Improving child and adolescent adherence to evidence-based mental health interventions

2011 ◽  
Vol 26 (S2) ◽  
pp. 1307-1307
Author(s):  
R. Gearing ◽  
C. Schwalbe
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Critical Role ◽  
Psychosocial Interventions ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Drop Out ◽  
Evidence Based ◽  
Client Participation ◽  
Study Results

IntroductionThe exponential growth of evidence-based practice (EBP) interventions offers clinicians a growing number of empirically-supported psychosocial treatments for youth mental disorders. These interventions are likely to be ineffective with clients who drop out of treatment prematurely or who fail to adhere to the required intervention protocols. However, despite the critical role of client adherence, systematic evidence about strategies to support client adherence is lacking.ObjectivesThe primary aim of this present study is to establish an empirical base for developing adjunctive adherence promoters to enhance client participation in psychosocial interventions.MethodsMental health child and adolescent intervention researchers who published RCT on three psychosocial interventions (CBT, IPT. Psycho-ed) were surveyed on type, use, and efficacy of intervention adherence promoters.ResultsInterventions included an average of 13.4 sessions (SD = 7.8) across 5 months. Most researchers reported using multiple adherence promoting interventions throughout their studies. On average, respondents reported using little more than one promoter per session and devoting approximately 12.4 minutes per session on all adherence promoters.ConclusionsResults of this study will assist practitioners and researchers in improving adherence to psychiatric interventions for children and adolescents. Specifically, study results fill gaps in the literature on active efforts to sustain and increase client adherence to treatment for childhood and adolescent mental health disorders. Findings of this study support best practices for adherence promotion and open new avenues for research into the tailoring of adherence to EBP interventions for child and adolescent mental health problems.

scholarly journals A child and adolescent mental health service for children with intellectual disabilities – 8 years on

2010 ◽  
Vol 34 (5) ◽  
pp. 195-199
Author(s):  
Barry Wright ◽  
Chris Williams ◽  
Marcella Sykes
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
Intellectual Disabilities ◽  
Child Mental Health ◽  
Mental Health Problems ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Specialist Service ◽  
Adolescent Mental Health Service

SummaryThis paper reports on the last 8 years in the development of a child mental health learning disability service. The growth, challenges and pitfalls faced by the service are charted here. The paper also shows how a service can cope with rising demand without the development of waiting lists and how a specialist service can be embedded within a generic child and adolescent mental health service (CAMHS) as a tier 3 team, thus creating synergies and commonalities of purpose, while avoiding service gaps that inevitably arise from separate services with specific referral criteria. This is a healthy service model that meets the needs of local children with moderate to severe intellectual disabilities and concomitant child mental health problems.

Approaches to Delivering Child and Adolescent Mental Health Services: The South Australian Experience

1995 ◽  
Vol 29 (2) ◽  
pp. 230-237 ◽  
Author(s):  
Michael Gifford Sawyer ◽  
Robert John Kosky
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Children And Adolescents ◽  
Mental Health Problems ◽  
South Australia ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
The South ◽  
Number Of Children

Approximately 10% of children and adolescents experience mental health problems, however only a small proportion receive specialised help. Identifying approaches which can provide a balanced and effective service for the large number of children and adolescents with problems is currently a major challenge for child and adolescent mental health services in Australia. In South Australia, following a review in 1983, child and adolescent services were reorganised into two separate but closely related services. This paper draws on experience in South Australia over the last decade to identify approaches which can be employed in six key areas that significantly influence the effectiveness of child and adolescent mental health services. The paper also describes the specific features which were included in the South Australian child and adolescent mental health service to address these issues.

scholarly journals Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

2021 ◽  
Vol 2 ◽  
pp. 263348952110512
Author(s):  
Catherine Carlson ◽  
Sophie Namy ◽  
Janet Nakuti ◽  
Laura Mufson ◽  
Carin Ikenberg ◽  
...  
Keyword(s):  
Mental Health ◽  
School Culture ◽  
Violence Prevention ◽  
Prevention Program ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions ◽  
Violence Prevention Program

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.

scholarly journals Need to Culturally Adapt and Improve Access to Evidence-Based Psychosocial Interventions for Canadian South-Asians: A Call to Action

2020 ◽  
pp. 1-11
Author(s):  
Farooq Naeem ◽  
Tasneem Khan ◽  
Kenneth Fung ◽  
Lavanya Narasiah ◽  
Jaswant Guzder ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Emotional Health ◽  
South Asians ◽  
Psychosocial Interventions ◽  
Health Problems ◽  
Evidence Based ◽  
Psychosocial Determinants ◽  
Culturally Adapted ◽  
Cognitive Behaviour

Research into social determinants of mental and emotional health problems highlighted the need to understand the cultural factors. Mental health of immigrants is influenced by a variety of cultural, psychological, social, and economic factors. There is some evidence to suggest that South Asian people have higher rates of mental and emotional health problems than the rest of the Canadian population. Limited research also suggests that psycho-social factors are highly likely to be responsible for these high rates of mental health problems. These psychosocial factors may be impeding access and engagement with the services. These socially determined emotional and mental health problems are more likely to respond to psychosocial interventions than biological treatments. Evidence-based psychosocial interventions such as Cognitive Behaviour Therapy (CBT) and Acceptance and Commitment Therapy (ACT) might offer the way forward. CBT can be offered in a low-cost, low intensity format in a variety of settings, thus addressing the attached stigma. However, these interventions need to be culturally adapted, as these are underpinned by a Western value system. CBT has been culturally adapted and found to be effective in this group elsewhere. This opinion paper describes the need to enhance research on psychosocial determinants of the mental and emotional health problems, status, and the psychosocial determinants of health amongst South Asians in Canada to inform our understanding of the cultural specificity of psychosocial interventions.

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