Innovations in Practice: CUES ‐Ed: an in‐service evaluation of a new universal cognitive behavioural early mental health intervention programme for primary school children

2019 ◽  
Vol 24 (2) ◽  
pp. 187-191 ◽  
Author(s):  
Anna Redfern ◽  
Suzanne Jolley ◽  
Karen Bracegirdle ◽  
Sophie Browning ◽  
Debbie Plant
Keyword(s):  
Mental Health ◽  
Primary School ◽  
School Children ◽  
Service Evaluation ◽  
Health Intervention ◽  
Primary School Children ◽  
Mental Health Intervention ◽  
Intervention Programme ◽  
Cognitive Behavioural ◽  
Health Intervention Programme

Comparison of Treatments of Persistent Conduct Problems in Primary School Children: A Preliminary Evaluation of a Modified Cognitive-Behavioural Approach

1998 ◽  
Vol 32 (3) ◽  
pp. 379-386 ◽  
Author(s):  
Ernest S.L. Luk ◽  
Petra Staiger ◽  
John Mathai ◽  
David Field ◽  
Robert Adler
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Conduct Problems ◽  
School Children ◽  
Behavioural Therapy ◽  
Primary School Children ◽  
Preliminary Evaluation ◽  
Treatment Groups ◽  
Parental Relationship ◽  
Cognitive Behavioural

Objective: Treatment for persistent conduct problems in primary school children was developed using a modification of cognitive-behavioural therapy (MCBT). Its effectiveness was evaluated by comparing it with conjoint family therapy (FT) and eclectic therapy (ET). Method: Children with persistent conduct problems were randomly assigned to one of three treatment groups. They were assessed prior to treatment and then 6 months after. Measures included symptoms of the child; parents' mental health; stress of parenting; family functioning; and parental relationship. In addition, parents' and children's perception of the therapy were assessed and a treatment record was developed to track the treatment process. Results: Thirty-two children were recruited for the study. No statistically significant differences were found in terms of effectiveness between the three groups. In terms of parents' perception of the therapy, there was no difference on the perception of the qualities of the therapists, but on the perception of therapy MCBT was considered to be higher in cognitive-behavioural orientation. Conclusion: Further research using a larger sample is required to evaluate MCBT. The study supports the idea that controlled treatment studies can be carried out within busy mental health services.

Dropout prediction in a public mental health intervention for sub-threshold and mild panic disorder

2015 ◽  
Vol 8 ◽  
Author(s):  
Peter Meulenbeek ◽  
Kristin Seeger ◽  
Peter M. ten Klooster
Keyword(s):  
Mental Health ◽  
Panic Disorder ◽  
Public Mental Health ◽  
Psychological Research ◽  
Health Intervention ◽  
Mental Health Intervention ◽  
Intervention Programme ◽  
Cognitive Behavioural ◽  
Clinical Consequences ◽  
Explained Variance

AbstractDropout is a common and serious problem in psychological research and practice. When participants terminate treatment prematurely, this may have methodological and clinical consequences. The aim of this study was to identify predictors of dropout in a sample of patients (N = 217) with sub-threshold and mild panic disorder treated with a public mental health intervention programme based on cognitive-behavioural principles. Three groups of possible baseline predictors were selected from the literature: (1) socio-demographic, (2) personal, and (3) illness-related variables. A total of 51 (23.5%) participants were classified as dropouts. Dropouts were further subdivided into pretreatment dropouts (n = 17) who attended no course sessions at all and regular dropouts (n = 34) who attended 1–5 course sessions. Multivariable logistic regression analyses were used to identify independent predictors of dropout. Few variables were significantly associated with increased odds of dropout and the total explained variance was small. Fewer years of education was the only independent predictor of total dropout and male gender was associated with more pretreatment dropout. No independent predictors were found for regular dropout. It can be concluded that it is difficult to precisely predict dropout risk in patients participating in a public mental health intervention for panic symptoms.

ONLINE LEARNING AND PARENTAL STRESS DURING COVID-19 PANDEMIC; A STUDY AMONG MOTHERS OF LOWER PRIMARY SCHOOL CHILDREN IN KERALA.

2021 ◽  
pp. 28-30
Author(s):  
Keerthana. K ◽  
Kavya R Nair
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Primary School ◽  
School Children ◽  
Parental Stress ◽  
Online Survey ◽  
Survey Design ◽  
Mental Health Program ◽  
Primary School Children ◽  
Snowball Sampling

This study focuses on the stress level of the mothers of primary school children due to online learning, during Covid-19 pandemic. The researcher used descriptive research method with a quantitative approach for the study. The universe is the total number of mothers of primary school children in Kerala. The researcher used snowball sampling method. Sample size was 120. The researcher used structured survey design for collecting data. The method was conducted using online survey through social media. The instrument used is perceived stress scale (PSS) by Sheldon Cohen. The study-ndings reveal that there are 83 percent of the respondents who have children of lower primary school studying from home following COVID-19 pandemic, are having moderate level of stress. Social workers can provide mental health support to the mothers of lower primary school children who are having stress through District Mental Health Program (DMHP) identify by the eld workers like ASHAs, JPHNs and JHIs.

scholarly journals In the child’s voice: The experiences of primary school children with social, emotional and mental health difficulties

2019 ◽  
Vol 25 (2) ◽  
pp. 419-434
Author(s):  
Alice Dolton ◽  
Sarah Adams ◽  
Michelle O’Reilly
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Social Relationships ◽  
Thematic Analysis ◽  
School Children ◽  
Primary School Children ◽  
Structured Interviews ◽  
Social Emotional ◽  
Mental Health Difficulties ◽  
The Impact

In England schools are increasingly responsible for supporting children with Social, Emotional and Mental Health (SEMH) difficulties yet their voices are rarely represented. Through semi-structured interviews, the views of 11 children aged 6–11 years with SEMH difficulties were sought. Using thematic analysis two themes were identified – (1) social relationships and interactions, and (2) emotional and behavioural reactions. The children demonstrated that they were articulate and reflective about the impact their difficulties have in the learning environment. For some, they reported building and maintaining close reciprocal friendships which they felt enriched their time at school. It was concluded that children with SEMH difficulties need to feel safe and supported by adults to flourish in school. This work demonstrates the importance of taking a child-centred approach, allowing children to feel heard, understood and valued.

Understanding the mental health needs of primary school children in an inner‐city local authority

2010 ◽  
Vol 28 (3) ◽  
pp. 205-218 ◽  
Author(s):  
Latha Hackett ◽  
Louise Theodosiou ◽  
Caroline Bond ◽  
Clare Blackburn ◽  
Freya Spicer ◽  
...  
Keyword(s):  
Mental Health ◽  
Inner City ◽  
Primary School ◽  
School Children ◽  
Local Authority ◽  
Health Needs ◽  
Primary School Children ◽  
Mental Health Needs
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