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15 results on '"Green, Iheoma"'

1. Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for single-arm feasibility trial

Author

Reardon, Tessa, Ball, Susan, Breen, Maria, Brown, Paul, Day, Emily, Ford, Tamsin, Gray, Alastair, Green, Iheoma, Hill, Claire, Jasper, Bec, King, Thomas, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Ukoumunne, Obioha C., Violato, Mara, Williams, Chloe, Williamson, Victoria, and Creswell, Cathy

Published
2022
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2. Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice

Author

Reardon, Tessa, Ukoumunne, Obioha C., Violato, Mara, Ball, Susan, Brown, Paul, Ford, Tamsin, Gray, Alastair, Hill, Claire, Jasper, Bec, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Taylor, Lucy, Williamson, Victoria, Day, Emily, Fisk, Jennifer, Green, Iheoma, Halliday, Gemma, Hennigan, Ciara, Pearcey, Samantha, Robertson, Olly, and Creswell, Cathy

Published
2022
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3. Increasing access to evidence-based treatment for child anxiety problems:online parent-led CBT for children identified via schools

Author

Green, Iheoma, Reardon, Tessa, Button, Roberta, Williamson, Victoria, Halliday, Gemma, Hill, Claire, Larkin, Michael, Sniehotta, Falko F., Ukoumunne, Obioha C., Ford, Tamsin, Spence, Susan H., Stallard, Paul, Creswell, Cathy, Green, Iheoma, Reardon, Tessa, Button, Roberta, Williamson, Victoria, Halliday, Gemma, Hill, Claire, Larkin, Michael, Sniehotta, Falko F., Ukoumunne, Obioha C., Ford, Tamsin, Spence, Susan H., Stallard, Paul, and Creswell, Cathy

Abstract

BACKGROUND: Anxiety problems are extremely common and have an early age of onset. We previously found, in a study in England, that fewer than 3% of children with an anxiety disorder identified in the community had accessed an evidence-based treatment (Cognitive Behavioural Therapy; CBT). Key ways to increase access to CBT for primary school-aged children with anxiety problems include (a) proactive identification through screening in schools, (b) supporting parents and (c) the provision of brief, accessible interventions (and capitalising on technology to do this). METHOD: We provided a brief, therapist guided treatment called Online Support and Intervention (OSI) to parents/carers of children identified, through school-based screening, as likely to have anxiety problems. Fifty out of 131 children from 17 Year 4 classes in schools in England screened positive for 'possible anxiety problems' and 42 (84%) of these (and 7 who did not) took up the offer of OSI. We applied quantitative and qualitative approaches to assess children's outcomes and families' experiences of this approach. RESULTS: Inbuilt outcome monitoring indicated session on session improvements throughout the course of treatment, with substantial changes across measures by the final module (e.g. Child Outcome Rating Scale d = 0.84; Goal Based Outcomes d = 1.52). Parent engagement and satisfaction was high as indicated by quantitative and qualitative assessments, and intervention usage. CONCLUSIONS: We provide promising preliminary evidence for the use of OSI as an early intervention for children identified as having anxiety problems through school-based screening.

Published
2023

4. Increasing access to evidence‐based treatment for child anxiety problems: online parent‐led CBT for children identified via schools

Author

Green, Iheoma, primary, Reardon, Tessa, additional, Button, Roberta, additional, Williamson, Victoria, additional, Halliday, Gemma, additional, Hill, Claire, additional, Larkin, Michael, additional, Sniehotta, Falko F., additional, Ukoumunne, Obioha C., additional, Ford, Tamsin, additional, Spence, Susan H., additional, Stallard, Paul, additional, and Creswell, Cathy, additional

Published
2022
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5. Identifying Child Anxiety Through Schools – identification to intervention (iCATS-i2i): protocol for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice

Author

Reardon, Tessa, primary, Ukoumunne, Obioha C, additional, Violato, Mara, additional, Ball, Susan, additional, Brown, Paul, additional, Ford, Tamsin, additional, Gray, Alastair, additional, Hill, Claire, additional, Jasper, Bec, additional, Larkin, Michael, additional, Macdonald, Ian, additional, Morgan, Fran, additional, Pollard, Jack, additional, Sancho, Michelle, additional, Sniehotta, Falko F, additional, Spence, Susan H., additional, Stallard, Paul, additional, Stainer, Jason, additional, Taylor, Lucy, additional, Williamson, Victoria, additional, Day, Emily, additional, Fisk, Jennifer, additional, Green, Iheoma, additional, Halliday, Gemma, additional, Hennigan, Ciara, additional, Pearcey, Samantha, additional, Robertson, Olly, additional, and Creswell, Cathy, additional

Published
2022
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6. School-based screening for childhood anxiety problems and intervention delivery: a codesign approach

Author

Williamson, Victoria, primary, Larkin, Michael, additional, Reardon, Tessa, additional, Pearcey, Samantha, additional, Button, Roberta, additional, Green, Iheoma, additional, Hill, Claire, additional, Stallard, Paul, additional, Spence, Susan H, additional, Breen, Maria, additional, Mcdonald, Ian, additional, Ukoumunne, Obioha, additional, Ford, Tamsin, additional, Violato, Mara, additional, Sniehotta, Falko, additional, Stainer, Jason, additional, Gray, Alastair, additional, Brown, Paul, additional, Sancho, Michelle, additional, Morgan, Fran, additional, Jasper, Bec, additional, and Creswell, Cathy, additional

Published
2022
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7. School-based screening for childhood anxiety problems and intervention delivery: a codesign approach

Author

Williamson, Victoria, Larkin, Michael, Reardon, Tessa, Pearcey, Samantha, Button, Roberta, Green, Iheoma, Hill, Claire, Stallard, Paul, Spence, Susan H, Breen, Maria, Mcdonald, Ian, Ukoumunne, Obioha, Ford, Tamsin, Violato, Mara, Sniehotta, Falko, Stainer, Jason, Gray, Alastair, Brown, Paul, Sancho, Michelle, Morgan, Fran, Jasper, Bec, Creswell, Cathy, Williamson, Victoria, Larkin, Michael, Reardon, Tessa, Pearcey, Samantha, Button, Roberta, Green, Iheoma, Hill, Claire, Stallard, Paul, Spence, Susan H, Breen, Maria, Mcdonald, Ian, Ukoumunne, Obioha, Ford, Tamsin, Violato, Mara, Sniehotta, Falko, Stainer, Jason, Gray, Alastair, Brown, Paul, Sancho, Michelle, Morgan, Fran, Jasper, Bec, and Creswell, Cathy

Abstract

Objectives: A very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-based programme that integrates screening to identify those children who are most likely to be experiencing anxiety problems with the offer of intervention has the potential to overcome many of these barriers. This article is a process-based account of how we used codesign to develop a primary school-based screening and intervention programme for child anxiety problems. Design: Codesign. Setting: UK primary schools. Participants: Data were collected from year 4 children (aged 8–9 years), parents, school staff and mental health practitioners. Results: We report how the developed programme was experienced and perceived by a range of users, including parents, children, school staff and mental health practitioners, as well as how the programme was adapted following user feedback. Conclusions: We reflect on the mitigation techniques we employed, the lessons learnt from the codesign process and give recommendations that may inform the development and implementation of future school-based screening and intervention programmes.

Published
2022

8. Additional file 1 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice

Author

Reardon, Tessa, Ukoumunne, Obioha C., Violato, Mara, Ball, Susan, Brown, Paul, Ford, Tamsin, Gray, Alastair, Hill, Claire, Jasper, Bec, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Taylor, Lucy, Williamson, Victoria, Day, Emily, Fisk, Jennifer, Green, Iheoma, Halliday, Gemma, Hennigan, Ciara, Pearcey, Samantha, Robertson, Olly, and Creswell, Cathy

Abstract

Additional file 1: Supplement 1. SPIRIT Checklist.

Published
2022
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9. Additional file 2 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice

Author

Reardon, Tessa, Ukoumunne, Obioha C., Violato, Mara, Ball, Susan, Brown, Paul, Ford, Tamsin, Gray, Alastair, Hill, Claire, Jasper, Bec, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Taylor, Lucy, Williamson, Victoria, Day, Emily, Fisk, Jennifer, Green, Iheoma, Halliday, Gemma, Hennigan, Ciara, Pearcey, Samantha, Robertson, Olly, and Creswell, Cathy

Abstract

Additional file 2: Supplement 2. Schedule of enrolment, intervention, and assessment.

Published
2022
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10. Additional file 3 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for a cluster randomised controlled trial to compare screening, feedback and intervention for child anxiety problems to usual school practice

Author

Reardon, Tessa, Ukoumunne, Obioha C., Violato, Mara, Ball, Susan, Brown, Paul, Ford, Tamsin, Gray, Alastair, Hill, Claire, Jasper, Bec, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Taylor, Lucy, Williamson, Victoria, Day, Emily, Fisk, Jennifer, Green, Iheoma, Halliday, Gemma, Hennigan, Ciara, Pearcey, Samantha, Robertson, Olly, and Creswell, Cathy

Abstract

Additional file 3: Supplement 3. Progression criteria assessed by the Programme Steering Committee prior to progressing to Phase 2.

Published
2022
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11. Additional file 1 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for single-arm feasibility trial

Author

Reardon, Tessa, Ball, Susan, Breen, Maria, Brown, Paul, Day, Emily, Ford, Tamsin, Gray, Alastair, Green, Iheoma, Hill, Claire, Jasper, Bec, King, Thomas, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Ukoumunne, Obioha C., Violato, Mara, Williams, Chloe, Williamson, Victoria, and Creswell, Cathy

Abstract

Additional file 1. SPIRIT 2013 Checklist: Recommended items to address in a clinical trial protocol and related documents*.

Published
2022
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12. Additional file 2 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for single-arm feasibility trial

Author

Reardon, Tessa, Ball, Susan, Breen, Maria, Brown, Paul, Day, Emily, Ford, Tamsin, Gray, Alastair, Green, Iheoma, Hill, Claire, Jasper, Bec, King, Thomas, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Ukoumunne, Obioha C., Violato, Mara, Williams, Chloe, Williamson, Victoria, and Creswell, Cathy

Abstract

Additional file 2. Schedule of enrolment, intervention and assessment.

Published
2022
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13. Additional file 3 of Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for single-arm feasibility trial

Author

Reardon, Tessa, Ball, Susan, Breen, Maria, Brown, Paul, Day, Emily, Ford, Tamsin, Gray, Alastair, Green, Iheoma, Hill, Claire, Jasper, Bec, King, Thomas, Larkin, Michael, Macdonald, Ian, Morgan, Fran, Pollard, Jack, Sancho, Michelle, Sniehotta, Falko F., Spence, Susan H., Stallard, Paul, Stainer, Jason, Ukoumunne, Obioha C., Violato, Mara, Williams, Chloe, Williamson, Victoria, and Creswell, Cathy

Abstract

Additional file 3. Indicative interview topic guides.

Published
2022
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14. Increasing access to evidence‐based treatment for child anxiety problems: online parent‐led CBT for children identified via schools.

Author

Green, Iheoma, Reardon, Tessa, Button, Roberta, Williamson, Victoria, Halliday, Gemma, Hill, Claire, Larkin, Michael, Sniehotta, Falko F., Ukoumunne, Obioha C., Ford, Tamsin, Spence, Susan H., Stallard, Paul, and Creswell, Cathy

Subjects
*ANXIETY diagnosis, *ANXIETY treatment, *HEALTH services accessibility, *SCHOOL health services, *SOCIAL support, *CAREGIVERS, *INTERNET, *RESEARCH methodology, *EVIDENCE-based medicine, *MEDICAL screening, *SATISFACTION, *FAMILY attitudes, *TREATMENT effectiveness, *PARENTING, *DESCRIPTIVE statistics, *RESEARCH funding, *PARENT-child relationships, *TECHNOLOGY, *TELEMEDICINE, *COGNITIVE therapy, *CHILDREN
Abstract

Background: Anxiety problems are extremely common and have an early age of onset. We previously found, in a study in England, that fewer than 3% of children with an anxiety disorder identified in the community had accessed an evidence‐based treatment (Cognitive Behavioural Therapy; CBT). Key ways to increase access to CBT for primary school‐aged children with anxiety problems include (a) proactive identification through screening in schools, (b) supporting parents and (c) the provision of brief, accessible interventions (and capitalising on technology to do this). Method: We provided a brief, therapist guided treatment called Online Support and Intervention (OSI) to parents/carers of children identified, through school‐based screening, as likely to have anxiety problems. Fifty out of 131 children from 17 Year 4 classes in schools in England screened positive for 'possible anxiety problems' and 42 (84%) of these (and 7 who did not) took up the offer of OSI. We applied quantitative and qualitative approaches to assess children's outcomes and families' experiences of this approach. Results: Inbuilt outcome monitoring indicated session on session improvements throughout the course of treatment, with substantial changes across measures by the final module (e.g. Child Outcome Rating Scale d = 0.84; Goal Based Outcomes d = 1.52). Parent engagement and satisfaction was high as indicated by quantitative and qualitative assessments, and intervention usage. Conclusions: We provide promising preliminary evidence for the use of OSI as an early intervention for children identified as having anxiety problems through school‐based screening. [ABSTRACT FROM AUTHOR]

Published
2023
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15. Identifying Child Anxiety Through Schools-Identification to Intervention (iCATS-i2i): Protocol for Single-Arm Feasibility Trial

Author

Reardon, Tessa, primary, Ball, Susan, additional, Breen, Maria, additional, Brown, Paul, additional, Day, Emily, additional, Ford, Tamsin, additional, Gray, Alastair, additional, Green, Iheoma, additional, Hill, Claire, additional, Jasper, Bec, additional, King, Thomas, additional, Larkin, Michael, additional, Macdonald, Ian, additional, Morgan, Fran, additional, Pollard, Jack, additional, Sancho, Michelle, additional, Sniehotta, Falko F, additional, Spence, Susan H, additional, Stallard, Paul, additional, Stainer, Jason, additional, Ukoumunne, Obioha C, additional, Violato, Mara, additional, Williams, Chloe, additional, Williamson, Victoria, additional, and Creswell, Cathy, additional

Published
2021
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