Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors / Paul STALLARD in Journal of Child Psychology and Psychiatry, 48-2 (February 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-2 (February 2007) . - p.194–201 Titre : Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors Type de document : Texte imprimé et/ou numérique Auteurs : Paul STALLARD, Auteur ; Elizabeth G. SMITH, Auteur Année de publication : 2007 Article en page(s) : p.194–201 Langues : Anglais (eng) Mots-clés : Cognitive-appraisals coping-styles road-traffic-accidents children post-traumatic-stress-disorder Index. décimale : PER Périodiques Résumé : Comparatively little is known about the cognitive appraisals and coping styles of child road traffic accident (RTA) survivors that are associated with chronic post-traumatic reactions. Methods: Seventy-five children and young people aged 7–18 who were involved in a road traffic accident and attended an accident and emergency department were assessed 8 months after their accident. Post-traumatic symptoms were assessed by diagnostic interview (CAPS-C) and self-report questionnaires (IES). Demographic, accident and injury severity variables were recorded. Informed by the Ehlers and Clark (2000) model, trauma memory, subjective appraisals of the trauma and cognitive coping styles were assessed. Results: Gender was the only non-cognitive variable associated with significant post-traumatic reactions and explained 5–6% of the overall variance. Trauma memory did not significantly contribute to the final regression model. The addition of the remaining cognitive factors assessing subjective appraisals of the trauma and cognitive coping style resulted in the model accounting for 61–65% of the variance of post-traumatic stress disorder (PTSD) symptoms 8 months post trauma. Conclusion: This study adds support to the applicability of the Ehlers and Clark (2000) cognitive model to children. The results indicate that the theoretically determined appraisals and cognitive coping styles are associated with chronic post-traumatic reactions. The findings suggest the need to develop trauma-focused interventions for children that directly address these key cognitions during therapy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01692.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944 [article] Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors [Texte imprimé et/ou numérique] / Paul STALLARD, Auteur ; Elizabeth G. SMITH, Auteur . - 2007 . - p.194–201. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-2 (February 2007) . - p.194–201 Mots-clés : Cognitive-appraisals coping-styles road-traffic-accidents children post-traumatic-stress-disorder Index. décimale : PER Périodiques Résumé : Comparatively little is known about the cognitive appraisals and coping styles of child road traffic accident (RTA) survivors that are associated with chronic post-traumatic reactions. Methods: Seventy-five children and young people aged 7–18 who were involved in a road traffic accident and attended an accident and emergency department were assessed 8 months after their accident. Post-traumatic symptoms were assessed by diagnostic interview (CAPS-C) and self-report questionnaires (IES). Demographic, accident and injury severity variables were recorded. Informed by the Ehlers and Clark (2000) model, trauma memory, subjective appraisals of the trauma and cognitive coping styles were assessed. Results: Gender was the only non-cognitive variable associated with significant post-traumatic reactions and explained 5–6% of the overall variance. Trauma memory did not significantly contribute to the final regression model. The addition of the remaining cognitive factors assessing subjective appraisals of the trauma and cognitive coping style resulted in the model accounting for 61–65% of the variance of post-traumatic stress disorder (PTSD) symptoms 8 months post trauma. Conclusion: This study adds support to the applicability of the Ehlers and Clark (2000) cognitive model to children. The results indicate that the theoretically determined appraisals and cognitive coping styles are associated with chronic post-traumatic reactions. The findings suggest the need to develop trauma-focused interventions for children that directly address these key cognitions during therapy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01692.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944

Characteristics of complex posttraumatic stress disorder (PTSD) in young people with PTSD following multiple trauma exposure / Ella BEESON ; Tim DALGLEISH ; Andrea DANESE ; Joanne HODGEKINS ; Gerwyn MAHONEY-DAVIES ; Patrick SMITH ; Paul STALLARD ; Jon WILSON ; Richard MEISER-STEDMAN in Journal of Child Psychology and Psychiatry, 65-6 (June 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.822-831 Titre : Characteristics of complex posttraumatic stress disorder (PTSD) in young people with PTSD following multiple trauma exposure Type de document : Texte imprimé et/ou numérique Auteurs : Ella BEESON, Auteur ; Tim DALGLEISH, Auteur ; Andrea DANESE, Auteur ; Joanne HODGEKINS, Auteur ; Gerwyn MAHONEY-DAVIES, Auteur ; Patrick SMITH, Auteur ; Paul STALLARD, Auteur ; Jon WILSON, Auteur ; Richard MEISER-STEDMAN, Auteur Année de publication : 2024 Article en page(s) : p.822-831 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Complex PTSD (CPTSD) is a relatively new diagnosis. The objective of the present study was to investigate how trauma characteristics, comorbid psychopathology and cognitive and social factors experienced by children and adolescents with a posttraumatic stress disorder (PTSD) diagnosis following exposure to multiple traumatic events differs between those who meet the criteria for CPTSD and those who do not. Method The present research used baseline data from the DECRYPT trial (BMJ Open, 2021, 11, e047600). Participants (n = 120) were aged 8-17?years and had exposure to multiple traumas and a PTSD diagnosis. The data collected comprised self-report and parent/caregiver-report questionnaires and interviews. Three primary analyses were conducted, comparing number of trauma types, prevalence of sexual trauma and prevalence of intrafamilial abuse between the CPTSD and PTSD-only groups. A range of comorbid psychopathology and cognitive and social factors were compared between the groups in an exploratory secondary analysis. All analyses were preregistered. Results The CPTSD group (n = 72, 60%) had a significantly higher frequency of sexual trauma than the PTSD-only group (n = 48, 40%). The groups did not significantly differ on number of trauma types or prevalence of intrafamilial abuse. From the secondary analysis, the CPTSD group were found to have significantly higher scores on measures of negative post-traumatic cognitions, depression and panic. These results were replicated in correlation analyses using a continuous measure of CPTSD symptoms. Conclusions A large proportion of youth exposed to multiple traumatic events met criteria for CPTSD. Sexual trauma appears to be related to CPTSD symptoms. Youth with CPTSD appear to have greater severity of comorbid depression and panic symptoms, as well as more negative post-traumatic cognitions. Further investigation could focus on the directionality and mechanisms for these associations. En ligne : https://doi.org/10.1111/jcpp.13918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Characteristics of complex posttraumatic stress disorder (PTSD) in young people with PTSD following multiple trauma exposure [Texte imprimé et/ou numérique] / Ella BEESON, Auteur ; Tim DALGLEISH, Auteur ; Andrea DANESE, Auteur ; Joanne HODGEKINS, Auteur ; Gerwyn MAHONEY-DAVIES, Auteur ; Patrick SMITH, Auteur ; Paul STALLARD, Auteur ; Jon WILSON, Auteur ; Richard MEISER-STEDMAN, Auteur . - 2024 . - p.822-831. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.822-831 Index. décimale : PER Périodiques Résumé : Background Complex PTSD (CPTSD) is a relatively new diagnosis. The objective of the present study was to investigate how trauma characteristics, comorbid psychopathology and cognitive and social factors experienced by children and adolescents with a posttraumatic stress disorder (PTSD) diagnosis following exposure to multiple traumatic events differs between those who meet the criteria for CPTSD and those who do not. Method The present research used baseline data from the DECRYPT trial (BMJ Open, 2021, 11, e047600). Participants (n = 120) were aged 8-17?years and had exposure to multiple traumas and a PTSD diagnosis. The data collected comprised self-report and parent/caregiver-report questionnaires and interviews. Three primary analyses were conducted, comparing number of trauma types, prevalence of sexual trauma and prevalence of intrafamilial abuse between the CPTSD and PTSD-only groups. A range of comorbid psychopathology and cognitive and social factors were compared between the groups in an exploratory secondary analysis. All analyses were preregistered. Results The CPTSD group (n = 72, 60%) had a significantly higher frequency of sexual trauma than the PTSD-only group (n = 48, 40%). The groups did not significantly differ on number of trauma types or prevalence of intrafamilial abuse. From the secondary analysis, the CPTSD group were found to have significantly higher scores on measures of negative post-traumatic cognitions, depression and panic. These results were replicated in correlation analyses using a continuous measure of CPTSD symptoms. Conclusions A large proportion of youth exposed to multiple traumatic events met criteria for CPTSD. Sexual trauma appears to be related to CPTSD symptoms. Youth with CPTSD appear to have greater severity of comorbid depression and panic symptoms, as well as more negative post-traumatic cognitions. Further investigation could focus on the directionality and mechanisms for these associations. En ligne : https://doi.org/10.1111/jcpp.13918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Cost-effectiveness of classroom-based cognitive behaviour therapy in reducing symptoms of depression in adolescents: a trial-based analysis / Rob ANDERSON in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1390-1397 Titre : Cost-effectiveness of classroom-based cognitive behaviour therapy in reducing symptoms of depression in adolescents: a trial-based analysis Type de document : Texte imprimé et/ou numérique Auteurs : Rob ANDERSON, Auteur ; Obioha C. UKOUMUNNE, Auteur ; Kapil SAYAL, Auteur ; Rhiannon PHILLIPS, Auteur ; John A. TAYLOR, Auteur ; Melissa SPEARS, Auteur ; Ricardo ARAYA, Auteur ; Glyn LEWIS, Auteur ; Abigail MILLINGS, Auteur ; Alan A. MONTGOMERY, Auteur ; Paul STALLARD, Auteur Article en page(s) : p.1390-1397 Langues : Anglais (eng) Mots-clés : Depression prevention  schools  CBT  cognitive behavioural therapy  cost-effectiveness  adolescents Index. décimale : PER Périodiques Résumé : Background A substantial minority of adolescents suffer from depression and it is associated with increased risk of suicide, social and educational impairment, and mental health problems in adulthood. A recently conducted randomized controlled trial in England evaluated the effectiveness of a manualized universally delivered age-appropriate CBT programme in school classrooms. The cost-effectiveness of the programme for preventing low mood and depression for all participants from a health and social care sector perspective needs to be determined. Methods A trial-based cost-effectiveness analysis based on a cluster-randomized controlled trial (trial registration – ISRCTN 19083628) comparing classroom-based CBT with usual school provision of Personal Social and Health Education. Per-student cost of intervention was estimated from programme records. The study was undertaken in eight mixed-sex UK secondary schools, and included 3,357 school children aged 12 to 16 years (in the two trial arms evaluated in the cost-effectiveness analysis). The main outcome measures were individual self-reported data on care costs, Quality-Adjusted Life-Years (QALYs, based on the EQ-5D health-related quality-of-life instrument) and symptoms of depression (Short Mood and Feelings Questionnaire) at baseline, 6 and 12 months. Results Although there was lower quality-adjusted life-years over 12 months (?.05 QALYs per person, 95% confidence interval ?.09 to ?.005, p = .03) with CBT, this is a ‘clinically’ negligible difference, which was not found in the complete case analyses. There was little evidence of any between-arm differences in SMFQ scores (0.19, 95% CI ?0.57 to 0.95, p = .62), or costs (£142, 95% CI ?£132 to £415, p = .31) per person for CBT versus usual school provision. Conclusions Our analysis suggests that the universal provision of classroom-based CBT is unlikely to be either more effective or less costly than usual school provision. En ligne : http://dx.doi.org/10.1111/jcpp.12248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Cost-effectiveness of classroom-based cognitive behaviour therapy in reducing symptoms of depression in adolescents: a trial-based analysis [Texte imprimé et/ou numérique] / Rob ANDERSON, Auteur ; Obioha C. UKOUMUNNE, Auteur ; Kapil SAYAL, Auteur ; Rhiannon PHILLIPS, Auteur ; John A. TAYLOR, Auteur ; Melissa SPEARS, Auteur ; Ricardo ARAYA, Auteur ; Glyn LEWIS, Auteur ; Abigail MILLINGS, Auteur ; Alan A. MONTGOMERY, Auteur ; Paul STALLARD, Auteur . - p.1390-1397. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1390-1397 Mots-clés : Depression prevention  schools  CBT  cognitive behavioural therapy  cost-effectiveness  adolescents Index. décimale : PER Périodiques Résumé : Background A substantial minority of adolescents suffer from depression and it is associated with increased risk of suicide, social and educational impairment, and mental health problems in adulthood. A recently conducted randomized controlled trial in England evaluated the effectiveness of a manualized universally delivered age-appropriate CBT programme in school classrooms. The cost-effectiveness of the programme for preventing low mood and depression for all participants from a health and social care sector perspective needs to be determined. Methods A trial-based cost-effectiveness analysis based on a cluster-randomized controlled trial (trial registration – ISRCTN 19083628) comparing classroom-based CBT with usual school provision of Personal Social and Health Education. Per-student cost of intervention was estimated from programme records. The study was undertaken in eight mixed-sex UK secondary schools, and included 3,357 school children aged 12 to 16 years (in the two trial arms evaluated in the cost-effectiveness analysis). The main outcome measures were individual self-reported data on care costs, Quality-Adjusted Life-Years (QALYs, based on the EQ-5D health-related quality-of-life instrument) and symptoms of depression (Short Mood and Feelings Questionnaire) at baseline, 6 and 12 months. Results Although there was lower quality-adjusted life-years over 12 months (?.05 QALYs per person, 95% confidence interval ?.09 to ?.005, p = .03) with CBT, this is a ‘clinically’ negligible difference, which was not found in the complete case analyses. There was little evidence of any between-arm differences in SMFQ scores (0.19, 95% CI ?0.57 to 0.95, p = .62), or costs (£142, 95% CI ?£132 to £415, p = .31) per person for CBT versus usual school provision. Conclusions Our analysis suggests that the universal provision of classroom-based CBT is unlikely to be either more effective or less costly than usual school provision. En ligne : http://dx.doi.org/10.1111/jcpp.12248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial / Elena SKRYABINA in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307 Titre : Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur Article en page(s) : p.1297-1307 Langues : Anglais (eng) Mots-clés : Anxiety  prevention  school  child  academic  performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial [Texte imprimé et/ou numérique] / Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur . - p.1297-1307. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307 Mots-clés : Anxiety  prevention  school  child  academic  performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Practitioner review: Co-design of digital mental health technologies with children and young people / Rhys BEVAN JONES in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.928-940 Titre : Practitioner review: Co-design of digital mental health technologies with children and young people Type de document : Texte imprimé et/ou numérique Auteurs : Rhys BEVAN JONES, Auteur ; Paul STALLARD, Auteur ; Sharifah Shameem AGHA, Auteur ; Simon RICE, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Karolina STASIAK, Auteur ; Jason KAHN, Auteur ; Sharon A. SIMPSON, Auteur ; Mario ALVAREZ-JIMENEZ, Auteur ; Frances RICE, Auteur ; Rhiannon EVANS, Auteur ; Sally MERRY, Auteur Article en page(s) : p.928-940 Langues : Anglais (eng) Mots-clés : Child  adolescent  co-design  development  digital  e-health  mental health  technologies Index. décimale : PER Périodiques Résumé : BACKGROUND: There is increasing interest in digital technologies to help improve children and young people's mental health, and the evidence for the effectiveness for these approaches is rising. However, there is concern regarding levels of user engagement, uptake and adherence. Key guidance regarding digital health interventions stress the importance of early user input in the development, evaluation and implementation of technologies to help ensure they are engaging, feasible, acceptable and potentially effective. Co-design is a process of active involvement of stakeholders, requiring a change from the traditional approaches to intervention development. However, there is a lack of literature to inform the co-design of digital technologies to help child and adolescent mental health. METHODS: We reviewed the literature and practice in the co-design of digital mental health technologies with children and young people. We searched Medline, PsycInfo and Web of Science databases, guidelines, reviews and reference lists, contacted key authors for relevant studies, and extracted key themes on aspects of co-design relevant to practice. We supplemented this with case studies and methods reported by researchers working in the field. RESULTS: We identified 25 original articles and 30 digital mental health technologies that were designed/developed with children and young people. The themes identified were as follows: principles of co-design (including potential stakeholders and stages of involvement), methods of involving and engaging the range of users, co-designing the prototype and the challenges of co-design. CONCLUSIONS: Co-design involves all relevant stakeholders throughout the life and research cycle of the programme. This review helps to inform practitioners and researchers interested in the development of digital health technologies for children and young people. Future work in this field will need to consider the changing face of technology, methods of engaging with the diversity in the user group, and the evaluation of the co-design process and its impact on the technology. En ligne : http://dx.doi.org/10.1111/jcpp.13258 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Practitioner review: Co-design of digital mental health technologies with children and young people [Texte imprimé et/ou numérique] / Rhys BEVAN JONES, Auteur ; Paul STALLARD, Auteur ; Sharifah Shameem AGHA, Auteur ; Simon RICE, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Karolina STASIAK, Auteur ; Jason KAHN, Auteur ; Sharon A. SIMPSON, Auteur ; Mario ALVAREZ-JIMENEZ, Auteur ; Frances RICE, Auteur ; Rhiannon EVANS, Auteur ; Sally MERRY, Auteur . - p.928-940. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.928-940 Mots-clés : Child  adolescent  co-design  development  digital  e-health  mental health  technologies Index. décimale : PER Périodiques Résumé : BACKGROUND: There is increasing interest in digital technologies to help improve children and young people's mental health, and the evidence for the effectiveness for these approaches is rising. However, there is concern regarding levels of user engagement, uptake and adherence. Key guidance regarding digital health interventions stress the importance of early user input in the development, evaluation and implementation of technologies to help ensure they are engaging, feasible, acceptable and potentially effective. Co-design is a process of active involvement of stakeholders, requiring a change from the traditional approaches to intervention development. However, there is a lack of literature to inform the co-design of digital technologies to help child and adolescent mental health. METHODS: We reviewed the literature and practice in the co-design of digital mental health technologies with children and young people. We searched Medline, PsycInfo and Web of Science databases, guidelines, reviews and reference lists, contacted key authors for relevant studies, and extracted key themes on aspects of co-design relevant to practice. We supplemented this with case studies and methods reported by researchers working in the field. RESULTS: We identified 25 original articles and 30 digital mental health technologies that were designed/developed with children and young people. The themes identified were as follows: principles of co-design (including potential stakeholders and stages of involvement), methods of involving and engaging the range of users, co-designing the prototype and the challenges of co-design. CONCLUSIONS: Co-design involves all relevant stakeholders throughout the life and research cycle of the programme. This review helps to inform practitioners and researchers interested in the development of digital health technologies for children and young people. Future work in this field will need to consider the changing face of technology, methods of engaging with the diversity in the user group, and the evaluation of the co-design process and its impact on the technology. En ligne : http://dx.doi.org/10.1111/jcpp.13258 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Psychological Screening of Children for Post-traumatic Stress Disorder / Paul STALLARD in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

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A randomised controlled trial to determine the effectiveness of an early psychological intervention with children involved in road traffic accidents / Paul STALLARD in Journal of Child Psychology and Psychiatry, 47-2 (February 2006)  

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