scholarly journals Codesign and development of a primary school based pathway for child anxiety screening and intervention delivery: a protocol, mixed-methods feasibility study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e044852
Author(s):  
Victoria Williamson ◽  
Michael Larkin ◽  
Tessa Reardon ◽  
Samantha Pearcey ◽  
Claire Hill ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Feasibility Study ◽  
Primary Schools ◽  
Mental Health Problems ◽  
Child Anxiety ◽  
Health Problems ◽  
School Staff ◽  
Evidence Based ◽  
School Based

IntroductionAnxiety difficulties are among the most common mental health problems in childhood. Despite this, few children access evidence-based interventions, and school may be an ideal setting to improve children’s access to treatment. This article describes the design, methods and expected data collection of the Identifying Child Anxiety Through Schools – Identification to Intervention (iCATS i2i) study, which aims to develop acceptable school-based procedures to identify and support child anxiety difficulties.Methods and analysisiCATS i2i will use a mixed-methods approach to codesign and deliver a set of procedures—or ‘pathway’—to improve access to evidence-based intervention for child anxiety difficulties through primary schools in England. The study will consist of four stages, initially involving in-depth interviews with parents, children, school staff and stakeholders (stage 1) to inform the development of the pathway. The pathway will then be administered in two primary schools, including screening, feedback to parents and the offer of treatment where indicated (stage 2), with participating children, parents and school staff invited to provide feedback on their experience (stages 3 and 4). Data will be analysed using Template Analysis.Ethics and disseminationThe iCATS i2i study was approved by the University of Oxford’s Research Ethics Committee (REF R64620/RE001). It is expected that this codesign study will lead on to a future feasibility study and, if indicated, a randomised controlled trial. The findings will be disseminated in several ways, including via lay summary report, publication in academic journals and presentation at conferences. By providing information on child, parent, school staff and other stakeholder’s experiences, we anticipate that the findings will inform the development of an acceptable evidence-based pathway for identification and intervention for children with anxiety difficulties in primary schools and may also inform broader approaches to screening for and treating youth mental health problems outside of clinics.

scholarly journals Can an Emoji a Day Keep the Doctor Away? An Explorative Mixed-Methods Feasibility Study to Develop a Self-Help App for Youth With Mental Health Problems

2019 ◽  
Vol 10 ◽  
Author(s):  
Levi Van Dam ◽  
Sianne Rietstra ◽  
Eva Van der Drift ◽  
Geert Jan J. M. Stams ◽  
Rob Van der Mei ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Feasibility Study ◽  
Mental Health Problems ◽  
Health Problems ◽  
Self Help

scholarly journals Association of Child Mental Health with Child and Family Characteristics in Rural China: A Cross-Sectional Analysis

2021 ◽  
Vol 18 (10) ◽  
pp. 5107
Author(s):  
Huan Wang ◽  
Cody Abbey ◽  
Xinshu She ◽  
Scott Rozelle ◽  
Xiaochen Ma
Keyword(s):  
Mental Health ◽  
Child Mental Health ◽  
Primary Schools ◽  
Mental Health Problems ◽  
Rural China ◽  
Health Problems ◽  
Social Contexts ◽  
Family Characteristics ◽  
Contributing Factors ◽  
Cross Sectional

Assessing the mental health problems encountered by school children and understanding the contributing factors are crucial to inform strategies aimed at improving mental health in low-resource contexts. However, few studies have investigated the mental health problems among disadvantaged children in poorer countries. This study examines the prevalence of mental health problems in rural China and their association with child and family characteristics. The study uses survey data from 9696 children in 120 rural primary schools and measures child mental health using the Strengths and Difficulties Questionnaire (SDQ). Overall, 17.9% of the sample children were found to be in the abnormal range of the SDQ total difficulties scores. The mean score was 12.93 (SD = 4.94). Abnormal scores were associated with child and family characteristics, including older child age (Odds Ratio, OR = 0.704, 95% CI: 0.611, 0.810; p < 0.001), gender (OR = 1.235, 95% CI: 1.112, 1.371; p < 0.001), and academic performance (OR = 0.421, 95% CI: 0.369, 0.480; p < 0.001). Reading time was found to be protective for mental health. Risk factors include excessive screen time (OR = 1.685, 95% CI: 1.409, 2.016; p < 0.001) and being bullied (OR = 3.695, 95% CI: 3.301, 4.136; p < 0.001). Our study suggests that future mental health illness prevention programs in rural China should consider targeting different aspects of children’s social contexts.

scholarly journals COMmunity PARticipation through Education (COMPARE): effectiveness of supported education for students with mental health problems, a mixed methods study – study protocol for a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jacomijn Hofstra ◽  
Jorien van der Velde ◽  
Petra Jannette Havinga ◽  
Lies Korevaar
Keyword(s):  
Mental Health ◽  
Randomized Controlled Trial ◽  
Mixed Methods ◽  
Mental Health Problems ◽  
Controlled Trial ◽  
Health Problems ◽  
Secondary Outcome ◽  
Study Success ◽  
Randomized Controlled ◽  
Supported Education

Abstract Background The onset of mental health problems generally occurs between the ages of 16 and 23 – the years in which young people follow post-secondary education, which is a major channel in our society to prepare for a career and enhance life goals. Several studies have shown that students with mental health problems have a higher chance of early school leaving. Supported Education services have been developed to support students with mental health problems to remain at school. The current project aims to study the effect of an individually tailored Supported Education intervention on remaining at school, study success, and satisfaction of students with mental health problems studying at an institute for intermediate vocational education and a university of applied sciences in the Netherlands. Methods/design The design combines quantitative research (Randomized Controlled Trial; RCT) with qualitative research (monitoring, interviews, focus groups). One hundred students with mental health problems recruited from the two educational institutes will be randomly allocated to either the intervention or control condition. The students in the intervention condition receive the Supported Education intervention given by a Supported Education specialist, the students in the active control condition receive support as usual plus advice from a trained staff member on potential supportive resources regarding studying with mental health problems. The primary outcome ‘remaining at school’, and the secondary outcome ‘study success’ will be determined using data from the school’s administration. The secondary outcome ‘student satisfaction’ and other variables that will be studied in a more exploratory way, such as self-efficacy and study skills, will be determined through online questionnaires at baseline, at 6 and at 12 months follow-up. Focus groups and interviews with the students and Supported Education specialists will be carried out to complement the trial. Discussion This RCT is the first to assess the effect of Supported Education on remaining at school, next to study success and student satisfaction among students with mental health problems. The use of a mixed-methods design will result in a thorough evaluation of the effect of the intervention. Issues regarding the influx and possible attrition of students in the follow-up are discussed. Trial registration The study was registered with Trialregister.nl, no. NL8349, date registered: February 4th 2020. Register name: Community participation through education. Effectiveness of Supported Education for youth with mental health problems, a mixed methods study – Study protocol for a Randomized Controlled Trial. Protocol Version: 3, date: May 28th, 2021.

scholarly journals Nationwide assessment of the mental health of UK Doctoral Researchers

2021 ◽  
Author(s):  
Cassie M Hazell ◽  
Jeremy Niven ◽  
Laura Chapman ◽  
Paul Roberts ◽  
Sam Cartwright-Hatton ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health Problems ◽  
Poor Mental Health ◽  
Academic Community ◽  
Anxiety And Depression ◽  
Control Group ◽  
Evidence Based ◽  
Preventative Measures ◽  
Common Mental Health Problems

Doctoral Researchers (DRs) are an important part of the academic community and, after graduating, make substantial social and economic contributions. Despite this importance, DR wellbeing has long been of concern. Recent studies have concluded that DRs may be particularly vulnerable to poor mental health problems, but direct comparisons of the prevalence of mental health problems between them and a control group is lacking. Here, by comparing DRs with educated working controls, we show that DRs report significantly greater anxiety and depression, and that this difference is not explained by a higher rate of pre-existing mental health problems. Moreover, most DRs perceive poor mental health as a ‘normal’ part of the PhD process. Thus, our findings suggest a hazardous impact of PhD study on mental health, with DRs being particularly at risk of developing common mental health problems. This provides an evidence-based mandate for universities and funders to reflect upon practices related to DR training and mental health. Our attention should now be directed towards understanding what factors may explain heightened anxiety and depression among DRs so as to inform preventative measures and interventions.

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.

scholarly journals Green walking groups: A mixed-methods review of the mental health outcomes for adults with mental health problems

2019 ◽  
Vol 83 (3) ◽  
pp. 162-171
Author(s):  
Tom Swinson ◽  
Jennifer Wenborn ◽  
Paul Sugarhood
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Health Outcomes ◽  
Clinical Decision Making ◽  
Mental Health Problems ◽  
Clinical Decision ◽  
Evidence Base ◽  
Health Problems ◽  
Mental Health Outcomes ◽  
Natural Environments

Introduction Evidence suggests group walking in natural environments is more beneficial to the general population’s mental health than walking indoors, in urban environments, and alone. Such ‘green walking groups’ have been suggested as an occupational therapy intervention that could be suitable for adults with mental health problems. However, there have been no reviews of the mental health outcomes of participating in green walking groups for this population. Method A mixed-methods literature review was conducted. A range of databases was systematically searched electronically. Papers that met pre-defined inclusion criteria were selected, critically appraised, and qualitative and quantitative data were extracted. Thematic analysis was used to identify key qualitative outcomes. Findings Six papers were included and eight mental health outcomes identified. The evidence suggests participants can experience connections with other people, connections with nature, and a sense of freedom. There is some limited evidence to support improvements to mood, self-esteem, reflection on life tasks, and symptoms of depression, with mixed evidence for experiencing a sense of achievement. Conclusion This review can be used to build the evidence base for the link between occupation and mental health, and inform the clinical decision-making of occupational therapists, who are well-placed to design and implement green walking groups.

Prevention of trauma‐related mental health problems among refugees: A mixed‐methods evaluation of the MindSpring group programme in Denmark

2020 ◽  
Vol 48 (3) ◽  
pp. 1028-1039
Author(s):  
Simon Ruben Husby ◽  
Jessica Carlsson ◽  
Anna Mathilde Scotte Jensen ◽  
Laura Glahder Lindberg ◽  
Charlotte Sonne
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Mental Health Problems ◽  
Health Problems ◽  
Mixed Methods Evaluation ◽  
Group Programme
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