Douglas Badenoch appraises and summarises a recent systematic review of experimental studies, which looks at whether school staff training can improve responses to pupils who self-harm.
Follow #CAMHScampfire on Twitter at 5pm BST on Monday 26th April for an online journal club discussing this paper. Or sign up now to join the free webinar hosted by ACAMH.
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Emma Ashworth summarises a recent systematic review on the barriers that children and adolescents face in seeking help for their mental health problems.
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Rachel Symons summarises a practitioner review looking at the effectiveness of indicated school‐based interventions for adolescents, which finds a positive impact on both depression and anxiety, but little evidence of long-term benefit.
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Julia Badger summarises a review on the effectiveness of interventions adopting a whole-school approach to enhancing social and emotional development. She finds that the evidence supports this approach, but implementing it in schools is not always straightforward.
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Alison Tonkin writes her debut elf blog on the WAVES study: a cluster randomised controlled trial looking at the effectiveness of a childhood obesity prevention programme delivered through schools, targeting 6 and 7 year olds.
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Tamsin Ford considers a literature review of the scope, scale, and dose of the world’s largest school-based mental health programmes, which suggests that evidence-based programmes have reached millions of children worldwide, but mainly in high income countries.
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Lucinda Powell considers a recent systematic review of qualitative evidence on stigma related to targeted school-based mental health interventions. The review provides some interesting findings and useful strategies, given the recent UK government announcement that they are backing plans to make specialist mental health provision available in schools.
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Lucinda Powell summarises a systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting.
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Neil Humphrey is impressed by the STARS cluster randomised controlled trial published today in Psychological Medicine, which evaluates the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management programme in primary school children.
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Michael Wigelsworth summarises a review by Celene Domitrovich on social-emotional competence, which she describes as an essential factor in promoting positive adjustment and reducing risk in children.
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