المؤلفون: Burn, Anne-Marie, Ford, Tamsin Jane

الوصف: Background National policy recommends that young people be admitted to mental health wards that are age-appropriate. Despite this, young people continue to be admitted to adult wards. Aims: To explore the impact of young people’s admissions to adult wards from the perspectives of young people, parents/carers and mental health professionals. Methods: Semi-structured interviews were conducted with 29 participants to explore experiences of receiving and delivering care in adult mental health wards. Participants were 4 young people (16-17 years), 4 parent/carers and 21 mental health professionals from Adult Mental Health Services (AMHS). Data were analysed using framework analysis. Results: Young people’s admissions to adult wards tend to occur out of hours, at a time of crisis and when no suitable adolescent bed is available. Admissions were conceptualised as a short-term safety measure rather than for any therapeutic input. Concerns were raised about safeguarding, limited treatment options, and a lack of education provision for young people on adult wards. However, for some older adolescents, an adult ward may be more clinically or socially appropriate. Recommendations to reduce adult ward admissions included better integration of adolescent and adult services, having more flexible policies and increasing community provision. Conclusions: Our findings emphasise the importance of young people being admitted to age-appropriate in-patient facilities. Earlier intervention and increased provision of specialist care in the community could prevent young people’s admissions to adult wards.

وصف الملف: application/pdf

العلاقة: https://www.repository.cam.ac.uk/handle/1810/366767Test; https://doi.org/10.17863/CAM.107545Test

الإتاحة: https://doi.org/10.17863/CAM.107545Test
https://www.repository.cam.ac.uk/handle/1810/366767Test

المؤلفون: Mathews, Frances, Ford, Tamsin Jane, White, Simon, Ukoumunne, Obioha Chukwunyere, Newlove-Delgado, Tamsin

المساهمون: National Institute for Health and Care Research, Department of Health and Social Care, NIHR Cambridge Biomedical Research Centre, National Institute for Health and Care Research Applied Research Collaboration South West Peninsula

المصدر: European Child & Adolescent Psychiatry ; ISSN 1018-8827 1435-165X

مصطلحات موضوعية: Psychiatry and Mental health, Developmental and Educational Psychology, General Medicine, Pediatrics, Perinatology and Child Health

الوصف: Children and young people’s mental health services have been under increasing pressure following COVID-19. Understanding, for which channels help is sought from, will highlight services needing support. This study aims to explore the professional services that parents of children, and young people get help from when they have a concern for the child’s/their mental health. Secondary analysis of data is taken from Mental Health of Children and Young People in England Survey, 2017. 7608 reports of mental health-related contact with professional services from parents of 5–16 year-olds and self-reports from young people aged 17–19 were available. Service contact was reported by Diagnostic and Statistical Manual of Mental Disorders (DSM-V) diagnosis, age, gender and ethnicity. Less than two-thirds of children and young people with a DSM-V diagnosis (63.5% (95% CI 58.6–68.1) aged 5–10, and 64.0% (95% CI 59.4–68.4) aged 11–16) reported contact with any professional services. The figure was lower for those aged 17–19; 50.1% (95% CI 42.8–58.2), p = 0.005. Children and young people aged 5–16 from Black (11.7%; 95% CI 2.4–41.4), Asian (55.1%; 95% CI 34.7–73.9) and Mixed (46.0%; 95% CI 32.4–60.3) ethnic groups reported less contact with professional services compared to those from the White group (66.9%; 95% CI 63.5–70.2). Patterns of service access during the three main educational stages aid with understanding service need during childhood. These lower levels of reported service access for young people aged 17–19 with a DSM-V diagnosis and those in ethnic minority groups demand further investigation.

الإتاحة: https://doi.org/10.1007/s00787-023-02328-zTest

المؤلفون: Perry, Roisin Carlotta (ORCID 0000-0002-1541-0286), Ford, Tamsin Jane (ORCID 0000-0001-5295-4904), O'Mahen, Heather (ORCID 0000-0003-3458-430X), Russell, Abigail Emma (ORCID 0000-0002-2903-6264)

المصدر: School Mental Health. Jun 2021 13(2):235-249.

تمت مراجعته من قبل الزملاء: Y

Page Count: 15

الواصفات: Attention Deficit Hyperactivity Disorder, Intervention, Outcomes of Treatment, Delphi Technique, Stakeholders, Attention Control, Peer Relationship, Teacher Student Relationship, Executive Function, Quality of Life, Symptoms (Individual Disorders), Self Management, Self Esteem

مستخلص: Many studies have investigated the effectiveness of school-based ADHD interventions at modifying different social, emotional and behavioural target outcomes. However, there is a lack of evidence about which targets stakeholders perceive to be most important. This study sought to obtain consensus on which outcomes are perceived to be most important. A total of 114 people with ADHD, educational professionals, parents of children with ADHD, clinicians and researchers participated in a Delphi survey with 3 rounds. The importance of 52 intervention targets was rated on a scale from 0 to 8 (8 being extremely important). Consensus was reached if >70% of a stakeholder group rated a target as between 6-8 and <15% rated it as 0-2. Targets were dropped from subsequent rounds if more than 50% of stakeholder groups rated it as 0-5. Targets that all four stakeholder groups reached consensus on in any round were automatically included in our final outcome set. Comments were analysed using Thematic Analysis. All four stakeholder groups reached consensus on the importance of seven targets: ability to pay attention, conflict with teachers and peers, executive functioning, global functioning and quality of life, inattention symptoms, organisation skills and self-esteem. Four overarching themes were identified: "Complexity of ADHD, Relationships, School Context," and "What ADHD means to me." School-based ADHD interventions should target outcomes identified as most important to those who stand to benefit from such interventions. Some outcomes prioritised by our participants have not yet been targeted in school-based ADHD interventions. Implications of our findings for intervention and research design are discussed.

Abstractor: As Provided

المؤلفون: Carey, Emma Grace, Ridler, Isobel, Ford, Tamsin Jane, Stringaris, Argyris

المصدر: Journal of Child Psychology and Psychiatry ; volume 64, issue 11, page 1643-1647 ; ISSN 0021-9630 1469-7610

الوصف: Reporting of effect sizes is standard practice in psychology and psychiatry research. However, interpretation of these effect sizes can be meaningless or misleading – in particular, the evaluation of specific effect sizes as ‘small’, ‘medium’ and ‘large’ can be inaccurate depending on the research context. A real‐world example of this is research into the mental health of children and young people during the COVID‐19 pandemic. Evidence suggests that clinicians and services are struggling with increased demand, yet population studies looking at the difference in mental health before and during the pandemic report effect sizes that are deemed ‘small’. In this short review, we utilise simulations to demonstrate that a relatively small shift in mean scores on mental health measures can indicate a large shift in the number of cases of anxiety and depression when scaled up to an entire population. This shows that ‘small’ effect sizes can in some contexts be large and impactful.

الإتاحة: https://doi.org/10.1111/jcpp.13817Test

المؤلفون: Nawaz, Rasanat Fatima, Anderson, Joanna K., Colville, Louise, Fraser‐Andrews, Catherine, Ford, Tamsin Jane

المصدر: Child and Adolescent Mental Health ; volume 29, issue 1, page 56-69 ; ISSN 1475-357X 1475-3588

الوصف: Background At least half of all young people who die by suicide have previously self‐harmed and most of those who self‐harm will not seek help from health services for self‐harming behaviours. By default, schools, colleges and universities necessarily play a key role in identifying those who self‐harm and supporting them to access help. Methods We conducted a systematic review (PROSPERO ID: CRD42021243692) of five databases (Medline, PsycINFO, ASSIA, ERIC and BEI) for quantitative studies evaluating interventions to reduce self‐harm among students in schools, colleges and universities. Results We identified six eligible studies that reported interventions. Two interventions used mindfulness‐based approaches and the remaining four interventions focused on in‐classroom education. Three interventions reported a significant reduction in self‐harm, all three used in‐classroom education. Of the six studies, one study was rated methodologically moderate, while the remaining five were weak. Conclusion In summary, the evidence base is limited in size and quality. Most current interventions to address self‐harm in schools focus on training staff in awareness, with a significant gap in direct support for students.

الإتاحة: https://doi.org/10.1111/camh.12634Test

المؤلفون: Nawaz, Rasanat Fatima, Anderson, Joanna K., Colville, Louise, Fraser‐Andrews, Catherine, Ford, Tamsin Jane

المصدر: Child & Adolescent Mental Health; Feb2024, Vol. 29 Issue 1, p56-69, 14p

مصطلحات موضوعية: PSYCHOLOGY information storage & retrieval systems, SYSTEMATIC reviews, STUDENTS, UNIVERSITIES & colleges, RESEARCH funding, MEDLINE, SELF-mutilation, EARLY medical intervention, ERIC (Information retrieval system)

مستخلص: Background: At least half of all young people who die by suicide have previously self‐harmed and most of those who self‐harm will not seek help from health services for self‐harming behaviours. By default, schools, colleges and universities necessarily play a key role in identifying those who self‐harm and supporting them to access help. Methods: We conducted a systematic review (PROSPERO ID: CRD42021243692) of five databases (Medline, PsycINFO, ASSIA, ERIC and BEI) for quantitative studies evaluating interventions to reduce self‐harm among students in schools, colleges and universities. Results: We identified six eligible studies that reported interventions. Two interventions used mindfulness‐based approaches and the remaining four interventions focused on in‐classroom education. Three interventions reported a significant reduction in self‐harm, all three used in‐classroom education. Of the six studies, one study was rated methodologically moderate, while the remaining five were weak. Conclusion: In summary, the evidence base is limited in size and quality. Most current interventions to address self‐harm in schools focus on training staff in awareness, with a significant gap in direct support for students. [ABSTRACT FROM AUTHOR]

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المؤلفون: Chen, Shanquan, Ford, Tamsin Jane, Jones, Peter, Cardinal, Rudolf

الوصف: Background: The European Mental Health Action Plan (EMHAP) 2013-2020 promoted community-based mental health services. One potential success indicator is the provision of antidepressant medication to those needing it. Methods: Public data from two surveys (Health Survey for England, UK; Survey of Health, Ageing and Retirement in Europe) covered 19 European countries across EMHAP phases one (2011-2015) and two (2015-2018). People screening positive for depressive symptoms by self-report were included. The primary outcome was antidepressant use: using country-specific weighted regression models, we estimated temporal trends and subgroup disparities in antidepressant receipt, with secondary analysis by country-level measures including healthcare expenditure. Findings: Across 37,250 participants, after controlling for age, sex, wealth, and physical disability, antidepressant use (amongst those screening positive) increased significantly in 14/19 countries, with the smallest increase being in Slovenia (adjusted OR[AOR] for trend=1.68[1.20-2.36]) and the highest increase being in Germany (AOR for trend=10.07[7.54-13.46]) and Austria (AOR for trend=10.07[7.32-13.74]). The overall proportion using antidepressants was positively associated with national health expenditure (coefficient=5.43[1.62-9.25]), but not with gross national income per capita or the number of psychiatrists, general practitioners, or psychiatric hospital beds. In 15/19 countries, antidepressants were used less by ≥65-year-olds than 50-64-year-olds, with the smallest differential reported in Luxembourg (AOR=0.70[0.49, 0.98]) and the highest in Germany (AOR=0.28[0.21, 0.37]); this disparity widened in 12/15 countries. Men used antidepressants less than women in 8/19 countries, across phases. In 13/19 countries, people with physical disability were more likely to receive antidepressants, with the smallest gap in Italy (AOR=1.42[1.12-1.80]) and the largest in Israel (AOR=2.34[1.46-3.74]); this disparity narrowed in 5/13 countries. Disparity by wealth was ...

وصف الملف: application/pdf

العلاقة: https://www.repository.cam.ac.uk/handle/1810/334968Test

الإتاحة: https://doi.org/10.17863/CAM.82407Test
https://www.repository.cam.ac.uk/handle/1810/334968Test

المؤلفون: Perry, Roisin Carlotta, Ford, Tamsin Jane, O'Mahen, Heather, Russell, Abigail Emma

المصدر: School Mental Health , 13 (2) pp. 235-249. (2021)

مصطلحات موضوعية: ADHD, School-based intervention, Delphi survey, Intervention outcomes

الوصف: Many studies have investigated the effectiveness of school-based ADHD interventions at modifying different social, emotional and behavioural target outcomes. However, there is a lack of evidence about which targets stakeholders perceive to be most important. This study sought to obtain consensus on which outcomes are perceived to be most important. A total of 114 people with ADHD, educational professionals, parents of children with ADHD, clinicians and researchers participated in a Delphi survey with 3 rounds. The importance of 52 intervention targets was rated on a scale from 0 to 8 (8 being extremely important). Consensus was reached if >70% of a stakeholder group rated a target as between 6–8 and <15% rated it as 0–2. Targets were dropped from subsequent rounds if more than 50% of stakeholder groups rated it as 0–5. Targets that all four stakeholder groups reached consensus on in any round were automatically included in our final outcome set. Comments were analysed using Thematic Analysis. All four stakeholder groups reached consensus on the importance of seven targets: ability to pay attention, conflict with teachers and peers, executive functioning, global functioning and quality of life, inattention symptoms, organisation skills and self-esteem. Four overarching themes were identified: Complexity of ADHD, Relationships, School Context, and What ADHD means to me. School-based ADHD interventions should target outcomes identified as most important to those who stand to benefit from such interventions. Some outcomes prioritised by our participants have not yet been targeted in school-based ADHD interventions. Implications of our findings for intervention and research design are discussed.

وصف الملف: text

العلاقة: https://discovery.ucl.ac.uk/id/eprint/10157617/1/Perry_Prioritising%20Targets%20for%20School-Based%20ADHD%20Interventions_VoR.pdfTest; https://discovery.ucl.ac.uk/id/eprint/10157617Test/

الإتاحة: https://discovery.ucl.ac.uk/id/eprint/10157617/1/Perry_Prioritising%20Targets%20for%20School-Based%20ADHD%20Interventions_VoR.pdfTest
https://discovery.ucl.ac.uk/id/eprint/10157617Test/

المؤلفون: Bennett, Marc P, Knight, Rachel, Dunning, Darren, Archer-Boyd, Alan, Blakemore, Sarah-Jayne, Dalmaijer, Edwin, Ford, Tamsin Jane, Williams, J Mark G, Clegg, Hannah, Kuyken, Willem, So, Tierney, Wright, Gemma, Lenaert, Bert, Vainre, Maris, Watson, Peter, MYRIAD Team, Dalgleish, Tim

المساهمون: Bennett, Marc P [0000-0001-7217-4059], Knight, Rachel Clare [0000-0002-8315-2864], Dunning, Darren [0000-0002-7696-4143], Blakemore, Sarah-Jayne [0000-0002-1690-2805], Dalmaijer, Edwin [0000-0003-3241-0760], Ford, Tamsin [0000-0001-5295-4904], Williams, J Mark G [0000-0002-9884-2614], Kuyken, Willem [0000-0002-8596-5252], Vainre, Maris [0000-0001-9570-3726], Watson, Peter [0000-0002-9436-0693], Dalgleish, Tim [0000-0002-7304-2231], Apollo - University of Cambridge Repository, Knight, Rachel [0000-0002-8315-2864], Ford, Tamsin Jane [0000-0001-5295-4904]

مصطلحات موضوعية: Adult, clinical trials, Adolescent, child & adolescent psychiatry, education, Anxiety, preventive medicine, Young Adult, anxiety disorders, Research Design, depression & mood disorders, Humans, Mental health, Self Report, Exercise, Stress, Psychological, Randomized Controlled Trials as Topic

الوصف: INTRODUCTION: Decentering describes the ability to voluntarily adopt an objective self-perspective from which to notice internal, typically distressing, stressors (eg, difficult thoughts, memories and feelings). The reinforcement of this skill may be an active ingredient through which different psychological interventions accrue reductions in anxiety and/or depression. However, it is unclear if decentering can be selectively trained at a young age and if this might reduce psychological distress. The aim of the current trial is to address this research gap. METHODS AND ANALYSIS: Adolescents, recruited from schools in the UK and Ireland (n=57 per group, age range=16-19 years), will be randomised to complete 5 weeks of decentering training, or an active control group that will take part in a combination of light physical exercise and cognitive training. The coprimary training outcomes include a self-reported decentering inventory (ie, the Experiences Questionnaire) and the momentary use of decentering in response to psychological stressors, using experience sampling. The secondary mental health outcomes will include self-reported inventories of depression and anxiety symptoms, as well as psychological well-being. Initial statistical analysis will use between-group analysis of covariance to estimate the effect of training condition on self-rated inventories, adjusted for baseline scores. Additionally, experience sampling data will be examined using hierarchical linear models. ETHICS AND DISSEMINATION: This study was approved by the Cambridge Psychology Research Ethics Committee, University of Cambridge (PRE.2019.109). Findings will be disseminated through typical academic routes including poster/paper presentations at (inter)national conferences, academic institutes and through publication in peer-reviewed journals. TRIAL REGISTRATION NUMBER: ISRCTN14329613.

وصف الملف: application/pdf; text/xml

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7005db98e9eefd19814e8de96b8a0544Test

المؤلفون: Widnall, Emily, Epstein, Sophie, Polling, Catherine, Velupillai, Sumithra, Jewell, Amelia, Dutta, Rina, Simonoff, Emily, Stewart, Robert, Gilbert, Ruth, Ford, Tamsin Jane, Hotopf, Matthew, Hayes, Richard D, Downs, Johnny

مصطلحات موضوعية: Research Article, Child and adolescent mental health, Epidemiology, Autism spectrum disorders, Education, Data linkage

الوصف: Funder: Psychiatry Research Trust Peggy Pollak Research Fellowship in Developmental Psychiatry ; Funder: MQ: Transforming Mental Health; doi: http://dx.doi.org/10.13039/100011705Test ; Funder: Psychiatry Research Trust ; Funder: NIHR Senior Investigator Award ; Funder: NIHR Applied Research Collaboration South London (NIHR ARC South London) at King’s College Hospital NHS Foundation Trust ; Funder: NIHR ; BACKGROUND: Individuals with autism spectrum disorder (ASD) are at particularly high risk of suicide and suicide attempts. Presentation to a hospital with self-harm is one of the strongest risk factors for later suicide. We describe the use of a novel data linkage between routinely collected education data and child and adolescent mental health data to examine whether adolescents with ASD are at higher risk than the general population of presenting to emergency care with self-harm. METHODS: A retrospective cohort study was conducted on the population aged 11-17 resident in four South London boroughs between January 2009 and March 2013, attending state secondary schools, identified in the National Pupil Database (NPD). Exposure data on ASD status were derived from the NPD. We used Cox regression to model time to first self-harm presentation to the Emergency Department (ED). RESULTS: One thousand twenty adolescents presented to the ED with self-harm, and 763 matched to the NPD. The sample for analysis included 113,286 adolescents (2.2% with ASD). For boys only, there was an increased risk of self-harm associated with ASD (adjusted hazard ratio 2·79, 95% CI 1·40-5·57, P<0·01). Several other factors including school absence, exclusion from school and having been in foster care were also associated with a higher risk of self-harm. CONCLUSIONS: This study provides evidence that ASD in boys, and other educational, social and clinical factors, are risk factors for emergency presentation with self-harm in adolescents. These findings are an important step in developing early recognition and prevention programmes.

وصف الملف: application/pdf; application/zip; text/xml

العلاقة: https://www.repository.cam.ac.uk/handle/1810/336616Test

الإتاحة: https://doi.org/10.17863/CAM.84036Test
https://www.repository.cam.ac.uk/handle/1810/336616Test