FREE virtual issue of CAMH journal on School-based interventions.

CAMH Journal


High quality, peer-review of child and adolescent mental health services research. Articles for practitioners describing evidence-based clinical methods and clinically orientated research. @TheCAMH #CAMHjournal

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We are pleased to announce a newly launched virtual issue of CAMH on School-based interventions. This includes a collection of papers previously published in CAMH which examine a number of interventions aimed at improving mental health and well-being in schools and some of the factors that can either facilitate or impede the interventions.

Guest edited by Professor Geoff Lindsay of the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick,

The eight articles in this virtual issue provide examples of research that addresses important elements of school-based provision, including the examination of the feasibility of such interventions. These include young people’s views of how welcome they are, how important factors including confidentiality in a school context may be ensured, the type of mental health issues that might be addressed, and the evidence for the effectiveness of different interventions.

Survey of schools’ work with child and adolescent mental health across England: a system in need of support – by Helen Sharpe

Sharpe et. al. survey the provision of mental health and well-being support within schools and report on which factors facilitate or obstruct positive intervention.

Mental health provision in schools: priority, facilitators and barriers in 10 European countries – by Praveetha Patalay

Patalay et. al. reveal that whilst half of schools in their study consider mental health provision a high-to-essential priority, over half report not implementing a school policy concerning mental health, largely due to their limited access to specialist help.

‘The challenges of sharing information when a young person is experiencing severe emotional difficulties’: implications for schools and CAMHS – by Tania Hart

Hart and O’Reilly explore the challenges of facilitating safe, sensitive and confidential information exchange on students’ mental health within schools and between services and highlight helpful distinctions between several processes in developing such discussions and procedures.

A school consultation intervention for adolescents with ADHD: barriers and implementation strategies – by Margaret Sibley

Sibley et. al. examine an intervention delivered by school staff to students with ADHD and show how barriers in the intervention delivery can be reduced through the involvement of a specialist member of school staff.

A controlled evaluation of the ‘FRIENDS for Life’ emotional resiliency programme on overall anxiety levels, anxiety subtype levels and school adjustment – by Alish Rodgers

Rodgers and Dunsmuir demonstrate the effectiveness of the ‘FRIENDS for Life’ school-based CBT programme as a means of reducing anxiety and indicate the importance of the careful determination of appropriate-focused-goals.

Qualitative exploration of a school-based mindfulness course in England – by Grant McGeechan

McGeechan et. al. provide interesting qualitative information about the delivery of a school-based mindfulness course and the benefits and disadvantages as perceived by the affected students.

Effectiveness of brief school-based, group cognitive behavioural therapy for depressed adolescents in south-west Nigeria – by Tolulope Bella-Awesah

A study of schools in Nigeria by Bella-Awusah et. al. indicates significantly positive results of a CBT programme in reducing depression. Studies from non-Western countries are important not only for generalisation, but also to support capacity building.

School-Based Assessment of Mental Health Risk in Children: The Preliminary Development of the Child RADAR – by John Burns

Burns & Rapee examine a screening instrument (Child RADAR) for mental health risk in primary aged children, reporting good technical properties in terms of validity, internal consistency and test-retest reliability, and its factor structure.

 

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