To inform an upcoming campaign, the NSPCC is surveying a range of professionals about the provision and accessibility of mental health support for children who have experienced abuse or neglect. It is well documented that CAMHS services are stretched, but less is known about the range of therapeutic support for children who have been abused. Please fill out a 5-10 minute survey on the NSPCC website as it campaigns to ensure that every child who has been abused has the support they need. To read the full article, log in using your NHS Athens
The 2014 English Special Educational Needs and Disability (SEND) Code of Practice, a policy framework for delivery of a range of services including Schools Mental Health Services (SMHS), is considered in the context of international research on the delivery of mental health services in schools. Effective interventions have been reported in poor and middle-income countries, whereas there is less information about routine services in high-income societies, and what they report are equivocal outcomes. In England and the United States, problems with acceptability of routine mental health assessment, together with conflict over resource allocation significantly impede both effectiveness and acceptability. The new Code has been specifically written to support better engagement between Education and Mental Health, but piloting suggests that this has not yet happened. Proactive multiagency planning within the framework of the Code, linked to explicit work on organizational transformation, could provide an effective and acceptable Schools Mental Health Service, with legal protection from subsequent deleterious policy and funding changes. Explicit recommendations for using the Code are appended. Login using your SSSFT NHS OpenAthens for full text. SSOTP - request a copy of the article from the library - www.sssft.nhs.uk/library
This is one of a series of BMJ summaries of new guidelines based on the best available evidence; they highlight important recommendations for clinical practice, especially where uncertainty or controversy exists. To read the full article, log in using your NHS Athens
There is a growing research interest in childhood hallucinations as predictors of psychotic states. This work appears to have limited direct relevance for clinical child psychiatric practice, but it highlights the continuing relevance of research into precursors of psychotic states and into the determinants of clinically relevant hallucinations in children. Library Services do not currently have access to this journal through this site, but you can request a copy of the article online and we will get a copy to you: http://bit.ly/1Xyazai
Antipsychotic medications, especially second-generation antipsychotics, have increasingly been prescribed to children under age 18 in the United States. They are approved to treat pediatric bipolar and psychotic disorders and aggressive behaviors among patients with autism, but they are often used off label to control disruptive behaviors of children without autism and treat mood problems of children without bipolar disorder.Login at top right hand side of page using your SSSFT NHS Athens for full text. SSOTP - request a copy of the article from the library http://www.sssft.nhs.uk/library
Little is known about utilization rates of the various depression treatment options available in the private sector for children and adolescents. For privately insured youths, this study examined the utilization frequency of six treatment options for depression with varying degrees of empirical support.Login at top right hand side of page using your SSSFT NHS Athens for full text. SSOTP - request a copy of the article from the library http://www.sssft.nhs.uk/library
To extend our understanding of how healthcare assistants construct and manage demanding situations in a secure mental health setting and to explore the effects on their health and well-being, to provide recommendations for enhanced support. Login using your SSSFT NHS OpenAthens for full text. SSOTP - request a copy of the article from the library - www.sssft.nhs.uk/library
Findings.
Young adults with psychosis were significantly less likely to be engaged in postsecondary education. No difference appeared for the extent of engagement, but performance and satisfaction were lower among participants with psychosis. Participants engaged in reflexive decision making to access postsecondary education and to maintain adequate academic performance. Strategies used by successful students with mental illness were identified.
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