Experiences with using an idiographic assessment procedure in primary mental health care services for adolescents

Tollefsen, Thomas Kristian; Darrow, Sabrina M.; Lohne, Vibeke; Berg-Nielsen, Turid Suzanne

doi:10.1080/17482631.2020.1763741

Cited by 10 publications

(8 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When the adolescents define what matters to them in their own words, they are presumably closer to the core of the problem than if a counsellor defined their concerns. This was also something the counsellors experienced while using Assert [ 39 ]. Measures used to assess and track progress in counselling need to be dynamic and develop along with the adolescent.…”

Section: Discussionmentioning

confidence: 99%

“…A qualitative study, in which counsellors who used Assert were interviewed, found that it was experienced as a positive way to gain insight into the youths’ concerns and needs [ 39 ]. Assert helped the counsellors to implement this focus in a methodized manner making it easier for the counsellors to systematically follow up the adolescents’ concerns over time.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Adolescents’ mental health concerns, reported with an idiographic assessment tool

et al. 2020

Self Cite

View full text Add to dashboard Cite

Background Adolescents’ self-defined concerns about their mental health are understudied. Yet gaining insight into the individual concerns of this group could be helpful in providing better services to the adolescent population. In this study, an idiographic procedure called Assert was used to increase our knowledge of which concerns are reported by adolescents as the most salient, in a primary mental health care situation. Method 231 unique concerns were reported by 70 adolescents in a primary mental health context in Norway. These concerns were analysed qualitatively by a group of experts, to define categories. The distribution of these categories, and differences in gender and age, were analysed quantitatively. The alleviation experienced on the subjective concerns over the course of counselling was measured. Two linear multilevel models were analysed, to examine whether alleviation on self-defined concerns, as measured with Assert, differed-based on the main category of the concern or the number of times Assert was used. Results Three main categories of concerns emerged, related to (1) Self, (2) Relationships and (3) Life domains; as well as nine sub-categories: (1a) Autonomy, (1b) Mental health, (1c) Somatic health, (2a) Improving of relationships, (2b) Feeling safe from people around them, (2c) Taking responsibility for others, (3a) School, (3b) Work and (3c) Spare time. Girls reported fewer Life domain concerns than boys. Younger adolescents (12–16) more frequently reported no Self concerns, and older adolescents (17–23) more frequently reported no Relationship concerns. The adolescents felt less bothered by their subjective concerns after counselling, and there were some differences in alleviation depending on the category of concern. Conclusions The adolescents defined their own concerns at the start of counselling and were less troubled by these concerns after counselling. The content of the concerns might suggest that these adolescents experienced a need to improve across several arenas: personal, relational and academic. Research to extend the current study, to understand individual adolescent concerns, should include contextual and social factors and personal characteristics—and explore how counselling interventions can best help alleviate these personal concerns.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adolescents’ mental health concerns, reported with an idiographic assessment tool

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…A Cochrane report for MFS with children and adolescents (Bergman et al, 2018 ) concluded that there are promising aspects in using MFS to optimize interventions, although results thus far are inconsistent. New results concerning the application of MFS for adolescents in Norway (Tollefsen et al, 2020a ) support this view. Though most of the research on child psycho-social interventions and use of MFS has been done in clinical contexts and individual therapy (Tam and Ronan, 2017 ; Bergman et al, 2018 ), the same principles could apply in a group-based preventive intervention such as EMOTION.…”

Section: Mediators Related To the Components In The Echo Studymentioning

confidence: 93%

“…A meta-analysis of working with goals in psychosocial interventions showed small, but positive, effects (d = 0.34) (Epton et al, 2017 ). Results from Tollefsen et al ( 2020a ) indicated that MFS can support the service provider by promoting co-operation with the adolescents helping them to focus on their personal aims for the intervention. MFS has the potential to support children and adolescent's participation in psycho-social interventions and give them a better understanding of and sense of control over their mental health (Tollefsen et al, 2020b ).…”

Section: Mediators Related To the Components In The Echo Studymentioning

confidence: 99%

Inside the Clockwork of the ECHO Factorial Trial: A Conceptual Model With Proposed Mediators for Prevention of Emotional Problems in Children

et al. 2021

View full text Add to dashboard Cite

Having interventions that are not only evidence-based and effective but also cost-effective and efficient is important for the prevention and treatment of child and adolescent emotional problems. A randomized clinical trial (RCT) tests the total interventions effect but does not address specific components of the intervention. In this article the hypothesis and a conceptual model of the ECHO study are presented and discussed. The ECHO intervention consists of three different components each containing two levels of intervention. By using a cluster randomized factorial design, children aged 8–12 at 40 schools across Norway will be randomized to eight different experimental conditions investigating the optimal balance between effect, cost-effectiveness, and efficiency. The article presents the design and the different components being tested and discusses how optimalization can be reached through this innovative design. The article also discusses how interventions can be improved by investigating and understanding the mechanisms of change within psychological interventions. For each of the three components in the study we consider the mediators that could be active within the intervention and how the study investigates such mediation. The results will contribute to a better understanding of how psychological interventions work and how we intend to optimize the EMOTION intervention.

show abstract

“…In ECHO, group leaders can tailor the intervention for each child through a MFS. New results concerning the registration of personal aims in MFS for adolescents [ 12 ] indicate that MFS can support the service provider in enhancing the co-operation with youth and help them stay focused on the aims of the intervention. Results from a Cochrane report [ 13 ] on the effect of client feedback identified different MFS instruments that can be used in child health care.…”

Section: Introductionmentioning

confidence: 99%

Study protocol of a factorial trial ECHO: optimizing a group-based school intervention for children with emotional problems

et al. 2021

View full text Add to dashboard Cite

Background Youth mental health problems are a major public health concern. Anxiety and depression are among the most common psychological difficulties. The aim of this study is to evaluate an optimized version of a promising indicated group intervention for emotional problems. The program (EMOTION Coping Kids Managing Anxiety and Depression) targets school children 8–12 years with anxious and depressive symptoms and examines three factors. Factor 1 compares the standard EMOTION intervention delivered in 16 group-based sessions (Group), versus a partially-digital EMOTION intervention (DIGGI) delivered as eight group sessions and eight digital sessions. Both versions use virtual reality technology (VR) to improve behavioral experiments. Factor 2 compares parent participation in a 5-session parent group (high involvement) versus sharing information with parents via a brochure (low involvement). Factor 3 compares the use of a measurement and feedback system (MFS) designed to help group leaders tailor the intervention using feedback from children with no MFS. Methods Using a cluster-randomized factorial design, 40 schools across Norway will be randomized to eight different experimental conditions based on three, two-level factors. To assess internalizing symptoms in children, children and their parents will be given self-report questionnaires pre-, post-, and one year after intervention. Parents also report on demographics, user satisfaction, personal symptoms and perception of family related factors. Teachers report on child symptoms and school functioning. Group leaders and the head of the municipal services report on implementation issues. The primary outcomes are changes in depressive and anxious symptoms. Some secondary outcomes are changes in self-esteem, quality of life, and user satisfaction. Questions regarding the consequences of the COVID-19 pandemic are included. Treatment fidelity is based on checklists from group leaders, and on user data from the participating children. Discussion This study is a collaboration between three regional centers for child and adolescent mental health in Norway. It will provide knowledge about: (1) the effect of school-based preventive interventions on anxiety and depression in children; (2) the effect of feedback informed health systems, (3) the effect and cost of digital health interventions for children, and (4) the effect of parental involvement.

show abstract

Experiences with using an idiographic assessment procedure in primary mental health care services for adolescents

Cited by 10 publications

References 46 publications

Adolescents’ mental health concerns, reported with an idiographic assessment tool

Adolescents’ mental health concerns, reported with an idiographic assessment tool

Inside the Clockwork of the ECHO Factorial Trial: A Conceptual Model With Proposed Mediators for Prevention of Emotional Problems in Children

Study protocol of a factorial trial ECHO: optimizing a group-based school intervention for children with emotional problems

Contact Info

Product

Resources

About