Research Library

This study examined rates of reliable improvement/deterioration for children in a school sample over time. N = 9074 children from 118 secondary schools across England provided self-report mental health (SDQ), quality of life and demographic data (age, ethnicity and free school meals (FSM) at baseline and 1 year and self-report data on access to mental health support at 1 year). Authors: Wolpert, M., Zamperoni, V., Napaleone, E., Patalay, P., Jacob, J., Fokkema, M., Promberger, M., Costa da Silva, L., Patel, M., Edbrooke-Childs, J. (2019).

The aim of our study was to examine early adolescents’ perspectives on and experiences of coping with the problems, difficult situations and feelings that can arise in daily life in England. Authors: Stapley, E., Demkowicz, O., Eisenstadt, M., Wolpert, M., & Deighton, J. (2019).

Using UK Millennium Cohort Study data (n = 10,142), we examined how mental health competence (MHC) measured at the end of elementary school (11 years) is associated with self-reported use of cigarettes, e-cigarettes, alcohol, illegal drugs, antisocial behaviour and sexual contact with another young person at age 14 years. Authors: Rougeaux, E., Hope, S., Viner, R. M., Deighton, J., Law, C., & Pearce, A. (2020).

This research set out to explore the way that children and young people perceive and experience completing mental health and wellbeing measures, with a specific focus on completion in a school context, in order to inform future measure and research design. Authors: Demkowicz, O., Ashworth, E., Mansfield, R., Stapley, E., Miles, H., Hayes, D., Burrell, K., Moore, A., & Deighton, J. (2020).

The aim of this narrative review is to examine the most prevalent multiple or interconnecting risks of mental health problems that have been identified in previous reviews of the literature and to examine those most prevalent for children and young people. Authors: Edbrooke-Childs, J., Deighton, J. (2021).

LGBTQ+ young people are more likely than their peers to experience a mental health difficulty and may be less likely to draw on specialist support due to fears of discrimination. However, little is known about LGBTQ+ young people's experiences and perceptions of self-managing their mental health. Using a multimodal qualitative design, 20 LGBTQ+ young people participated in a telephone interview or an online focus group. Authors: Town, R., Hayes, D., Fonagy, P., Stapley, E. (2021).

The recording of harm and adverse events in psychological trials is essential, yet the types of harm being captured in trials for talking treatments involving children and young people have not been systematically investigated. The aim of this review was to determine how often harm and adverse events are recorded in talking treatments for children and young people, as well as the metrics that are being collected. Authors: Hayes, D., Za'ba, N. (2021).

The Framework for Integrated Care (SECURE STAIRS) is being implemented in the Children and Young People's Secure Estate: a 'whole systems' approach to support secure settings to develop trauma-informed and relationally based environments, supporting staff to provide consistent, therapeutic care. This paper aims to present the protocol for a national cohort study examining the impact and implementation of this cultural transformation programme. Authors: D'Souza, S., Lane, R., Jacob, J., Livanou, M., Riches, W., Rogers, A., Ullman, R., Rashid, A., Singleton, R., Wheeler, J., Bevington, D., Deighton, J., Fonagy, P., Fuggle, P., Law, D., & Edbrooke-Childs, J., (2021).

Children and young people in contact with forensic child and adolescent mental health services present with more complex needs than young people in the general population. This research examines the characteristics of children and young people referred to recently commissioned Community Forensic Child and Adolescent Services (F:CAMHS) and service activity during the first 24 months of service. Authors: Lane, R., D’Souza, S., Singleton, R., Hindley, N., Bevington, D., White, O., Jacob, J., Wheeler, J., & Edbrooke-Childs, J. (2021).