Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1989844
S. Benham-Clarke, T. Ford, Siobhan B. Mitchell, A. Price, T. Newlove-Delgado, S. Blake, H. Eke, D. Moore, Abigail Emma Russell, A. Janssens
ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services. However, only a small proportion successfully transition. As significant educational transitions are often happening at the same time, there is a need to consider how education and health service transitions may impact on one another. This paper presents findings from a large UK qualitative study involving 144 semi-structured interviews with young people who had ADHD, parents and health professionals. Two themes were identified which support the notion that education transition can impact health transition. Firstly, transition to adult health services typically requires continued prescription of ADHD medication, yet many young people stop taking their medication due to a belief that it is only needed for education-based learning. Secondly, if a young person is continuing education post-18, a lack of joined-up planning between education and health (outside of special schools) or consistent support in Higher/Further Education can leave young people with ADHD in limbo between health services and struggling within education. Given these findings, we recommend regarding multi-agency service statutory health care transition, educational staff training and ongoing oversight of child to adult health service and adult to adult health service transition effectiveness.
{"title":"Role of education settings in transition from child to adult health services for young people with ADHD","authors":"S. Benham-Clarke, T. Ford, Siobhan B. Mitchell, A. Price, T. Newlove-Delgado, S. Blake, H. Eke, D. Moore, Abigail Emma Russell, A. Janssens","doi":"10.1080/13632752.2021.1989844","DOIUrl":"https://doi.org/10.1080/13632752.2021.1989844","url":null,"abstract":"ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services. However, only a small proportion successfully transition. As significant educational transitions are often happening at the same time, there is a need to consider how education and health service transitions may impact on one another. This paper presents findings from a large UK qualitative study involving 144 semi-structured interviews with young people who had ADHD, parents and health professionals. Two themes were identified which support the notion that education transition can impact health transition. Firstly, transition to adult health services typically requires continued prescription of ADHD medication, yet many young people stop taking their medication due to a belief that it is only needed for education-based learning. Secondly, if a young person is continuing education post-18, a lack of joined-up planning between education and health (outside of special schools) or consistent support in Higher/Further Education can leave young people with ADHD in limbo between health services and struggling within education. Given these findings, we recommend regarding multi-agency service statutory health care transition, educational staff training and ongoing oversight of child to adult health service and adult to adult health service transition effectiveness.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"21 1","pages":"341 - 358"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87782448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1979322
Sarah Wall
ABSTRACT Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an additional attachment figure; hereafter, termed a key adult. Using mixed methods, my multiple-case study applies attachment, and secure base, theories to the educational context and evaluates the impact and efficacy of developing supportive relationships with two at-risk children (Child A and B). The findings suggest that key adults can support areas of social, emotional, and behavioural skills previously believed impervious to change. Furthermore, such individuals enable pupils with attachment difficulties to attain equal opportunities and safeguard against exclusion.
{"title":"‘A little whisper in the ear’: how developing relationships between pupils with attachment difficulties and key adults can improve the former’s social, emotional and behavioural skills and support inclusion","authors":"Sarah Wall","doi":"10.1080/13632752.2021.1979322","DOIUrl":"https://doi.org/10.1080/13632752.2021.1979322","url":null,"abstract":"ABSTRACT Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an additional attachment figure; hereafter, termed a key adult. Using mixed methods, my multiple-case study applies attachment, and secure base, theories to the educational context and evaluates the impact and efficacy of developing supportive relationships with two at-risk children (Child A and B). The findings suggest that key adults can support areas of social, emotional, and behavioural skills previously believed impervious to change. Furthermore, such individuals enable pupils with attachment difficulties to attain equal opportunities and safeguard against exclusion.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"16 1","pages":"394 - 411"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73422483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1983326
Sarah Martin‐Denham
ABSTRACT In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices; limbo (schools in the mid-ground between inclusive and exclusive practices); and inclusionary systems, processes, and practices. The research highlights the vast range of alternative approaches to school exclusion used in different types of schools. It is evident that the lack of definition of ‘inclusion’ in Department for Education statutory guidance, coupled with schools being able to isolate and segregate children with special educational needs and disabilities for ‘limited periods’, allows for the adoption of exclusionary practices. The results have important messages for the Department of Education in understanding the range of inclusionary and exclusionary approaches used in schools. Furthermore, the study highlights the importance of ‘inclusion’ being consistently defined and explained across departmental statutory guidance to support the adoption of inclusive approaches in schools.
{"title":"Alternatives to school exclusion: interviews with headteachers in England","authors":"Sarah Martin‐Denham","doi":"10.1080/13632752.2021.1983326","DOIUrl":"https://doi.org/10.1080/13632752.2021.1983326","url":null,"abstract":"ABSTRACT In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices; limbo (schools in the mid-ground between inclusive and exclusive practices); and inclusionary systems, processes, and practices. The research highlights the vast range of alternative approaches to school exclusion used in different types of schools. It is evident that the lack of definition of ‘inclusion’ in Department for Education statutory guidance, coupled with schools being able to isolate and segregate children with special educational needs and disabilities for ‘limited periods’, allows for the adoption of exclusionary practices. The results have important messages for the Department of Education in understanding the range of inclusionary and exclusionary approaches used in schools. Furthermore, the study highlights the importance of ‘inclusion’ being consistently defined and explained across departmental statutory guidance to support the adoption of inclusive approaches in schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"7 1","pages":"375 - 393"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74259957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1961443
F. Ruby
ABSTRACT Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop and validate the Early Years Boxall Profile (EYBP). A total of 510 children were assessed by preschool practitioners using the EYBP and the Strengths and Difficulties Questionnaire. We found that the EYBP showed limited accuracy in screening children with SEMH difficulties. However, the EYBP had good internal consistency and excellent convergent and concurrent validity. Results suggest that the tool may be helpful to identify early signs of SEMH needs. Future research is needed to explore the structural validity of the assessment tool and to improve its diagnostic abilities.
{"title":"Identifying preschool children’s social emotional and mental health difficulties: validation of the Early Years Boxall Profile (EYBP)","authors":"F. Ruby","doi":"10.1080/13632752.2021.1961443","DOIUrl":"https://doi.org/10.1080/13632752.2021.1961443","url":null,"abstract":"ABSTRACT Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop and validate the Early Years Boxall Profile (EYBP). A total of 510 children were assessed by preschool practitioners using the EYBP and the Strengths and Difficulties Questionnaire. We found that the EYBP showed limited accuracy in screening children with SEMH difficulties. However, the EYBP had good internal consistency and excellent convergent and concurrent validity. Results suggest that the tool may be helpful to identify early signs of SEMH needs. Future research is needed to explore the structural validity of the assessment tool and to improve its diagnostic abilities.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"119 1","pages":"425 - 435"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77603056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1984208
Bianca K. Mastromanno, C. Kehoe, C. Wood, S. Havighurst
ABSTRACT This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child aged between four and ten with parent-identified behaviour problems participated. Parent emotion socialisation, parental reflective functioning (PRF), parent and teacher-reported externalising behaviour problems and parent-reported internalising (anxiety) problems were assessed at baseline and six-month follow-up. Parents who completed the TIK one-to-one intervention reported improved emotion socialisation practices, relative to waitlist-controls. Children of parents in the intervention group also experienced more clinically significant improvement to their externalising behaviour problems, and decreased anxiety symptoms. There were no significant changes to teacher-reported behaviour problems, or to PRF, however, there was a trend towards intervention parents experiencing improvements to one aspect of PRF – Pre Mentalising. TIK one-to-one shows promise as an effective intervention approach for parents and their children with behaviour problems. Further corroboration of these effects is needed with a larger sample. Abbreviations: Tuning in to Kids (TIK); Parental Reflective Functioning (PRF) Australian New Zealand Clinical Trials Registry (ANZCTR) number: ACTRN12618000310268
{"title":"A randomised-controlled pilot study of the one-to-one delivery of Tuning in to Kids: impact on emotion socialisation, reflective functioning, and childhood behaviour problems","authors":"Bianca K. Mastromanno, C. Kehoe, C. Wood, S. Havighurst","doi":"10.1080/13632752.2021.1984208","DOIUrl":"https://doi.org/10.1080/13632752.2021.1984208","url":null,"abstract":"ABSTRACT This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child aged between four and ten with parent-identified behaviour problems participated. Parent emotion socialisation, parental reflective functioning (PRF), parent and teacher-reported externalising behaviour problems and parent-reported internalising (anxiety) problems were assessed at baseline and six-month follow-up. Parents who completed the TIK one-to-one intervention reported improved emotion socialisation practices, relative to waitlist-controls. Children of parents in the intervention group also experienced more clinically significant improvement to their externalising behaviour problems, and decreased anxiety symptoms. There were no significant changes to teacher-reported behaviour problems, or to PRF, however, there was a trend towards intervention parents experiencing improvements to one aspect of PRF – Pre Mentalising. TIK one-to-one shows promise as an effective intervention approach for parents and their children with behaviour problems. Further corroboration of these effects is needed with a larger sample. Abbreviations: Tuning in to Kids (TIK); Parental Reflective Functioning (PRF) Australian New Zealand Clinical Trials Registry (ANZCTR) number: ACTRN12618000310268","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"105 1","pages":"359 - 374"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80704953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13632752.2021.1984100
Adeniran Gregory Adewusi
ABSTRACT Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological research design qualitative method was employed. Nine teachers in grade 12 class completed semi-structured interviews about the bullying of teachers by learners. Findings evince that teachers are bullied in diverse ways. Findings further reveal that generational shift in learner behavioural pattern, learner drug addiction and school violence, too much learner-centred approach policy by the government, poor parental school involvement and inadequate resources in schools are contributory factors for teachers being bullied. The study exposes the resultant effect of bullying on teachers as severe; responsible for stress, emotional distress, isolation, teacher burnout and sometimes attrition from practice. The findings are discussed in the literature. It is concluded that bullying of teachers poses a serious challenge in South African schools; hence, it must be urgently addressed by whatever pragmatic policy to pre-empt domestic violence faced by teachers.
{"title":"Learner-teacher targeted bullying in South African high schools","authors":"Adeniran Gregory Adewusi","doi":"10.1080/13632752.2021.1984100","DOIUrl":"https://doi.org/10.1080/13632752.2021.1984100","url":null,"abstract":"ABSTRACT Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological research design qualitative method was employed. Nine teachers in grade 12 class completed semi-structured interviews about the bullying of teachers by learners. Findings evince that teachers are bullied in diverse ways. Findings further reveal that generational shift in learner behavioural pattern, learner drug addiction and school violence, too much learner-centred approach policy by the government, poor parental school involvement and inadequate resources in schools are contributory factors for teachers being bullied. The study exposes the resultant effect of bullying on teachers as severe; responsible for stress, emotional distress, isolation, teacher burnout and sometimes attrition from practice. The findings are discussed in the literature. It is concluded that bullying of teachers poses a serious challenge in South African schools; hence, it must be urgently addressed by whatever pragmatic policy to pre-empt domestic violence faced by teachers.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"31 1","pages":"412 - 424"},"PeriodicalIF":1.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84172712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-16DOI: 10.1080/13632752.2021.1984192
Angeliki Kallitsoglou, Vasiliki Repana
ABSTRACT Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is required to understand their concurrent contribution to CP in the early childhood years. We examined the association of maternal-reported conduct problems (CP) (Strengths and Difficulties Questionnaire) with maternal-reported harsh and inconsistent discipline (Preschool-Alabama Parenting Questionnaire) and children’s representations of attachment (Manchester Attachment Story Task) in a sample of children between 4 and 6 years old (n = 66). Correlation analysis showed that CP were associated with attachment insecurity, high levels of attachment disorganisation, and maternal harsh and inconsistent discipline. Regression analysis showed that disorganisation and inconsistent discipline explained unique variance in CP ratings even after controlling for the effects of confounding variables. The findings suggest that attachment disorganisation and aspects of poor maternal discipline in early childhood reflect parallel processes with unique contributions to CP.
{"title":"Attachment disorganisation and poor maternal discipline in early childhood: independent contributions to symptoms of conduct problems","authors":"Angeliki Kallitsoglou, Vasiliki Repana","doi":"10.1080/13632752.2021.1984192","DOIUrl":"https://doi.org/10.1080/13632752.2021.1984192","url":null,"abstract":"ABSTRACT Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is required to understand their concurrent contribution to CP in the early childhood years. We examined the association of maternal-reported conduct problems (CP) (Strengths and Difficulties Questionnaire) with maternal-reported harsh and inconsistent discipline (Preschool-Alabama Parenting Questionnaire) and children’s representations of attachment (Manchester Attachment Story Task) in a sample of children between 4 and 6 years old (n = 66). Correlation analysis showed that CP were associated with attachment insecurity, high levels of attachment disorganisation, and maternal harsh and inconsistent discipline. Regression analysis showed that disorganisation and inconsistent discipline explained unique variance in CP ratings even after controlling for the effects of confounding variables. The findings suggest that attachment disorganisation and aspects of poor maternal discipline in early childhood reflect parallel processes with unique contributions to CP.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"17 1","pages":"436 - 448"},"PeriodicalIF":1.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81317345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13632752.2021.1953836
Louiza Ioannidou, M. Zafiropoulou
ABSTRACT Research has linked parenting practices to the development of internalising symptoms in children. However, parenting practices cannot fully explain the evolution of internalising symptoms, as other factors seem to influence this process. Two specific factors identified in separate lines of research are victimisation and child behavioural inhibition. The current study examined moderated-mediation models to investigate the respective effects of victimisation and behavioural inhibition on the relationship between parenting practices and internalising symptoms. The study included 374 children and their parents. The children completed the Revised Olweus Bully/Victim Questionnaire, the Behavioural Inhibition Instrument, and the Parental Bonding Instrument. Their parents completed the Child Behaviour Checklist. The study results highlighted that behavioural inhibition moderates the mediating effect of victimisation on the relationship between parenting practices and internalising symptoms. The study findings contribute to the existing literature and advance our understanding of children’s internalising symptoms development.
{"title":"Parenting practices and internalising symptoms in children: the role of victimisation and behavioural inhibition through complex moderated-mediation models","authors":"Louiza Ioannidou, M. Zafiropoulou","doi":"10.1080/13632752.2021.1953836","DOIUrl":"https://doi.org/10.1080/13632752.2021.1953836","url":null,"abstract":"ABSTRACT Research has linked parenting practices to the development of internalising symptoms in children. However, parenting practices cannot fully explain the evolution of internalising symptoms, as other factors seem to influence this process. Two specific factors identified in separate lines of research are victimisation and child behavioural inhibition. The current study examined moderated-mediation models to investigate the respective effects of victimisation and behavioural inhibition on the relationship between parenting practices and internalising symptoms. The study included 374 children and their parents. The children completed the Revised Olweus Bully/Victim Questionnaire, the Behavioural Inhibition Instrument, and the Parental Bonding Instrument. Their parents completed the Child Behaviour Checklist. The study results highlighted that behavioural inhibition moderates the mediating effect of victimisation on the relationship between parenting practices and internalising symptoms. The study findings contribute to the existing literature and advance our understanding of children’s internalising symptoms development.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"43 1","pages":"280 - 292"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79585243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13632752.2021.1948742
O. Hewitt, Alice Tomlin, Polly Waite
ABSTRACT Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and nature of mental images, may improve treatments. Nine adolescents (15–18 years) completed a semi-structured interview exploring experiences of panic attacks. Data was analysed using Interpretative Phenomenological Analysis. Six superordinate themes reflected the intense nature of having a panic attack, being unable to think and fearing losing control of one’s mind, a disconnect in feeling the panic attack would never end versus knowing from experience that it would, feeling completely out of control during the attack, feeling embarrassment and shame, feeling cut-off and isolated from others, and trying to find ways to cope through distraction, avoidance and learning to understand the thoughts. Mental images enhanced the intensity of panic. Several aspects of the findings were consistent with the cognitive model of panic disorder in adults. The impact of panic on normative adolescent developmental tasks is discussed. Interventions should be adapted for adolescents’ developmental stage and consider any mental images.
{"title":"The experience of panic attacks in adolescents: an interpretative phenomenological analysis study","authors":"O. Hewitt, Alice Tomlin, Polly Waite","doi":"10.1080/13632752.2021.1948742","DOIUrl":"https://doi.org/10.1080/13632752.2021.1948742","url":null,"abstract":"ABSTRACT Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and nature of mental images, may improve treatments. Nine adolescents (15–18 years) completed a semi-structured interview exploring experiences of panic attacks. Data was analysed using Interpretative Phenomenological Analysis. Six superordinate themes reflected the intense nature of having a panic attack, being unable to think and fearing losing control of one’s mind, a disconnect in feeling the panic attack would never end versus knowing from experience that it would, feeling completely out of control during the attack, feeling embarrassment and shame, feeling cut-off and isolated from others, and trying to find ways to cope through distraction, avoidance and learning to understand the thoughts. Mental images enhanced the intensity of panic. Several aspects of the findings were consistent with the cognitive model of panic disorder in adults. The impact of panic on normative adolescent developmental tasks is discussed. Interventions should be adapted for adolescents’ developmental stage and consider any mental images.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"26 1","pages":"240 - 253"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78246402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13632752.2021.1963119
Chynna Owen, K. Woods, Andy Stewart
ABSTRACT This systematic review synthesises the existing research evidence regarding the experiences of young people reintegrated to a mainstream secondary school (MSS) through alternative provision (AP), following permanent exclusion. Eight studies, including one international study, were critically appraised and synthesised following PRISMA guidelines. Three global themes were identified: outcomes of reintegration; factors that support reintegration (facilitators); factors that limit reintegration success (barriers). Findings were configured into a chronological reintegration journey model that outlines the facilitating and limiting factors at three specific stages of the reintegration process: AP support; reintegration planning; reintegration and MSS support. Bringing together multiple stakeholder perspectives from a variety of data sources, this model can serve as a framework for practitioners involved within the reintegration process. This review evidences variability in the methodological quality of the reintegration research evidence and outlines recommendations for future research.
{"title":"A systematic literature review exploring the facilitators and barriers of reintegration to secondary mainstream schools through ‘alternative provision’","authors":"Chynna Owen, K. Woods, Andy Stewart","doi":"10.1080/13632752.2021.1963119","DOIUrl":"https://doi.org/10.1080/13632752.2021.1963119","url":null,"abstract":"ABSTRACT This systematic review synthesises the existing research evidence regarding the experiences of young people reintegrated to a mainstream secondary school (MSS) through alternative provision (AP), following permanent exclusion. Eight studies, including one international study, were critically appraised and synthesised following PRISMA guidelines. Three global themes were identified: outcomes of reintegration; factors that support reintegration (facilitators); factors that limit reintegration success (barriers). Findings were configured into a chronological reintegration journey model that outlines the facilitating and limiting factors at three specific stages of the reintegration process: AP support; reintegration planning; reintegration and MSS support. Bringing together multiple stakeholder perspectives from a variety of data sources, this model can serve as a framework for practitioners involved within the reintegration process. This review evidences variability in the methodological quality of the reintegration research evidence and outlines recommendations for future research.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"14 1","pages":"322 - 338"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89116700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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