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Depression is common in adolescence, and subthreshold symptoms even more so. Untreated, it is disabling. Yet, upscaling traditional clinic-based provision would be prohibitively expensive. We aimed to investigate frontline, non-specialist professionals' use of and attitudes towards technology to increase the availability of early help. Method: Cross-sectional survey of a convenience sample of professionals in the UK (N = 115, including low intensity practitioners, GPs, education staff, school nurses). The survey included rating scales and free text boxes. Quantitative data were analysed descriptively, and we used reflexive thematic analysis for the qualitative data. Results: Frontline professionals rate their technological competence as good and have favourable attitudes towards using technology to support adolescents with depression symptoms. They rated online resources as most useful with mild-moderate symptoms, compared to severe symptoms (t (110) = 14.54, p <.001, Cohen's d = 1.49). Technology was viewed as important to bridge the needs-access gap and professionals were interested in learning about online SSIs due to usefulness (r =.32, p <.001). Conclusion: Technology, such as SSIs, are of interest to mental health professionals and may be useful for supporting adolescents with depression. Future research should explore the use of SSIs for treating adolescent depression. [ABSTRACT FROM AUTHOR]

Cultural context has a significant influence on family support and parenting for children living with disabilities and has been powerful in shaping treatment and service provision. For parents, a pervasive concern lies with planning for future care provision for their child, and here culture plays a role. This qualitative research explores how cultural context shapes the future care provision plans for Korean parents by examining similarities and differences of future care provision-planning between Korean migrant families in New Zealand and those living in Korea. Specifically, the article examines the influence of familism on planning for future care among Koreans. [ABSTRACT FROM AUTHOR]

Background. Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains an issue. Researchers have therefore suggested to reconsider the place of individual specialized intervention within a broader systemic response to intervention (RTI) framework. The aim of this study is to explore the opinions of professionals and managers working with children aged 0–5 with language difficulties on strategies to better support their school readiness. Specifically, it explores the facilitators and barriers to school readiness in children with DLD as well as strategies to better prepare them for school. Finally, it examines how an RTI model can provide a framework for services to preschool children with DLD. Methods. Two focus groups were conducted with 15 professionals and managers in the health care and school systems in the province of Quebec (Canada). The interviews were analyzed using an analytical questioning strategy. Results. Five key elements in service delivery were deemed essential in supporting school readiness of children with language difficulties: (1) maximizing community initiatives, (2) training and supporting partners, (3) supporting change in practice, (4) offering flexible services adapted to children's needs, and (5) implementing mechanisms to ensure service continuity and information transfer between agencies. These key elements are conceptualized within the RTI model. Conclusion. The five key elements identified in this study should be part of an intervention model in order to optimize service organization and better support school readiness for children with DLD. [ABSTRACT FROM AUTHOR]

Children and adolescents in the UK spend increasingly more time in the digital world, raising societal fears about digital risks in this age group. Professionals are not always aware of the ever-developing research or guidance available around digital safety. This gap underscores the need to understand current experiences and determinants of digital risk assessment, including clinicians' views on barriers and facilitators. A mixed-method design was used. Fifty-three clinicians working in child and adolescent mental health services (CAMHS) in South England took part in a survey; of these 12 took part in semi-structured interviews. A psychological model of behavioural change (COM-B: capabilities, opportunities, motivation and behaviour) guided the analyses. Survey data revealed that clinicians showed awareness and concerns for several digital risk issues but there appeared to be gaps in their knowledge and practice. Interview data revealed different factors influencing staff enquiry about digital risks in CAMHS. These included aspects of capabilities (knowledge and skills), opportunities (resources, organisational context and empowerment of youth), and motivations (habit change, emotional experiences, and professional identity/role). Targeting both staff-level and organisation-level barriers to digital risk assessments in CAMHS is crucial. This study informs service improvement to ensure that children and young people safely navigate the digital world. [ABSTRACT FROM AUTHOR]