Teaching Therapeutic Assessment for self‐harm in adolescents: Training outcomes

Ougrin, Dennis; Zundel, Tobias; Ng, Audrey; Habel, Batsheva; Latif, Saqib

doi:10.1111/j.2044-8341.2011.02047.x

Cited by 13 publications

(13 citation statements)

References 45 publications

(54 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…TA might have lead to improved engagement by addressing the participants’ hopes and expectations from self-harm assessment through an unusual reminder (sending a TA understanding letter) or through improving adolescents’ experience of self-harm assessment. Alternatively, it is possible that spending more time with adolescents (approximately 40 min on average10) and clinicians’ enthusiasm may both have contributed to the increased engagement. In comparison with older similar studies investigating the impact of brief crisis interventions in adolescents presenting with self-harm, the improved engagement was greater yet the study was embedded into routine clinical practice and the intervention was delivered by front-line clinicians with no prior experience of research.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Randomised controlled trial of therapeutic assessment versus usual assessment in adolescents with self-harm: 2-year follow-up

Ougrin

Boege

Ståhl

et al. 2013

Archives of Disease in Childhood

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

“…Main strengths of the study include pragmatic design and using an intervention with minimal training requirements10 delivered by front line clinicians.…”

Section: Discussionmentioning

confidence: 99%

Randomised controlled trial of therapeutic assessment versus usual assessment in adolescents with self-harm: 2-year follow-up

Ougrin

Boege

Ståhl

et al. 2013

Archives of Disease in Childhood

View full text Add to dashboard Cite

show abstract

“…Once school assessment took place, the RT and CCST will invite the family, patient and possibly teacher to the office to discuss the results and offer therapeutic assessment (TA, a method by Ougrin et al, [26]) as first intervention. TA consists of a joint construction of a diagram (based on a cognitive analytic therapy paradigm) that consists of three elements: reciprocal roles, core pain and maladaptive behavioural patterns, which are each assumed to play a crucial role in setting off and promoting dysfunctional cycles of behaviour.…”

Section: Methodsmentioning

confidence: 99%

CCSchool: a multicentre, prospective study on improving continuum of care in children and adolescents with mental health problems associated with school problems in Germany

Boege¹,

Herrmann²,

Wolff³

et al. 2018

BMC Health Serv Res

View full text Add to dashboard Cite

BackgroundMost psychiatric disorders in childhood and adolescence cause impairment in academic performance. Early interventions in school are thought to reduce the burden of disorder and prevent chronicity of disorder, while a delay in reachable help may result in more severe symptoms upon first time presentation, often then causing upon first-time presentation immediate need of inpatient care.MethodsThe study aims at reducing hospitalization rates and increasing social participation and quality of life among children and adolescents by establishing collaborations between schools, mental health care services and youth welfare services. CCSchool offers children and adolescents, aged six to 18 years, who present with psychiatric problems associated to school problems, a standardized screening and diagnostic procedure as well as treatment in school if necessary. Students can participate in CCSchool in three federal states of Germany if they a) show symptoms vindicating a mental health diagnosis, b) present with confirmed school problems and c) have a level of general functioning below 70 on the children global assessment of Functioning (C-GAF). Intervention takes place in three steps: module A (expected n = 901, according to power calculation) with standardized diagnostic procedures; module B (expected n = 428) implies a school-based assessment followed by a first intervention; module C (expected n = 103) offering school-based interventions with either four to six sessions (basic, 80% of patients) or eight to 12 sessions (intensive, 20% of patients).Primary aim is to evaluate the effectiveness of CCSchool, in reducing the need of hospitalization in children with mental health problems. The analyses will be conducted by an independent institute using mainly data collected from patients and their caregivers during study participation. Additionally, claims data from statutory health insurances will be analysed. Relevant confounders will be controlled in all analyses.DiscussionEvaluation may show if CCSchool can prevent hospitalizations, enhance social participation and improve quality of life of children and adolescents with mental health problems by providing early accessible interventions in the school setting.Trial registrationDeutsches Register Klinischer Studien, Trial registration number: DRKS00014838, registered on 6th of June 2018.

show abstract

“…Cooper, Lezotte, Jacobellis, and Diguiseppi () found that suicide attempts were significantly fewer in Colorado counties with a combination of crisis response, case management, mental health treatment, and community education. Ougrin, Zundel, Ng, Habel, and Latif () concluded from a review of randomized controlled trials that services that engage parents, schools, peers, and communities result in reduced attempts compared with hospitalization for adolescent clients.…”

Section: Shores: a Supported Mnemonicmentioning

confidence: 99%

SHORES: A Practical Mnemonic for Suicide Protective Factors

Cureton

Fink

2019

Jour of Counseling & Develop

View full text Add to dashboard Cite

Guidelines for addressing and managing client suicide risk include discussing and conceptualizing protective factors. Counselors should be able to recall and discuss suicide protective factors that are applicable across client populations. SHORES, a suicide protective factors mnemonic that is supported by the literature, has applications for risk assessment and crisis intervention across settings, preventative care, strengths‐based management, and counselor training. A case example and discussion serve to illustrate the wide‐ranging application of SHORES in counseling practice.

show abstract

Teaching Therapeutic Assessment for self‐harm in adolescents: Training outcomes

Abstract: TA is a brief intervention associated with improved treatment engagement. TA training is feasible and is associated with improved quality of self-harm assessment. SFBT-based exit is the most commonly used strategy in TA.

Cited by 13 publications

References 45 publications

Randomised controlled trial of therapeutic assessment versus usual assessment in adolescents with self-harm: 2-year follow-up

Randomised controlled trial of therapeutic assessment versus usual assessment in adolescents with self-harm: 2-year follow-up

CCSchool: a multicentre, prospective study on improving continuum of care in children and adolescents with mental health problems associated with school problems in Germany

SHORES: A Practical Mnemonic for Suicide Protective Factors

Contact Info

Product

Resources

About