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dc.contributor.authorWilliamson, Victoria
dc.contributor.authorLarkin, Michael
dc.contributor.authorReardon, Tessa
dc.contributor.authorPearcey, Samantha
dc.contributor.authorButton, Roberta
dc.contributor.authorGreen, Iheoma
dc.contributor.authorHill, Claire
dc.contributor.authorStallard, Paul
dc.contributor.authorSpence, Susan H
dc.contributor.authorBreen, Maria
dc.contributor.authorMcdonald, Ian
dc.contributor.authorUkoumunne, Obioha
dc.contributor.authorFord, Tamsin
dc.contributor.authorViolato, Mara
dc.contributor.authorSniehotta, Falko
dc.contributor.authorStainer, Jason
dc.contributor.authorGray, Alastair
dc.contributor.authorBrown, Paul
dc.contributor.authorSancho, Michelle
dc.contributor.authorMorgan, Fran
dc.contributor.authorJasper, Bec
dc.contributor.authorCreswell, Cathy
dc.date.accessioned2022-06-29T19:44:44Z
dc.date.available2022-06-29T19:44:44Z
dc.date.issued2022-06-21
dc.date.submitted2021-10-08
dc.identifier.issn2044-6055
dc.identifier.otherbmjopen-2021-058089
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/338487
dc.description.abstractOBJECTIVES: 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.
dc.languageen
dc.publisherBMJ
dc.subjectMental health
dc.subject1506
dc.subject1712
dc.subjecteducation & training (see Medical Education & Training)
dc.subjectmental health
dc.subjectpaediatrics
dc.titleSchool-based screening for childhood anxiety problems and intervention delivery: a codesign approach.
dc.typeArticle
dc.date.updated2022-06-29T19:44:44Z
prism.issueIdentifier6
prism.publicationNameBMJ Open
prism.volume12
dc.identifier.doi10.17863/CAM.85900
dcterms.dateAccepted2022-05-10
rioxxterms.versionofrecord10.1136/bmjopen-2021-058089
rioxxterms.versionVoR
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by/4.0/
rioxxterms.licenseref.startdate2022-06-20
dc.contributor.orcidWilliamson, Victoria [0000-0002-3110-9856]
dc.contributor.orcidUkoumunne, Obioha [0000-0002-0551-9157]
dc.contributor.orcidGray, Alastair [0000-0003-0239-7278]
dc.identifier.eissn2044-6055
pubs.funder-project-idApplied Research Collaboration (ARC) (No number)
pubs.funder-project-idRoyal Devon and Exeter NHS Foundation Trust (No number)
pubs.funder-project-idOxford Biomedical Research (No number)
pubs.funder-project-idNational Institute for Health Research (NIHR) (No number)
pubs.funder-project-idOxford Health NHS Foundation Trust (No number)
cam.issuedOnline2022-06-21
rioxxterms.freetoread.startdate2022-06-20
rioxxterms.freetoread.startdate2022-06-20


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