scholarly journals A Qualitative Examination of a School-Based Implementation of Computer-Assisted Cognitive-Behavioral Therapy for Child Anxiety

2021 ◽  
Author(s):  
Margaret Ellen Crane ◽  
Katherine E. Phillips ◽  
Colleen A. Maxwell ◽  
Lesley A. Norris ◽  
Lara S. Rifkin ◽  
...  
Keyword(s):  
Mental Health Treatment ◽  
Service Providers ◽  
Behavioral Therapy ◽  
Qualitative Interviews ◽  
Child Anxiety ◽  
School Staff ◽  
Computer Assisted ◽  
Treatment Access ◽  
School Based ◽  
Second Year

Mental health treatment in schools has the potential to improve youth treatment access. However, school-specific barriers can make implementing evidence-based interventions difficult. Task-shifting (i.e., training lay staff to implement interventions) and computer-assisted interventions may mitigate these barriers. This paper reports on a qualitative examination of facilitators and barriers of a school-based implementation of a computer-assisted intervention for anxious youth (Camp Cope-A-Lot; CCAL). Participants (N = 45) included school staff in first through fourth grades. Providers attended a training in CCAL and received weekly, hour-long group consultation calls for three months. In the second year, the sustainability of CCAL use was assessed. Qualitative interviews were conducted after the first year (initial implementation) and second year (sustainability). Interviews were analyzed using the Consolidated Framework for Implementation Research domains to classify themes. Although participants reported that CCAL included useful skills, they expressed concerns about recommended session length (45 minutes) and frequency (weekly). Time burden of consultation calls was also a barrier. School staff facilitated implementation by enabling flexible scheduling for youth to be able to participate in the CCAL program. However, the sustainability of the program was limited due to competing school/time demands. Results suggest that even with computer assisted programs, there is a need to tailor interventions and implementation efforts to account for the time restrictions experienced by school-based service providers. Optimal fit between the intervention and specific school is important to maintain the potential benefits of computer-assisted treatments delivered by lay service providers in schools.

scholarly journals A Qualitative Examination of a School-Based Implementation of Computer-Assisted Cognitive-Behavioral Therapy for Child Anxiety

2021 ◽  
Author(s):  
Margaret E. Crane ◽  
Katherine E. Phillips ◽  
Colleen A. Maxwell ◽  
Lesley A. Norris ◽  
Lara S. Rifkin ◽  
...  
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Child Anxiety ◽  
Cognitive Behavioral ◽  
Computer Assisted ◽  
School Based

Identifying Child Anxiety Through Schools-Identification to Intervention (iCATS-i2i): Protocol for Single-Arm Feasibility Trial

2021 ◽  
Author(s):  
Tessa Reardon ◽  
Susan Ball ◽  
Maria Breen ◽  
Paul Brown ◽  
Emily Day ◽  
...  
Keyword(s):  
Primary Schools ◽  
Controlled Trial ◽  
Qualitative Interviews ◽  
Child Anxiety ◽  
Parent Report ◽  
Retention Rates ◽  
Feasibility Trial ◽  
School Staff ◽  
Evidence Based ◽  
Treatment Access

Abstract Background: Anxiety disorders are common among primary-school aged children, but few affected children receive evidence-based treatment. Identifying and supporting children who experience anxiety problems through schools would address substantial treatment access barriers that families and school staff often face. We have worked with families and school staff to co-design procedures that incorporate screening, feedback for parents, and the offer of a brief intervention in primary schools. This study sets out to assess the feasibility of a subsequent school-based cluster randomised controlled trial to evaluate these procedures. Our objectives are to ensure our procedures for identifying and supporting children with anxiety difficulties through primary schools are acceptable and there are no negative impacts, to estimate recruitment and retention rates, and to identify any changes needed to study procedures or measures. Methods: We will recruit six primary/junior schools in England (2 classes per school), and invite all children (aged 8-9) (n=360) and their parent/carer and class teacher in participating classes to take part. Children, parents and class teachers will complete questionnaires at baseline and 12-week follow-up. Children who ‘screen positive’ on a 2-item parent-report child anxiety screen at baseline will be the target population (expected n=43). Parents receive feedback on screening questionnaire responses, and where the child screens positive the family is offered support (OSI: Online Support and Intervention for child anxiety). OSI is a brief, parent-led online intervention, supported by short telephone sessions with a Children’s Wellbeing Practitioner. Participants’ experiences of study procedures will be assessed through qualitative interviews/discussion groups. Discussion: Evidence-based procedures for identifying and supporting children with anxiety difficulties through primary schools would improve children’s access to timely, effective intervention for anxiety difficulties.Trial registration: ISRCTN registry: ISRCTN30032471. Retrospectively registered on 18.5.2021. https://www.isrctn.com/ISRCTN30032471

scholarly journals A Mixed-Methods Study to Evaluate Elementary School Staff’s Acceptability, Delivery Challenges, and Communication Regarding the Implementation of School-Located Influenza Vaccination Program in Hong Kong

Vaccines ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1175
Author(s):  
Qiu-Yan Liao ◽  
Mei-Hong Dong ◽  
Jie-Hu Yuan ◽  
Wendy-Wing-Tak Lam ◽  
Benjamin J. Cowling ◽  
...  
Keyword(s):  
Elementary School ◽  
Hong Kong ◽  
Mixed Methods ◽  
Influenza Vaccination ◽  
Service Providers ◽  
Mixed Methods Study ◽  
Influenza Vaccines ◽  
Vaccination Program ◽  
School Staff ◽  
School Based

This was a mixed-methods study comprising a questionnaire-based survey, a qualitative study, and analysis of school newsletters to evaluate elementary school staff’s acceptability, delivery challenges and communication about school-located influenza vaccination program (SIVP) in Hong Kong. We found that school staff with lower intention to implement SIVP perceived greater logistical difficulties in arranging SIVP. Challenges regarding program delivery included schools’ limited infrastructure, the burden of paperwork, the fear of being overwhelmed by multiple school-based vaccination schedules, lacking confidence in communicating with parents about influenza vaccines, and the difficulties in managing vaccination-related anxiety among children with intellectual disability. School staff were generally passive in communicating with parents and students about influenza vaccines. We also found that schools may use the school newsletters as a substitute of the formal informed consent forms. Good partnerships among government, service providers and schools should be established to minimize the burden of paperwork for school staff, facilitate early planning of SIVP, and support schools with limited infrastructure and the vaccination of children with intellectual disabilities. Training is needed to enhance school staff’s confidence in communicating with parents and students about influenza vaccines and improve information delivery to support parents’ informed decisions for children’s vaccination.

Evidence-Supported, Trauma-Focused Interventions

2019 ◽  
pp. 67-77
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Group Intervention ◽  
Service Providers ◽  
Behavioral Therapy ◽  
Self Regulation ◽  
Cognitive Behavioral ◽  
School Social Workers ◽  
Case Examples ◽  
Empirically Supported ◽  
School Based ◽  
Trauma Informed

Providing trauma-informed interventions in a school-based setting is helpful because parents are often unable to get their children to service providers in the community. School social workers can help children heal from trauma through the provision of a number of trauma-sensitive interventions. Chapter 6 offers an overview of some current, empirically supported interventions for use in direct practice with children and adolescents in school settings. The chapter reviews the Attachment, Self-Regulation, and Competency (ARC) framework; Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for children; Cognitive Behavioral Intervention for Trauma in Schools (CBITS) group intervention; and Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) group intervention for older adolescents. Case examples are provided to demonstrate how these interventions are used in practice, and resources for information and training on the interventions are listed.

Soundness of Treatment: A Survey of Psychologists' Opinions

1996 ◽  
Vol 78 (1) ◽  
pp. 288-290 ◽  
Author(s):  
Steven Starker ◽  
Loren Pankratz
Keyword(s):  
Mental Health ◽  
Factor Analysis ◽  
Health Service ◽  
Mental Health Treatment ◽  
Service Providers ◽  
Behavioral Therapy ◽  
Neurolinguistic Programming ◽  
Health Treatment ◽  
Antipsychotic Medications ◽  
Health Service Providers

A random sample of 300 psychologists listed in the National Register of Health Service Providers in Psychology were surveyed about the soundness of forms of mental health treatment and use of these treatments in practice. The 139 psychologists responding expressed greatest confidence in cognitive-behavioral therapy and antipsychotic medications. Approaches most in question as to soundness were primal therapy, neurolinguistic programming, bioenergetics, and aversive therapy. Factor analysis indicated widespread endorsement and use of multiple techniques within two broad camps of research-based “hard-edged” versus clinical wisdom/philosophy-based “soft-edged.”

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.

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