim to clarify the role of increased intervention resources such as manpower and a more defined specific programme (e.g. coaching, exercise, cognitive interventions). More work is also required to investigate the culture of early psychosis services (such as a hope-centred culture), as well as how more personalized needs of individual patients can be met.


2013 ◽  
Vol 7 (3) ◽  
pp. 322-328 ◽  
Author(s):  
Philipp Sebastian Baumann ◽  
Sara Crespi ◽  
Régis Marion-Veyron ◽  
Alessandra Solida ◽  
Jacques Thonney ◽  
...  

2009 ◽  
Vol 45 (3) ◽  
pp. 118-124 ◽  
Author(s):  
Kerry Gwynne ◽  
Bijou A Blick ◽  
Gabrielle M Duffy

2009 ◽  
Vol 43 (4) ◽  
pp. 300-304 ◽  
Author(s):  
Caroline Hunt ◽  
Gavin Andrews ◽  
Chika Sakashita ◽  
Rocco Crino ◽  
Alicia Erskine

Objective: To assess the effectiveness of an indicated early intervention and prevention programme for anxiety disorders when conducted by school staff. Method: A total of 260 students in their first year of high school with self-reported anxiety symptoms >1 SD above the mean score of a normative sample were randomly allocated on the basis of their school to an intervention condition led by school staff or to a monitoring condition. Results: There was little difference between conditions at the 2 year and 4 year follow up on self-reported symptoms, and no difference on diagnosis or health-care use. Conclusions: Outcomes associated with indicated prevention programmes led by school staff may not be as strong as those produced by specialist mental health staff. More work is needed to delineate models by which evidence-based treatments can be effectively used in schools.


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