Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children

Waters, Allison M.; Groth, Trisha A.; Sanders, Mary J.; O’Brien, Rosanne; Zimmer‐Gembeck, Melanie J.

doi:10.1016/j.beth.2015.07.003

Cited by 11 publications

(8 citation statements)

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“…Other approaches have included attribution retraining (Dresel & Haugwitz, ; Chodkiewicz & Boyle, ), solution focused therapy (Madden et al ., ), strength‐based coaching (Seligman et al ., ) and mindfulness training (Schonert‐Reichl et al ., ; Bakosh et al ., ; Bluth et al ., ). While a number of contemporary researchers have begun creating more diverse interventions (Azeez, ; Manicavasagar et al ., ; Waters et al ., ), these researchers remain in the minority.…”

Section: Current Trends In School‐based Interventionsmentioning

confidence: 99%

Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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An increased focus on youth development has led to an understanding of the importance of the wellbeing, resilience and mental health of children and young people. As a result there is a growing body of research, especially over the last two decades, which increasingly recognises the complexities of learning and development across the years spent at school. Alongside this trend is the rise of positive psychology, which is changing our conceptions of youth, education and development. Support for a new era of student‐centric teaching practices dedicated to enhancing student wellbeing has come not only from researchers and psychologists, but also from school and education authorities, who are showing an increased appetite for integrating positive psychology‐based programs into the learning curriculum. While researchers are beginning to express cautious optimism about the effectiveness of such interventions, there is a large disparity between the initiatives being researched and what is being taught in classrooms. A set of key constraints relating to limited resources, an overcrowded curriculum, accessibility of information, teacher factors and quality training all play a role in shaping the effectiveness with which an intervention is implemented. This article reflects on the recent development of positive psychology school‐based programs and offers insights into how these initiatives can be enhanced to reach a wider range of young people and translated more effectively into classroom practice.

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Section: Current Trends In School‐based Interventionsmentioning

confidence: 99%

Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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“…The aim of providing this to parents of children with chronic conditions was to improve overall care experience by increasing their understanding of their child’s illness Horizontal Integrated personal health record 21. Waters et al [ 36 ] Australia Implementation study Children with anxiety symptoms (4–18 yrs, n = 243) The Take Action Program: utilised a cognitive behavioural intervention (CBI) with anxious children and youth. It was delivered in a classroom-based format and consisted of eight weekly 1-h sessions.…”

Section: Resultsmentioning

confidence: 99%

“…Children with complex conditions often live with multiple comorbidities, some of which are not treated or screened for during their routine appointments. Waters et al (2015) and Cohen et al (2012) both describe a need to provide children with appointments that address multiple health conditions at once to reduce their physical burden. Furthermore, the lack of consistency in treatment, discontinuity of healthcare and long-term support for children with CCNs have a direct impact on the child and family's psychological health.…”

Section: Child and Family Physical And Psychological Challengesmentioning

confidence: 99%

Integrated care for children living with complex care needs: an evolutionary concept analysis

et al. 2023

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Children with complex care needs (CCNs) are in need of improved access to healthcare services, communication, and support from healthcare professionals to ensure high-quality care is delivered to meet their needs. Integrated care is viewed as a key component of care delivery for children with CCNs, as it promotes the integration of healthcare systems to provide family and child-centred care across the entire health spectrum. There are many definitions and frameworks that support integrated care, but there is a lack of conceptual clarity around the term. Furthermore, it is often unclear how integrated care can be delivered to children with CCNs, therefore reinforcing the need for further clarification on how to define integrated care. An evolutionary concept analysis was conducted to clarify how integrated care for children with CCNs is defined within current literature. We found that integrated care for children with CCNs refers to highly specialised individualised care within or across services, that is co-produced by interdisciplinary teams, families, and children, supported by digital health technologies. Conclusion: Given the variation in terms of study design, outcomes, and patient populations this paper highlights the need for further research into methods to measure integrated care. What is Known: • Children with complex care needs require long-term care, and are in need of improved services, communication, and information from healthcare professionals to provide them with the ongoing support they need to manage their condition. • Integrated care is a key component in healthcare delivery for children with complex care needs as it has the potential to improve access to family-centred care across the entire health spectrum. What is New: • Integrated care for children with CCNs refers to highly specialised individualised care within or across services, that is co-produced by interdisciplinary teams, families, and children, supported by digital health technologies. • There is a need for the development of measurement tools to effectively assess integrated care within practice.

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“…Some intervention components required the child to be an active participant in therapy 44 45 59–65. They were required to engage in the intervention through learning psychoeducational material, engaging in self-monitoring, self-regulation and self-management.…”

Section: Resultsmentioning

confidence: 99%

How are behavioural interventions delivered to children (5–11 years old): a systematic mapping review

Brigden

Parslow

Linney

et al. 2019

bmjpo

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ContextBehavioural interventions are used to prevent, manage and treat a wide variety of conditions including obesity, diabetes, chronic pain, asthma and emotional difficulties. There has been inadequate attention to the delivery of behavioural interventions to younger children (5–11 years old).ObjectiveOur objectives were to describe the characteristics of behavioural interventions for children aged 5–11 years.Data sourcesWe searched five databases: CINAHL, EMBASE, PsycINFO, MEDLINE and Cochrane Library, from January 2005 to August 2019.Study selectionThe inclusion criteria were (1) children aged 5–11, (2) cognitive and/or behavioural interventions, (3) randomised controlled trials and (4) 2005 onward. Two researchers independently identified studies for inclusion.Data extractionTwo researchers independently extracted data from eligible papers.ResultsThe search identified 10 541 papers. We extracted information on 117 interventions (from 152 papers). Many of the interventions were categorised as complex. This was particularly true for clinical populations; 78.7% were delivered to both the child and parent, and 33.9% took place across multiple settings, typically health and school settings. Most (70.9%) were ‘First Wave’ (behavioural) interventions, and few (4.3%) were ‘Third Wave’ (characterised by metacognition, acceptance and mindfulness). Thirty-nine per cent used interactive techniques (play, arts, story and/or games). Purely digital and paper-based interventions were rare, but around a third used these tools as supplements to face–face delivery. There were differences in interventions for younger (5–7 years) and older (8–11 years) children.ConclusionsInterventions designed and delivered to children should be developmentally sensitive. This review highlights characteristics of interventions delivered to children 5–11 years old: the involvement of the child’s parent, using behavioural (rather than cognitive) modalities, using interactive techniques and some interventions were delivered across multiple settings.

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Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children

Cited by 11 publications

References 50 publications

Positive psychology school‐based interventions: A reflection on current success and future directions

Positive psychology school‐based interventions: A reflection on current success and future directions

Integrated care for children living with complex care needs: an evolutionary concept analysis

How are behavioural interventions delivered to children (5–11 years old): a systematic mapping review

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