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  • The relationship between general psychopathology in young people with family functioning and engagement with psychotherapy

    In this paper, we investigated what was the most accurate way of understanding the structure of psychopathology in a Brazilian sample (i.e., 'is psychopathology a unique factor that explains all psychopathological conditions such as anxiety, depression, and antisocial disorders? Or are those conditions actually different categories/problems?').

    Authors: Ramires, V.R.R., Fiorini, G., Schmidt, F. M. D., da Costa, C. P., Deon, E., & Saunders, R.

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  • Associations of Epistemic Trust and Mentalization with Internalizing and Externalizing problems in adolescence: a gender-sensitive structural equation modeling approach

    The findings suggest that ET might be a transdiagnostic factor playing different roles associated with adolescent psychopathology.

    Authors: Locati F., Ilaria, B., Milesi A., Campbell, C., Midgley, N., Fonagy, P. & Parolin L.

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  • The impact of area level mental health interventions on outcomes for secondary school pupils: Evidence from the HeadStart programme in England

    In light of the dramatic rise in mental health disorders amongst adolescents seen in the past decade across the world, there is an urgent need for robust evidence on what works to combat this trend. This paper provides the first robust evaluation of the impacts on school outcomes of 6-year funding programme (HeadStart) for area-level mental health interventions for adolescents. Exploiting educational administrative data on ten cohorts of state-educated secondary school students, we use the synthetic control method to construct counterfactual outcomes for areas that received the funding. Authors: Cattan, S., Lereya, S. T., Yoon, Y., Gilbert, R., Deighton, D.

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  • Developing typologies in qualitative research: the use of ideal-type analysis

    This article is a summary of our approach to conducting ideal-type analysis. We hope that this article will help researchers to consider whether using ideal-type analysis may be a suitable approach for their own studies. Authors: Stapley, E., O’Keeffe, S., & Midgley, N. (2022).

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  • At a glance: impact of HeadStart on secondary pupil absence, exclusion and attainment

    We aimed to investigate if HeadStart was effective in ameliorating school outcomes such as absence, exclusion and attainment. We also aimed to explore if synthetic control method was an appropriate methodology to investigate the effectiveness of area level interventions.

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  • Conducting economic evaluations of mental health and wellbeing early intervention and prevention programmes: Learning and insights from a real-world implementation context

    This study aims to explore the process of collecting and using cost data from programme implementers’ perspectives, in the context of delivering a prevention and early intervention programme in a real-world setting. Authors: Stapley, E., Herbert, K., Cattan, S., Deighton, J. (2022).

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  • Staff perspectives on HeadStart delivery

    This briefing summarises learning from the first year of the HeadStart programme, drawing on research interviews conducted with staff members at each partnership as part of the qualitative evaluation of HeadStart led by the Learning Team in the EBPU. Author: Stapley, E. (2017).

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  • HeadStart evidence briefing 14: Youth participation: models used to understand young people’s participation in school and community programmes

    This briefing will direct attention to different models of participation that currently exist within various systems of care and support. It is important to note that while many more participation models exist, the focus of this briefing is on those that make a clear distinction between categories of involvement and differentiate between the roles of providers and service users within their models. Authors: Dolaty, S., Tait, N., Brunskill, H. (2022).

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  • HeadStart evidence briefing 13: Young people’s experiences of HeadStart: 2017–2021

    The HeadStart Learning Team has conducted interviews with the same group of young people each year over the course of HeadStart. The interviews are about young people’s experiences of coping and receiving support (from the HeadStart programme and other professional or social sources) for difficult situations and feelings in life. Authors: Stapley, E., O'Neill, A., Demkowicz, I., Eisenstadt, M., Nicoll, C., Deighton, J. (2022).

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