Mapping area variability in social and behavioural difficulties among <scp>G</scp>lasgow pre‐schoolers: linkage of a survey of pre‐school staff with routine monitoring data

Barry, Sarah; Marryat, Louise; Thompson, Lucy; Ellaway, Anne; White, J. R.; McClung, Michele; Wilson, Philip

doi:10.1111/cch.12237

Cited by 13 publications

(16 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The strongest demographic indicator of mental health difficulties was having ever had Looked After Status, similar to previous evidence which found that looked after children were more likely to have poorer mental health than children who have never had Looked After Status. 34–37 This is likely related to the fact that the overwhelming majority of young children come into the care system because of abuse and neglect, which may well reflect an association between such adverse childhood experiences and early mental health problems. 38 One British study found prevalence rates of any psychiatric diagnosis in looked after children in the UK as 46.4%, in contrast even to 14.6% of children in the most disadvantaged private households.…”

Section: Discussionmentioning

confidence: 99%

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Marryat

Thompson

Minnis

et al. 2017

J Epidemiol Community Health

View full text Add to dashboard Cite

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

show abstract

Section: Discussionmentioning

confidence: 99%

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Marryat

Thompson

Minnis

et al. 2017

J Epidemiol Community Health

View full text Add to dashboard Cite

show abstract

“…The ChiME data were routinely collected by the Glasgow City Council, providing a whole population sample from 2010–2017 (derived from the Triple P parenting intervention [ 29 ]). Previous spatial analysis using a subset of ChiME data is published elsewhere [ 21 ].…”

Section: Methodsmentioning

confidence: 99%

“…Spatial modelling estimates the spatial pattern of risk, the influence of covariates on risk, and improves small area estimates compared with summarising the observed data alone [ 20 ]. In both the United Kingdom (2010–2012) [ 21 ] and in Canada (2005–2007) [ 22 ], spatial models showed that variation in the risk of mental health difficulties and of behavioural problems, respectively, which remained after controlling for demographics—suggesting that other factors may contribute to differences. In both cases, it was not determined whether these reflected stable, long-term differences.…”

Section: Introductionmentioning

confidence: 99%

“…By focusing on an aggregated outcome, however, this approach is limited by ecological fallacy, and we are only able to make inferences about the level at which the outcome is derived (i.e., the area), and thus cannot make conclusions about the individual. An alternative approach is a multilevel [ 26 ] spatial approach, in which the outcome of interest is at an individual level and the variation between areas can be estimated (e.g., [ 21 , 22 ]). In this case, information is retained about each child and their neighbourhood, avoiding loss of information.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mapping Geographic Trends in Early Childhood Social, Emotional, and Behavioural Difficulties in Glasgow: 2010–2017

Ofili

Thompson

Wilson

et al. 2022

IJERPH

View full text Add to dashboard Cite

Measuring variation in childhood mental health supports the development of local early intervention strategies. The methodological approach used to investigate mental health trends (often determined by the availability of individual level data) can affect decision making. We apply two approaches to identify geographic trends in childhood social, emotional, and behavioural difficulties using the Strengths and Difficulties Questionnaire (SDQ). SDQ forms were analysed for 35 171 children aged 4–6 years old across 180 preschools in Glasgow, UK, between 2010 and 2017 as part of routine monitoring. The number of children in each electoral ward and year with a high SDQ total difficulties score (≥15), indicating a high risk of psychopathology, was modelled using a disease mapping model. The total difficulties score for an individual child nested in their preschool and electoral ward was modelled using a multilevel model. For each approach, linear time trends and unstructured spatial random effects were estimated. The disease mapping model estimated a yearly rise in the relative rate (RR) of high scores of 1.5–5.0%. The multilevel model estimated an RR increase of 0.3–1.2% in average total scores across the years, with higher variation between preschools than between electoral wards. Rising temporal trends may indicate worsening social, emotional, and behavioural difficulties over time, with a faster rate for the proportion with high scores than for the average total scores. Preschool and ward variation, although minimal, highlight potential priority areas for local service provision. Both methodological approaches have utility in estimating and predicting children’s difficulties and local areas requiring greater intervention.

show abstract

“…In a Swedish project nurses preferred using SDQ to assess mental health of children in child health clinics, but emphasized the importance of reducing individual and organizational level barriers [ 9 ]. In addition, systematically collecting data on the development and health of children can facilitate the distribution of services to geographical areas with the highest need for follow-up [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Robstad

Westergren

Mølland

et al. 2022

BMC Health Serv Res

View full text Add to dashboard Cite

Background Although child health services are well established in Norway, the use of information technology for the systematic collection of evidence-based child- and proxy-reported health measures may be beneficial in the early identification of child development problems. The Norwegian “Starting Right™” health service innovation consists of parent- and child-reported online structured health assessments tools, including practical routines for child and school health assessments. The aim of this study was to explore the experiences of child and school health nurses with the Starting Right innovation. Methods We used a qualitative design and conducted three focus group interviews with 18 child and school health nurses from three child health centres one year after the implementation of the innovation. Results The experiences of professionals with the Starting Right innovation were captured by three themes: (1) the digital innovation could be used to obtain a good overview of a child’s health and development; (2) interpreting the questionnaires was a challenge; and (3) implementing the new digital innovation was time-consuming. Conclusions Overall, the child and school health nurses experienced that the Starting Right innovation was useful for providing a comprehensive overview of child development and health. The challenges related to interpreting the parents’ scores and follow-up of children, as well as providing the questionnaires in relevant foreign languages, should be addressed to allow all children and families to be reached.

show abstract

Mapping area variability in social and behavioural difficulties among Glasgow pre‐schoolers: linkage of a survey of pre‐school staff with routine monitoring data

Cited by 13 publications

References 21 publications

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Primary schools and the amplification of social differences in child mental health: a population-based cohort study

Mapping Geographic Trends in Early Childhood Social, Emotional, and Behavioural Difficulties in Glasgow: 2010–2017

Experiences of Norwegian child and school health nurses with the “Starting Right™” child health assessment innovation: a qualitative interview study

Contact Info

Product

Resources

About