Youth mental ill health and secondary school completion in Australia: time to act

Bowman, Siann; McKinstry, Carol; McGorry, Patrick D.

doi:10.1111/eip.12357

Cited by 39 publications

(51 citation statements)

References 164 publications

(454 reference statements)

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“…It needs to expand into the community with outreach and mobile care to effectively service the need. Rural areas are particularly in need, where access to services is limited by long wait lists for help, the need to travel to access help but limited public transport exists (Bowman, McKinstry, & McGorry, 2017). Headspace school mobile outreach teams consisting of youth mental health clinicians, and psychiatrists should provide onsite school support, early intervention and treatment to prevent illness progression, promote recovery and achievement of academic goals.…”

Section: Discussionmentioning

confidence: 99%

Expanding the search for emerging mental ill health to safeguard student potential and vocational success in high school: A narrative review

Bowman

McKinstry

Howie

et al. 2020

Early Intervention Psych

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Aim: Young people experiencing mental ill health are more likely than their healthy aged peers to drop out of high school. This can result in social exclusion and vocational derailment. Identifying young people at risk and taking action before an illness is established or school dropout occurs is an important goal. This study aimed to examine evidence for the risk markers and at risk mental states of the clinical staging model (stage 0-1b) and whether these risk states and early symptoms impact school participation and academic attainment. Method: This narrative review assembles research from both the psychiatry and education literature. It examines stage 0 to stage 1b of the clinical staging model and links the risk states and early symptoms to evidence about the academic success of young people in high school. Results: In accordance with the clinical staging model and evidence from education literature, childhood trauma and parental mental illness can impact school engagement and academic progress. Sleep disturbance can result in academic failure. Undifferentiated depression and anxiety can increase the risk for school dropout. Subthreshold psychosis and hypomanic states are associated with functional impairment and high rates of Not in Employment, Education, or Training (NEET) but are not recognized in the education literature. Conclusion: Risk markers for emerging mental ill health can be identified in education research and demonstrate an impact on a student's success in high school. Clear referral protocols need to be embedded into school life to reduce risk of progression to later stages of illness and support school participation and success.

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Section: Discussionmentioning

confidence: 99%

Expanding the search for emerging mental ill health to safeguard student potential and vocational success in high school: A narrative review

Bowman

McKinstry

Howie

et al. 2020

Early Intervention Psych

Self Cite

View full text Add to dashboard Cite

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“…Disruptions can include social isolation (Bassett et al, 2001; Boydell, Stasiulis, Volpe, & Gladstone, 2010), difficulties in work and academic performance, and poor access to educational programs that lead to skilled work (Killackey, Alvarez-Jimenez, Allott, Bendall, & McGorry, 2013; Killackey, Jackson, Gleeson, Hickie, & McGorry, 2006; Rinaldi et al, 2010; Roy, Rousseau, Fortier, & Mottard, 2009). On average, 50% of individuals who experience FEP do not complete secondary school (Bowman, McKinstry, & McGorry, 2016; Killackey et al, 2013). Also, within the first year of receiving services from early intervention programs, young adults increasingly disengage from employment, as approximately 30% of individuals will make application for disability income and 60% within 5 years (Krupa et al, 2012).…”

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confidence: 99%

Career Decision-Making Processes of Young Adults With First-Episode Psychosis

2018

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The first episode of psychosis often emerges during young adulthood, when individuals are pursuing important educational and career goals that can become derailed because of the development of major impairments. Past research has neglected the developmental nature of employment and education decisions that young adults with first-episode psychosis make within the context of their lives. The purpose of this grounded theory study was to advance a model of the career decision-making processes of young adults with first-episode psychosis, and the influences that affect their career decision-making. The career decision-making of young adults with first-episode psychosis emerged as a multistaged, iterative process that unfolded over three phases of illness, and was affected by several internal and environmental influences. These findings suggest the phase of illness and career decision-making stage should be considered in future vocational programming for young adults with first-episode psychosis.

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“…17 There is a particular problem of fewer services and higher rates of mental disorders in rural Australia. 18 Transition may be hampered by a perception that ADHD is not a valid psychiatric diagnosis. For example, in Victoria the AMHS 'are aimed primarily at people with serious mental illness', examples of which include schizophrenia, bipolar disorder, severe personality disorder or severe anxiety disorder.…”

Section: Transition To Specialised Amhsmentioning

confidence: 99%