Facilitators and barriers to person-centered care in child and young people mental health services: A systematic review. AbstractImplementation of person-centered care has been widely advocated across various health settings and patient populations, including recent policy for child and family services.Nonetheless, evidence suggests that service users are rarely involved in decision making, whilst their preferences and goals may be often unheard. The aim of the present research was to systematically review factors influencing person-centered care in mental health services for children, young people and families examining perspectives from professionals, service users, and carers. This was conducted according to best practice guidelines, and seven academic databases were searched. Overall, 23 qualitative studies were included. Findings from the narrative synthesis of the facilitators and barriers are discussed in light of a recently published systematic review examining person-centered care in mental health services for adults. Facilitators and barriers were broadly similar across both settings. Training professionals in person-centered care, supporting them to use it flexibly to meet the unique needs of service users whilst also being responsive to times when it may be less appropriate, and improving both the quantity and quality of information for service users and carers, are key recommendations to facilitate person-centered care in mental health services with children, young people and families.Facilitators and barriers to person-centered care 2 2 Acknowledgments

BackgroundThe association between behavioral difficulties and academic attainment is well established. Recent policy advising schools on managing behavior has promoted the early identification of behavioral difficulties. There is also increasing research into mHealth interventions to provide support for emotional and behavioral difficulties for young people.ObjectiveThe primary aim of the proposed research is to examine the effectiveness of an mHealth intervention, ReZone, in reducing emotional and behavioral difficulties in young people.MethodsThe protocol is a cluster trial of 12 classes with N=120 students with classes randomized to ReZone or management as usual. Multilevel modeling will be used to compare ReZone versus management as usual accounting for classroom-level variation.ResultsBaseline data collection started in February 2017 and ended in April 2017. Follow-up data collection started in April 2017 and ended in June 2017.ConclusionsThe proposed research will provide evidence as to whether ReZone is effective at helping young people to self-manage when feeling overwhelmed.Trial RegistrationISRCTN 13425994; http://www.isrctn.com/ISRCTN13425994 (Archived by WebCite at http://www.webcitation.org/6tePwwiHk)

There is increasing focus on the need for schools to work more effectively with specialist mental health providers, but there have been historic challenges in embedding closer interagency working. This article reports the results of a service evaluation of a 2-day workshop designed to facilitate improved working between schools and children and young people’s mental health services (CYPMHS). Mental health leads from 255 schools, mental health professionals and other key stakeholders all took part in one of 26 two-day workshops across the United Kingdom. The impact on interagency working was examined using changes in pre- and post-survey results, changes in self-reported aspects of interagency working and 10 local reviews of practice. The pre–post questionnaires showed improvements in interagency working (e.g. 55% of school leads reported being in ‘monthly’ or ‘continuous’ contact with the National Health Service (NHS) CYPMHS1at follow-up, compared with 24% at baseline). The group-completed CASCADE framework showed an overall increase in collaborative working, although some areas continued to report significant challenges such as in relation to common outcome measures. The local reviews found positive changes in interagency working, in terms of building relationships, improved communication and sharing good practice. This service evaluation of the workshops found some evidence of improved interagency working between schools and CYPMHS, but more controlled research is needed to consider generalisability and scalability.