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Aim: The aim of this study was to evaluate the differences between teachers' knowledge about early psychosis among three different Italian cities and a UK sample. Methods: The sample consisted of 556 secondary school teachers from three different cities in Italy (Milan, Rome and Lamezia Terme) and London (UK). The research was based on the Knowledge and Experience of Social Emotional Difficulties Among Young People Questionnaire. The Italian version of the questionnaire was used in Italy. Results: Overall, 67.6% of English teachers, 58.5% of Milan's teachers, 41.8% of Rome’s teachers and 33.3% of Lamezia Terme’s teachers were able to recognise psychotic symptoms from a case vignette. Logistic regression analysis showed that 'city' was the only independent variable significantly related to the correct/wrong answer about diagnosis. Conclusions: We found statistically significant differences between the three Italian samples and the UK sample regarding teachers' knowledge about first signs of psychosis. English teachers showed a better knowledge than Italian teachers in general. Teachers from Milan, where a specific early detection program was established in 2000, seemed to be more familiar with early signs of psychosis than teachers in the other two Italian towns.

Involving service users in mental health education and training has increased considerably over the last few years, especially in the initial pre-registration training of mental health professionals (social workers, nurses, psychologists). There is a growing understanding of the important contribution that service users can make to developing the mental health practitioners of the future. Involving service users in the education of future mental health practitioners is seen as important in providing students with the opportunity for developing greater awareness and understanding through the unique insights of people’s lived experience of mental health conditions, and of their contact with mental health services.\ud This paper describes the involvement of service user trainers in the development and delivery of a short training course in physical restraint for mental health professionals. It considers the impact of including service users who themselves have experience being restrained in acute mental health settings, from the perspective of course participants, tutors and the service user trainers themselves.

The development of anti-psychotic medications and deinstitutionalization has shifted the primary focus of mental health treatment from hospital to the community. As a consequence, carers have become an integral part of the care system (Thornicroft and Tansella, 2005). Historically, interventions for families with people with psychosis have tended to focus on service user outcomes that attempt to reduce or prevent relapse (Askey et al., 2007). As a consequence, carers often feel ignored or marginalized by services (Shepherd et al., 1995; Beck and Minghella, 1998; Henwood, 1998). This problem has recently been recognized, and it has been highlighted that there is a need for more involvement with carers of clients with mental illness (DoH, 1999). However, there continues to be a lack of knowledge about carers' needs and how professionals specifically meet carers' needs (Chambers et al., 2001). This article presents the results of a study aimed at exploring the views and experiences of carers, service users and professionals with regard to what carers of people with psychosis need from mental health services. It will initially review the literature on carer burden and needs, as well as interventions such as family intervention and carers' assessments/care plans which have been developed to address carer needs.

Aims: To establish how much knowledge and experience secondary school-teachers have about psychosis, sources of help available and how to access help. Methods: A questionnaire survey of 130 secondary school teachers from three secondary schools and one pupil referral unit within the catchment area of the Camden and Islington Early Intervention Service in London. Teachers completed a questionnaire about diagnosis, age of onset, aetiology, prognosis and treatment. They were also asked about their experiences of pupils with possible psychosis and for their views on the teacher's role regarding referral of pupils. Results: The majority of teachers were able to recognize psychotic symptoms from a case vignette and many were able to correctly identify possible causal factors, prognosis and factors that might help or hinder recovery. Almost a third of teachers had experienced a pupil with possible symptoms of psychosis. However, teachers were much less certain about their own role towards pupils presenting with psychosis and there was much confusion about who had responsibility to help, and how and where to refer such pupils. Conclusions: The results reinforce the view that teachers are in a strong position in relation to early detection and referral for young people with psychosis. The findings suggest a considerable staff development agenda, especially regarding how to access help and services. Teachers in this study seemed keen for further training in this area.

Background Previous findings suggested that associations between childhood hyper-activity and later criminality were mediated mainly by conduct disorders. Method Information recorded in case notes was used to predict officially recorded criminal convictions in later life among 148 individuals who were seen as child psychiatric patients between 1948 and 1982. Multiple Poisson and logistic regressions were used to examine the independent contributions made by symptom/behaviour counts, diagnosed conduct disorder, and social and family factors to the prediction of recorded criminality during two later periods (ages 17–21 and 22+), taking into account previous recorded criminality in each case. Results Previous convictions were highly predictive of every offending outcome examined except convictions for violent offences. Among males, symptoms of hyper-activity were independently predictive of convictions at age 17–21, multiple offending (five or more separate convictions), and having received a custodial sentence. A childhood diagnosis of conduct disorder made little additional contribution to the prediction of later offending over and above the effects of previous convictions. Conclusion Symptoms of hyperactivity increased the risk of later convictions among boys with behavioural or emotional disturbances in ways that were not mediated by previous convictions or other measures of childhood conduct problems. Copyright © 2000 Whurr Publishers Ltd.

BackgroundAntisocial behaviour in adult life has its roots in childhood.AimsTo explore the independent and joint effects of childhood characteristics on the persistence of antisocial behaviour into adult life.MethodA clinical sample of twins who were systematically ascertained in childhood was followed up 10–25 years later. A total of 225 twins were interviewed regarding childhood and adult psychiatric disorder, psychosocial functioning, and psychosocial and cognitive risk factors.ResultsIn univariate analyses, childhood hyperactivity and conduct disorder showed equally strong prediction of antisocial personality disorder (ASPD) and criminality in early and mid-adult life. Lower IQ and reading problems were most prominent in their relationships with childhood and adolescent antisocial behaviour. In multivariate modelling childhood conduct disorder and hyperactivity predicted adult ASPD even when intervening risk factors were accounted for. The number of hyperactive and conduct symptoms also predicted adult outcome.ConclusionsChildhood disruptive behaviour has powerful long-term effects on adult antisocial outcomes, which continue into middle adulthood. The importance of number of symptoms, the presence of disruptive disorder, and intermediate experiences highlight three areas where interventions might be targeted.