School-based screening for childhood anxiety problems and intervention delivery: a codesign approach
Objectives A very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-bas...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2022-06-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/12/6/e058089.full |
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| author | Tamsin Ford Alastair Gray Cathy Creswell Victoria Williamson Obioha Ukoumunne Falko Sniehotta Mara Violato Ian McDonald Paul Brown Paul Stallard Michael Larkin Tessa Reardon Samantha Pearcey Claire Hill Susan H Spence Maria Breen Jason Stainer Michelle Sancho Roberta Button Iheoma Green Fran Morgan Bec Jasper |
| author_facet | Tamsin Ford Alastair Gray Cathy Creswell Victoria Williamson Obioha Ukoumunne Falko Sniehotta Mara Violato Ian McDonald Paul Brown Paul Stallard Michael Larkin Tessa Reardon Samantha Pearcey Claire Hill Susan H Spence Maria Breen Jason Stainer Michelle Sancho Roberta Button Iheoma Green Fran Morgan Bec Jasper |
| author_sort | Tamsin Ford |
| collection | DOAJ |
| description | Objectives A very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-based programme that integrates screening to identify those children who are most likely to be experiencing anxiety problems with the offer of intervention has the potential to overcome many of these barriers. This article is a process-based account of how we used codesign to develop a primary school-based screening and intervention programme for child anxiety problems.Design Codesign.Setting UK primary schools.Participants Data were collected from year 4 children (aged 8–9 years), parents, school staff and mental health practitioners.Results We report how the developed programme was experienced and perceived by a range of users, including parents, children, school staff and mental health practitioners, as well as how the programme was adapted following user feedback.Conclusions We reflect on the mitigation techniques we employed, the lessons learnt from the codesign process and give recommendations that may inform the development and implementation of future school-based screening and intervention programmes. |
| format | Article |
| id | doaj-art-92bce6c23c9d4bc9a697f13188099832 |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2022-06-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-92bce6c23c9d4bc9a697f131880998322025-01-27T15:45:10ZengBMJ Publishing GroupBMJ Open2044-60552022-06-0112610.1136/bmjopen-2021-058089School-based screening for childhood anxiety problems and intervention delivery: a codesign approachTamsin Ford0Alastair Gray1Cathy Creswell2Victoria Williamson3Obioha Ukoumunne4Falko Sniehotta5Mara Violato6Ian McDonald7Paul Brown8Paul Stallard9Michael Larkin10Tessa Reardon11Samantha Pearcey12Claire Hill13Susan H Spence14Maria Breen15Jason Stainer16Michelle Sancho17Roberta Button18Iheoma Green19Fran Morgan20Bec Jasper21University of Cambridge, Cambridge, UKNuffield Department of Population Health, University of Oxford, Richard Doll Building, Old Road Campus, Oxford, UKDepartment of Experimental Psychology, University of Oxford, Oxford, UK1 Department of Psychology, University of Exeter, Exeter, UKNIHR Applied Research Collaboration South West Peninsula, Department of Health and Community Sciences, Faculty of Health and Life Sciences University of Exeter, University of Exeter, Exeter, UKPopulation Health Science Institute, Faculty of Medical Sciences, Newcastle University, Baddiley-Clark Building, Richardson Road, Newcastle upon Tyne, UKNuffield Department of Population Health, University of Oxford, Richard Doll Building, Old Road Campus, Oxford, UKNursing Department, Hamad medical Corporation, Doha, QatarPathology department, Aberdeen Royal Infirmary, Aberdeen, UK2 Oxford Health NHS Foundation Trust, Oxford, UKInstitute of Health and Neurodevelopment, Aston University, Birmingham, UKDepartment of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, Oxfordshire, EnglandDepartment of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, Oxfordshire, EnglandCentre for Public Health, Queen`s University Belfast, Belfast, UKGriffith University, 16 Russell Street South Bank, Brisbane, Queensland, AustraliaThames Valley Clinical Trials Unit, University of Reading, Reading, UKStanley Primary School, Strathmore Road, London, UKWest Berkshire Council, Council Offices, Market St, Newbury, UKDepartment of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UKDepartment of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UKSquare Peg (Team Square Peg CIC), London, UKSquare Peg (Team Square Peg CIC), London, UKObjectives A very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-based programme that integrates screening to identify those children who are most likely to be experiencing anxiety problems with the offer of intervention has the potential to overcome many of these barriers. This article is a process-based account of how we used codesign to develop a primary school-based screening and intervention programme for child anxiety problems.Design Codesign.Setting UK primary schools.Participants Data were collected from year 4 children (aged 8–9 years), parents, school staff and mental health practitioners.Results We report how the developed programme was experienced and perceived by a range of users, including parents, children, school staff and mental health practitioners, as well as how the programme was adapted following user feedback.Conclusions We reflect on the mitigation techniques we employed, the lessons learnt from the codesign process and give recommendations that may inform the development and implementation of future school-based screening and intervention programmes.https://bmjopen.bmj.com/content/12/6/e058089.full |
| spellingShingle | Tamsin Ford Alastair Gray Cathy Creswell Victoria Williamson Obioha Ukoumunne Falko Sniehotta Mara Violato Ian McDonald Paul Brown Paul Stallard Michael Larkin Tessa Reardon Samantha Pearcey Claire Hill Susan H Spence Maria Breen Jason Stainer Michelle Sancho Roberta Button Iheoma Green Fran Morgan Bec Jasper School-based screening for childhood anxiety problems and intervention delivery: a codesign approach BMJ Open |
| title | School-based screening for childhood anxiety problems and intervention delivery: a codesign approach |
| title_full | School-based screening for childhood anxiety problems and intervention delivery: a codesign approach |
| title_fullStr | School-based screening for childhood anxiety problems and intervention delivery: a codesign approach |
| title_full_unstemmed | School-based screening for childhood anxiety problems and intervention delivery: a codesign approach |
| title_short | School-based screening for childhood anxiety problems and intervention delivery: a codesign approach |
| title_sort | school based screening for childhood anxiety problems and intervention delivery a codesign approach |
| url | https://bmjopen.bmj.com/content/12/6/e058089.full |
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