Background: Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Methods: Two hundred and fifty-one child (8-16 years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n = 123; 76 in final analyses] or usual care alone [n = 128; 105 in final analyses]. Follow-up occurred at 13 weeks and 26 weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13 weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. Results: There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI À1.2 to 6.1; p = .19) or for the guardian SSIS (0.5; 95% CI À2.9 to 3.8; p = .78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p = .007) but not the guardian SSIS (1.1; 95% CI À2.9 to 5.2; p = .59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. Conclusions: While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204.

1Published reference: Linden, M.A., Braiden, HJ., and Miller, S. (2013). Educational professionals understanding of childhood traumatic brain injury. Brain injury, 27(1): [92][93][94][95][96][97][98][99][100][101][102] Educational professionals' understanding of childhood traumatic brain injury. AbstractPrimary objectives: To determine the understanding of educational professionals around the topic of childhood brain injury, and explore the factor structure of the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI).Research design: Cross sectional postal survey. Methods and procedures:The CM-TBI was posted to all educational establishments in one region of the United Kingdom. One representative from each school was asked to complete and return the questionnaire (N = 388). Main outcomes and results:Differences were demonstrated between those participants who knew someone with a brain injury and those who did not, with a similar pattern being shown for those educators who had taught a child with brain injury. Participants who had taught a child with brain injury demonstrated greater knowledge in areas such as seatbelts/prevention, brain damage, brain injury sequelae, amnesia, recovery, and rehabilitation. Principal components analysis suggested the existence of four factors and the discarding of half the original items of the questionnaire. Conclusions:In the first European study to explore this issue, we highlight that teachers are ill prepared to cope with children who have sustained a brain injury. Given the importance of 2 a supportive school environment in return to life following hospitalisation, the lack of understanding demonstrated by teachers in this research may significantly impact on a successful return to school.

No abstract

This study will be the largest trial to date examining the effect of music therapy on young people experiencing social, emotional or behavioural difficulties and will provide empirical evidence for the use of music therapy among this population. Trial registration. This study is registered in the ISRCTN Register, ISRCTN96352204. Ethical approval was gained in October 2010.

Purpose-Bereaved parents often face the complex situation of managing their own grief while parenting bereaved children who are at increased risk of social, emotional and behavioural difficulties. The current evaluation was a pilot study aimed at determining the feasibility of the Incredible Years (IY) BASIC parenting programme as an intervention for bereaved families. Design/methodology/approach-A total of seven parents of children (aged four to 12) participated in a 12-week IY BASIC parenting programme. Participants completed a range of pre-intervention, post-intervention, six month follow-up measures and semi-structured interviews. Findings-The results showed statistically significant reductions in parental stress, parental wellbeing, child behaviour problems, and grief. Originality/value-There is strong evidence for the effectiveness of IY with diverse parenting populations but this is the first known study of the programme with bereaved families. The findings support its use with such families where child behaviour is a concern.