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  • Young people’s views of social prescribing as an approach to improving mental health: A qualitative study

    Young people shared mixed views on social prescribing for mental health: many valued it as a non-medical option, while others worried it could replace therapy. Factors like access to resources influenced how helpful they felt SP could be.

    Authors: Olsson, A., Stapley, E., Russell, A. et al.

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  • Challenging school experiences of absence and return for young people with chronic health conditions: a qualitative study

    Students with chronic health conditions report higher absence, academic setbacks, and isolation. Findings highlight gaps in school support and staff knowledge, underscoring the need for policies to mitigate the impact of unavoidable absence.

    Authors: Herlitz, L., Jay, M. A., Powell, C. et al.

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  • Public participation in youth mental health: how young people shape initiatives in schools and communities

    This study examined how young people are involved in school and community mental health initiatives across six local authorities in England. Using Davies’s Matrix Model, it categorised 76 participation activities, highlighting varied approaches and impacts.

    Authors: Dolaty, S., Midouhas, E., Deighton, J. et al.

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  • Universal school-based interventions to improve children and young people’s emotional outcomes: a systematic review

    This review explores universal school-based interventions for emotional outcomes in young people, going beyond anxiety and depression to include wider symptoms and new studies, particularly the growing focus on mindfulness in schools.

    Authors: Hayes, D., Deniz, E., Nisbet, K. et al.

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  • Rural community interventions for youth mental health: A rapid scoping review

    This study reviews community-based interventions for youth mental health in rural areas. Evidence from 12 publications shows positive impacts on wellbeing and community ties, though further research is needed.

    Authors: McDougal, E., Sheikh, A. (joint first authors) et al.

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  • School-delivered intervention research: Lessons learned from the BLOCS project

    This paper provides guidance for school-based intervention research, adapting an existing framework and using the BLOCS maths study as a case to show methods and address challenges in school settings.

    Authors: McDougal, E., Gilligan-Lee, K. A., Gilmore, C. et al.

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  • Transference work and the repair of ruptures in psychoanalytic psychotherapy with depressed adolescents

    This study explores how transference work (TW) in short-term psychoanalytic therapy helps repair alliance ruptures with adolescents. TW focused on immediate relationship issues supports rupture resolution, while rigidity or dependency can hinder progress.

    Authors: Cirasola, A., Heller, O., & Midgley, N.

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  • Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour.

    This study examines how young children recognise and sometimes confuse emotions, such as mistaking feelings for anger, without impacting social development, highlighting areas for further research.

    Authors: Mazhar, A. & Bailey, C. S.

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  • Exploring looked-after adolescents’ reports of their dissociative experiences

    This study examines the relationship between levels of dissociation, several pre-placement factors and other background variables to facilitate the understanding of the high prevalence of dissociation in adolescents living in care.

    Authors: Anderson, K., Hillman, S., Zhong, W., et al.

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