BackgroundPaediatric chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) is common (prevalence 1%–2%). Two-thirds of children experience moderate or severe pain, which is associated with increased fatigue and poorer physical function. However, we do not know if treatment for CFS/ME improves pain.ObjectiveIdentify whether specialist treatment of paediatric CFS/ME improves pain.MethodsWe conducted a detailed search in MEDLINE, EMBASE, PsycINFO and the Cochrane Library. Two researchers independently screened texts published between 1994 and 24 January 2019 with no language restrictions. Inclusion criteria were (1) randomised controlled trials and observational studies; (2) participants aged <19 years with CFS/ME; and (3) measure of pain before and after an intervention.ResultsOf 1898 papers screened, 26 studies investigated treatment for paediatric CFS/ME, 19 of which did not measure pain at any time point. Only five treatment studies measured pain at baseline and follow-up and were included in this review. None of the interventions were specifically targeted at treating pain. Of the included studies, two showed no improvement in pain scores, one suggested an improvement in one subgroup and two studies identified improvements in pain measures in ‘recovered’ patients compared with ‘non-recovered’ patients.ConclusionsDespite the prevalence and impact of pain in children with CFS/ME surprisingly few treatment studies measured pain. In those that did measure pain, the treatments used focused on overall management of CFS/ME and we identified no treatments that were targeted specifically at managing pain. There is limited evidence that treatment helps improve pain scores. However, patients who recover appear to have less pain than those who do not recover. More studies are needed to determine if pain in paediatric CFS/ME requires a specific treatment approach, with a particular focus on patients who do not recover following initial treatment.PROSPERO registration numberCRD42019117540.

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Background: Research with children shows that theory of mind predicts reading comprehension both concurrently and longitudinally, while research with adults shows increased print-exposure relates to theory of mind understanding. However, until now whether reading and theory of mind have a mutually reinforcing relationship in which they promote one another in parallel has not been explored. Therefore, this study aims to explore further the relationship between theory of mind and reading by investigating reading comprehension, print-exposure and theory of mind together. Method: Theory of mind (Reading the Eyes in the Mind test), reading comprehension (subset of the York Adult Assessment Battery-Revised) and print-exposure (Authors Recognition Test) were measured in a sample of U.K. adults (N = 220). Results: Findings showed that theory of mind was significantly related to both reading comprehension and reading print-exposure. Further, mediation analysis showed that this relationship does not operate with theory of mind mediating the relationship between print-exposure and reading comprehension as an indirect effect of print-exposure on reading comprehension through theory of mind was not found after controlling for age, income and education. Conclusions: The findings provide some initial evidence that, at least in adulthood, reading and theory of mind have a mutually reinforcing relationship in which they promote one another in parallel, but this relationship cannot be explained by theory of mind mediating the relationship between print-exposure and reading comprehension.

Background: YouTube content has become increasingly popular among children who are not only viewers but producers of this digital medium However, there is no research exploring the use of this medium to aid healthy behaviours. Aims: To evaluate how families responded to taking part in an online educational healthy eating intervention by creating YouTube-style digital vlogs. Methods: The intervention was delivered online to five families with child/ren aged between 6–16 years. Focus groups were conducted with the families after the intervention to explore their learning and experiences. Findings: The families indicated initial challenges in making the vlogs, however, there was evidence of child attitude change and sustained behavioural change as well as enhanced awareness for parents. The families produced vlogs which aimed to educate on and provide a challenge for healthy eating. Conclusions: This intervention shows great potential for delivering online public health interventions which engage the whole family in behavioural change.

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