Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict / Felicity L. BROWN in Journal of Child Psychology and Psychiatry, 58-4 (April 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.507-524 Titre : Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict Type de document : Texte imprimé et/ou numérique Auteurs : Felicity L. BROWN, Auteur ; Anne M. DE GRAAFF, Auteur ; Jeannie ANNAN, Auteur ; Theresa S. BETANCOURT, Auteur Article en page(s) : p.507-524 Langues : Anglais (eng) Mots-clés : Armed conflict  war  violence  developing countries  children  adolescents  youth  mental health  well-being  psychosocial treatment  systematic review Index. décimale : PER Périodiques Résumé : Background Globally, one in 10 children live in regions affected by armed conflict. Children exposed to armed conflict are vulnerable to social and emotional difficulties, along with disrupted educational and occupational opportunities. Most armed conflicts occur in low- and middle-income countries (LMICs), where mental health systems are limited and can be further weakened by the context of war. Research is needed to determine feasible and cost-effective psychosocial interventions that can be delivered safely by available mental health workforces (including nonspecialists). A vital first step toward achieving this is to examine evidence-based psychosocial interventions and identify the common therapeutic techniques being used across these treatments. Methods A systematic review of psychosocial interventions for conflict-affected children and youth living in LMICs was performed. Studies were identified through database searches (PsycINFO, PubMed, Cochrane Central Register of Controlled Trials, PILOTS and Web of Science Core Collection), hand-searching of reference lists, and contacting expert researchers. The PracticeWise coding system was used to distill the practice elements within clinical protocols. Results Twenty-eight randomized controlled trials and controlled trials conducted in conflict-affected settings, and 25 efficacious treatments were identified. Several practice elements were found across more than 50% of the intervention protocols of these treatments. These were access promotion, psychoeducation for children and parents, insight building, rapport building techniques, cognitive strategies, use of narratives, exposure techniques, and relapse prevention. Conclusions Identification of the common practice elements of effective interventions for conflict-affected children and youth can inform essential future treatment development, implementation, and evaluation for this vulnerable population. To further advance the field, research should focus on identifying which of these elements are the active ingredients for clinical change, along with attention to costs of delivery, training, supervision and how to sustain quality implementation over time. En ligne : http://dx.doi.org/10.1111/jcpp.12671 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Annual Research Review: Breaking cycles of violence – a systematic review and common practice elements analysis of psychosocial interventions for children and youth affected by armed conflict [Texte imprimé et/ou numérique] / Felicity L. BROWN, Auteur ; Anne M. DE GRAAFF, Auteur ; Jeannie ANNAN, Auteur ; Theresa S. BETANCOURT, Auteur . - p.507-524. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.507-524 Mots-clés : Armed conflict  war  violence  developing countries  children  adolescents  youth  mental health  well-being  psychosocial treatment  systematic review Index. décimale : PER Périodiques Résumé : Background Globally, one in 10 children live in regions affected by armed conflict. Children exposed to armed conflict are vulnerable to social and emotional difficulties, along with disrupted educational and occupational opportunities. Most armed conflicts occur in low- and middle-income countries (LMICs), where mental health systems are limited and can be further weakened by the context of war. Research is needed to determine feasible and cost-effective psychosocial interventions that can be delivered safely by available mental health workforces (including nonspecialists). A vital first step toward achieving this is to examine evidence-based psychosocial interventions and identify the common therapeutic techniques being used across these treatments. Methods A systematic review of psychosocial interventions for conflict-affected children and youth living in LMICs was performed. Studies were identified through database searches (PsycINFO, PubMed, Cochrane Central Register of Controlled Trials, PILOTS and Web of Science Core Collection), hand-searching of reference lists, and contacting expert researchers. The PracticeWise coding system was used to distill the practice elements within clinical protocols. Results Twenty-eight randomized controlled trials and controlled trials conducted in conflict-affected settings, and 25 efficacious treatments were identified. Several practice elements were found across more than 50% of the intervention protocols of these treatments. These were access promotion, psychoeducation for children and parents, insight building, rapport building techniques, cognitive strategies, use of narratives, exposure techniques, and relapse prevention. Conclusions Identification of the common practice elements of effective interventions for conflict-affected children and youth can inform essential future treatment development, implementation, and evaluation for this vulnerable population. To further advance the field, research should focus on identifying which of these elements are the active ingredients for clinical change, along with attention to costs of delivery, training, supervision and how to sustain quality implementation over time. En ligne : http://dx.doi.org/10.1111/jcpp.12671 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Improving child and parenting outcomes following paediatric acquired brain injury: a randomised controlled trial of Stepping Stones Triple P plus Acceptance and Commitment Therapy / Felicity L. BROWN in Journal of Child Psychology and Psychiatry, 55-10 (October 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1172-1183 Titre : Improving child and parenting outcomes following paediatric acquired brain injury: a randomised controlled trial of Stepping Stones Triple P plus Acceptance and Commitment Therapy Type de document : Texte imprimé et/ou numérique Auteurs : Felicity L. BROWN, Auteur ; Koa WHITTINGHAM, Auteur ; Roslyn N. BOYD, Auteur ; Lynne MCKINLAY, Auteur ; Kate SOFRONOFF, Auteur Article en page(s) : p.1172-1183 Langues : Anglais (eng) Mots-clés : Acquired brain injury  acceptance and commitment therapy  Stepping Stones Triple P: Positive Parenting Program  behavioural and emotional functioning  parenting style  randomised controlled trial Index. décimale : PER Périodiques Résumé : Background Persistent behavioural difficulties are common following paediatric acquired brain injury (ABI). Parents and families also experience heightened stress, psychological symptoms and burden, and there is evidence of a reciprocal relationship between parent and child functioning, which may be mediated by the adoption of maladaptive parenting practices. Despite this, there is currently a paucity of research in family interventions in this population. The aim of this study was to determine the efficacy of Stepping Stones Triple P: Positive Parenting Program (SSTP), with an Acceptance and Commitment Therapy (ACT) workshop, in improving child outcomes and parenting practices following paediatric ABI. Methods Fifty-nine parents of children (mean age 7 years, SD 3 years, 1 month; 35 males, 24 females) with ABI (Traumatic injuries 58%, Tumour 17%, Encephalitis or meningitis 15%, Cardiovascular accident 7%, Hypoxia 3%) who were evidencing at least mild behaviour problems were randomly assigned to treatment or care-as-usual conditions over 10 weeks. Mixed-model repeated-measures linear regression analyses were conducted to compare conditions from pre- to postintervention on child behavioural and emotional functioning (Eyberg Child Behavior Inventory, Strengths and Difficulties Questionnaire) and dysfunctional parenting style (Parenting Scale). Assessment of maintenance of change was conducted at a 6-month follow-up. The trial was registered on Australian New Zealand Clinical Trials Registry (ID: ACTRN12610001051033, www.anzctr.org.au). Results Significant time-by-condition interactions were identified on number and intensity of child behaviour problems, child emotional symptoms and parenting laxness and overreactivity, indicating significant improvements in the treatment condition, with medium-to-large effect sizes. Most improvements were maintained at 6 months. Conclusions Group parenting interventions incorporating Triple P and ACT may be efficacious in improving child and parenting outcomes following paediatric ABI. En ligne : http://dx.doi.org/10.1111/jcpp.12227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Improving child and parenting outcomes following paediatric acquired brain injury: a randomised controlled trial of Stepping Stones Triple P plus Acceptance and Commitment Therapy [Texte imprimé et/ou numérique] / Felicity L. BROWN, Auteur ; Koa WHITTINGHAM, Auteur ; Roslyn N. BOYD, Auteur ; Lynne MCKINLAY, Auteur ; Kate SOFRONOFF, Auteur . - p.1172-1183. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1172-1183 Mots-clés : Acquired brain injury  acceptance and commitment therapy  Stepping Stones Triple P: Positive Parenting Program  behavioural and emotional functioning  parenting style  randomised controlled trial Index. décimale : PER Périodiques Résumé : Background Persistent behavioural difficulties are common following paediatric acquired brain injury (ABI). Parents and families also experience heightened stress, psychological symptoms and burden, and there is evidence of a reciprocal relationship between parent and child functioning, which may be mediated by the adoption of maladaptive parenting practices. Despite this, there is currently a paucity of research in family interventions in this population. The aim of this study was to determine the efficacy of Stepping Stones Triple P: Positive Parenting Program (SSTP), with an Acceptance and Commitment Therapy (ACT) workshop, in improving child outcomes and parenting practices following paediatric ABI. Methods Fifty-nine parents of children (mean age 7 years, SD 3 years, 1 month; 35 males, 24 females) with ABI (Traumatic injuries 58%, Tumour 17%, Encephalitis or meningitis 15%, Cardiovascular accident 7%, Hypoxia 3%) who were evidencing at least mild behaviour problems were randomly assigned to treatment or care-as-usual conditions over 10 weeks. Mixed-model repeated-measures linear regression analyses were conducted to compare conditions from pre- to postintervention on child behavioural and emotional functioning (Eyberg Child Behavior Inventory, Strengths and Difficulties Questionnaire) and dysfunctional parenting style (Parenting Scale). Assessment of maintenance of change was conducted at a 6-month follow-up. The trial was registered on Australian New Zealand Clinical Trials Registry (ID: ACTRN12610001051033, www.anzctr.org.au). Results Significant time-by-condition interactions were identified on number and intensity of child behaviour problems, child emotional symptoms and parenting laxness and overreactivity, indicating significant improvements in the treatment condition, with medium-to-large effect sizes. Most improvements were maintained at 6 months. Conclusions Group parenting interventions incorporating Triple P and ACT may be efficacious in improving child and parenting outcomes following paediatric ABI. En ligne : http://dx.doi.org/10.1111/jcpp.12227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy / Paola SORGATO ; Mariachiara FIORAVANTI ; Laura PACIONE ; Giuseppe Maurizio ARDUINO ; Sabrina GHERSI ; Maria Luisa SCATTONI ; Camilla CHIESA ; Donatella ELIA ; Elisabetta GONELLA ; Sara RIZZO ; Arianna SALANDIN ; Felicity L. BROWN ; Stephanie Shire ; Chiara SERVILI ; Erica SALOMONE ; C. S. T. Italy TEAM ; WHO CST TEAM in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.765-784 Titre : Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy Type de document : Texte imprimé et/ou numérique Auteurs : Paola SORGATO, Auteur ; Mariachiara FIORAVANTI, Auteur ; Laura PACIONE, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Sabrina GHERSI, Auteur ; Maria Luisa SCATTONI, Auteur ; Camilla CHIESA, Auteur ; Donatella ELIA, Auteur ; Elisabetta GONELLA, Auteur ; Sara RIZZO, Auteur ; Arianna SALANDIN, Auteur ; Felicity L. BROWN, Auteur ; Stephanie Shire, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur ; C. S. T. Italy TEAM, Auteur ; WHO CST TEAM, Auteur Article en page(s) : p.765-784 Index. décimale : PER Périodiques Résumé : Feasibility, acceptability and effectiveness data of a virtual adaptation of the WHO Caregiver Skills Training (CST; n?=?25) were compared with those of a pilot RCT of CST delivered in person (n?=?43) against treatment as usual (TAU; n?=?43). Virtual CST was delivered with high levels of integrity, but received lower ratings in some caregiver- and facilitator-rated acceptability and feasibility dimensions. Qualitative analysis identified both benefits (flexibility, convenience, clinical usefulness) and challenges, (technological issues, distraction from family members, emotional distance). Virtual and in-person CST improved significantly more on caregiver competence than TAU; there were no other significant effects. Potential for use of virtual CST as a clinical response in contexts where in-person delivery is not possible is discussed. En ligne : https://doi.org/10.1007/s10803-022-05800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Supporting Caregivers Remotely During a Pandemic: Comparison of WHO Caregiver Skills Training Delivered Online Versus in Person in Public Health Settings in Italy [Texte imprimé et/ou numérique] / Paola SORGATO, Auteur ; Mariachiara FIORAVANTI, Auteur ; Laura PACIONE, Auteur ; Giuseppe Maurizio ARDUINO, Auteur ; Sabrina GHERSI, Auteur ; Maria Luisa SCATTONI, Auteur ; Camilla CHIESA, Auteur ; Donatella ELIA, Auteur ; Elisabetta GONELLA, Auteur ; Sara RIZZO, Auteur ; Arianna SALANDIN, Auteur ; Felicity L. BROWN, Auteur ; Stephanie Shire, Auteur ; Chiara SERVILI, Auteur ; Erica SALOMONE, Auteur ; C. S. T. Italy TEAM, Auteur ; WHO CST TEAM, Auteur . - p.765-784. in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.765-784 Index. décimale : PER Périodiques Résumé : Feasibility, acceptability and effectiveness data of a virtual adaptation of the WHO Caregiver Skills Training (CST; n?=?25) were compared with those of a pilot RCT of CST delivered in person (n?=?43) against treatment as usual (TAU; n?=?43). Virtual CST was delivered with high levels of integrity, but received lower ratings in some caregiver- and facilitator-rated acceptability and feasibility dimensions. Qualitative analysis identified both benefits (flexibility, convenience, clinical usefulness) and challenges, (technological issues, distraction from family members, emotional distance). Virtual and in-person CST improved significantly more on caregiver competence than TAU; there were no other significant effects. Potential for use of virtual CST as a clinical response in contexts where in-person delivery is not possible is discussed. En ligne : https://doi.org/10.1007/s10803-022-05800-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

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