Outcome of Patients Attending a Specialist Educational and Mental Health                 Service for Social Anxiety Disorders

Mcshane, Gerard; Bazzano, Cheryl; Walter, Garry; Barton, Giles

doi:10.1177/1359104507071090

Cited by 15 publications

(8 citation statements)

References 10 publications

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“…Higher ratings of prosocial functioning and a reduction in behavioural difficulties, following completion of the programme are evidence for its effectiveness. These findings replicate the overall improvements following McShane et al’s (2007) school programme. The improvement in HoNOSCA social functioning is also consistent with the results of that study, while the improvement in emotional symptoms follows McShane et al’s (2007) finding on two scales measuring a related construct.…”

Section: Discussionsupporting

confidence: 77%

“…These findings replicate the overall improvements following McShane et al’s (2007) school programme. The improvement in HoNOSCA social functioning is also consistent with the results of that study, while the improvement in emotional symptoms follows McShane et al’s (2007) finding on two scales measuring a related construct. This study found an improvement in parental knowledge about their child’s difficulties, services and management and a pattern of improvement in behaviour at programme completion.…”

Section: Discussionsupporting

confidence: 77%

“…This study found an improvement in parental knowledge about their child’s difficulties, services and management and a pattern of improvement in behaviour at programme completion. These findings add to those found on measures used by McShane et al (2007) alongside the important improvement in conduct symptoms. There was also a pattern of improvement in hyperactivity.…”

Section: Discussionsupporting

confidence: 76%

“…Indeed, reviews have found that school health promotion programmes that are effective are likely to be complex, multi-factorial and to involve intervention in more than one domain, such as curriculum, school environment and community (Stewart-Brown, 2006). McShane, Bazzano, Walter, and Barton (2007) described one such flexible programme delivered at a specialised emotional and behavioural high school that was associated with student behavioural, social and emotional improvements.…”

Section: Introductionmentioning

confidence: 99%

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Behavioural improvements and emotional gains for students attending an Australian School for Specific Purposes

Hulme

Cornish²

2014

Clin Child Psychol Psychiatry

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Outcomes of students with behavioural and emotional difficulties attending a specialised educational programme, delivered in a tertiary education and health facility, were evaluated and compared with Australian normative data. A total of 45 students (5-10 years old) attending the school in Sydney, New South Wales, were identified. At enrolment, parent ratings on the Strengths and Difficulties Questionnaire (SDQ) significantly deviated from Australian normative data on all scales for males and on the overall score, conduct and hyperactivity scales for females. Clinically significant levels of hyperactivity, peer problems and conduct symptoms were identified. After an average attendance at the school of 8.82 months, ratings on the Children's Global Assessment Scale (CGAS) indicated improved overall functioning, alongside specific improvements on SDQ rated emotion, conduct and social symptoms, and in Health of the Nation Outcomes Scales Child and Adolescent (HoNOSCA) rated social impairment and parents' reported need for information about their child's condition. Male students' emotional symptoms no longer differed from those of typical Australian students. The findings provide initial evidence for the effectiveness of a multimodal, flexible and targeted school programme in remediating key student mental health symptoms. It is suggested that major concepts from attachment theory and explicitly taught behavioural skills are key elements of this unique programme that contribute to its apparent effectiveness.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionsupporting

confidence: 77%

Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Behavioural improvements and emotional gains for students attending an Australian School for Specific Purposes

Hulme

Cornish²

2014

Clin Child Psychol Psychiatry

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“…The school referred adolescents with anxiety-based school attendance problems to a special adolescent educational and mental health programme. Evaluation of students before and after the programme indicated that the vast majority showed improvement in social skills, stress management and overall functioning, key changes that could decrease their absenteeism and risk of dropping out (Mcshane et al, 2007).…”

Section: Servicesmentioning

confidence: 99%

Strategies to address mental health through schools with examples from China

Whitman

Aldinger

Zhang³

et al. 2008

International Review of Psychiatry

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The World Health Organization estimates that approximately one in five young people under the age of 18 experiences some form of developmental, emotional or behavioural problem, and one in eight experiences a mental disorder. Because research shows that half of adult mental disorders begin before the age of 14 and that early intervention can prevent and reduce more serious consequences later in life, it is critical to expand the role of mental health professionals with schools worldwide. Schools have the potential to affect the mental health of millions of young people, as well as those who work in schools. Research indicates that programmes promoting mental health are among the most effective of health promoting school efforts. This paper discusses the health promoting schools framework, reviews effective strategies for promoting mental health in schools, and provides examples from Zhejiang Province, China. This article also discusses the key roles that mental health professionals can play in promoting mental health through schools. As advocates, policy makers, researchers and teachers, mental health professionals can bridge the sectors of education, mental health and public health. Developing common frameworks and interdisciplinary training will create a foundation of shared understanding to achieve this goal.

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Brief Intervention: A Promising Framework for Child and Youth Mental Health?

Gee

Mildred

Brann

et al. 2014

Adm Policy Ment Health

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There is a discrepancy between the demand for mental health treatment amongst children, young people and their carers, and the capacity of the current service system to provide evidence based interventions. Innovative models of care are required to redress this discrepancy. One such model is the single session model, which provides a single or small number of solution focused sessions targeting one or two identified problems. Single session interventions have been trialled across a range of presenting concerns including child and youth mental health services. This paper provides a rationale for offering a brief focused intervention as part of a broader Child and Youth Mental Health Service, and introduces a model of how brief intervention fits within a broader system of care.

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Outcome of Patients Attending a Specialist Educational and Mental Health Service for Social Anxiety Disorders

Cited by 15 publications

References 10 publications

Behavioural improvements and emotional gains for students attending an Australian School for Specific Purposes

Behavioural improvements and emotional gains for students attending an Australian School for Specific Purposes

Strategies to address mental health through schools with examples from China

Brief Intervention: A Promising Framework for Child and Youth Mental Health?

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