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Disrupted transitions? Young adults and the COVID-19 pandemic
- Authors:
- SMYTH Emer, NOLAN Anne
- Publisher:
- Economic and Social Research Council
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- Dublin
This study seeks to fill a gap in knowledge about the extent of disruption caused by the pandemic to young adults at a crucial time of transition in their lives and the consequences of this disruption for their mental health. It draws on an online survey, which was completed by 2,277 young adults, 33 per cent of the total sample, most of whom were 22 years of age at the time. The report focuses on disruption to employment, education and social activities, and associations with mental health and wellbeing. Chapter 2 provides a more detailed overview of the relevant national and international literature on these issues. Chapter 3 presents the results for disruptions to employment, education and social activities while Chapter 4 presents the results for mental health and wellbeing. We conclude in Chapter 5 with a summary and discussion of the findings, along with a set of implications for policy. While rates of serious illness and mortality due to COVID-19 among young people have been low, the impact on their daily lives has been substantial. The analysis in this report documents the disruptions to employment, education and daily activities of this group, and assesses the implications for their mental health and wellbeing. The scale of the disruption, and impact on mental health and wellbeing, was extensive. In terms of mental health, the data show large and significant increases in depressive symptoms between the ages of 20 and 22, with over 55 per cent of females, and 41 per cent of males, exceeding the threshold for clinically significant depression at age 22. (Edited publisher abstract)
Report 06: changes in children and young people’s mental health symptoms from March to October 2020
- Authors:
- SKRIPKAUSKAITE Simona, et al
- Publisher:
- University of Oxford
- Publication year:
- 2020
- Pagination:
- 23
- Place of publication:
- Oxford
This report focuses on parent and carer reports of their children’s mental health symptoms at monthly intervals from March to October 2020. It provides an overview of monthly data from 7,192 parents/carers. These participants completed a survey at least once since the start of the UK lockdown (between 30/03/2020 and 31/10/2020), as part of the Co-SPACE study. The study is tracking the mental health of school-aged children and young people aged 4-16 years throughout the COVID-19 crisis. An online survey is sent out and completed on a monthly basis by parents/carers and young people (if aged 11-16 years) throughout the pandemic. Based on average scores of parent/carer reports within the Co- SPACE sample, the analysis shows that: behavioural and restless/attentional difficulties increased through the lockdown from March to June – this was especially the case in primary school aged children (4-10 years old); in secondary school aged children (11-17 year old), emotional difficulties slightly decreased at the beginning of the lockdown (March to April); behavioural, emotional, and restless/ attentional difficulties appear to have decreased after the lockdown eased, from July, throughout the summer holidays, and through the opening of schools in September (especially in primary school aged children); secondary school aged girls were reported to have higher levels of emotional difficulties than boys overall, with an increase at the end of the summer (July to August) before the reopening of schools; restless/attentional difficulties in secondary school aged children (11-17 year old) decreased from August to September; children with SEN/ND and those from lower income household (< £16,000 p.a.) had elevated and relatively stable levels of behavioural, emotional, and restless/ attentional difficulties throughout the whole period (March to October). (Edited publisher abstract)
Double jeopardy
- Author:
- BIRD Lisa
- Journal article citation:
- Mental Health and Learning Disabilities Care, 4(8), April 2001, pp.252-253.
- Publisher:
- Pavilion
Reports on the results of a new survey which reveals that poverty and mental health problems go hand in hand.
Learning disability nursing staff: a response to psychiatric teaching
- Authors:
- HAUT Fabian, HULL Alastair
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.154-156.
- Publisher:
- Wiley
Learning disability nursing staff have an important role in the assessment and management of dual diagnosis patients. The present study assesses the level of psychiatric knowledge and interest of nursing staff in core psychiatric topics. Nursing staff were invited to attend a series of tutorials, and their knowledge of psychiatric topics was tested via a set of multiple-choice questions before and after the tutorials. The reasons for the low attendance rate and knowledge are discussed. Ensuring attendance is vital because the tutorials were found to be effective in improving knowledge.
The end of lockdown? The last six months in the lives of families raising disabled children: UK findings
- Author:
- FAMILY FUND
- Publisher:
- Family Fund
- Publication year:
- 2020
- Pagination:
- 26
- Place of publication:
- York
Findings of a study to understand how the coronavirus outbreak is affecting families raising disabled or seriously ill children in the UK and the need and concerns they have as a result of the pandemic. This document draws on three waves of online surveys, as well as in-depth interviews with a sample of families. In total more than 7,000 families raising 9,000 disabled or seriously ill children have participated in the research. The study demonstrates that the increased pressures and ongoing lack of support appear to be having a lasting negative impact on the financial and mental wellbeing of families raising disabled or seriously ill children. More specifically, the findings reveal that: half of families have lost income as a result of the coronavirus outbreak, and more than three quarters are experiencing increased household costs; two in five families have seen their savings reduce, leaving seven in 10 families with no money to fall back on and increasing levels of debt; more than three in five families have seen the levels of formal and informal support decrease since the coronavirus outbreak, with many still going without vital forms of support; the mental health and wellbeing of the majority of disabled or seriously ill children, as well as their siblings and parent carers, has been negatively impacted, and showing little signs of recovery. The report concludes by arguing that addressing these health and wellbeing needs, as well as their growing financial and support needs are the most pressing priorities put forward by families. (Edited publisher abstract)
MCR pathways lockdown survey: how to build back better: listening to the voices of our young people
- Author:
- MCR PATHWAYS
- Publisher:
- MCR Pathways
- Publication year:
- 2020
- Pagination:
- 35
- Place of publication:
- Glasgow
Findings of a survey of 1,347 care-experienced and disadvantaged young people (aged 13 -18) from across Scotland, gaining insight into their experience of the COVID-19 lockdown, specifically in relation to mental wellbeing, home learning, and impact on career plans and future expectations. Key findings on the impacts of the lockdown include: impact on mental wellbeing – two thirds (66.8%) of young people are feeling low, more anxious and stressed since lockdown and 88.8% said their sleeping patterns have changed and over a quarter (26.5%) said they were experiencing significantly disrupted sleep; impact on education and return to school – since lockdown, 68.2% did not use any learning materials provided by the school while, significantly, over a quarter had caring duties that impacted on their capacity for home learning; impact on the future – 64.8% of young people say that COVID-19 has not changed their future plans for what they want to do when they leave school and 38.5% of leavers are feeling confident about their next steps. The report makes a number of recommendations, including ensuring education is provided on a full-time basis, schools offer a recovery curriculum, and disadvantaged young people are systematically and comprehensively consulted as a matter of course throughout the formation of all recovery and rebuild plans. (Edited publisher abstract)
Health survey for England 2014: chapter 3 attitudes towards mental illness
- Authors:
- ILIC Nevena, et al
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2015
- Pagination:
- 15
- Place of publication:
- Leeds
This chapter presents findings from the Health Survey for England 2014, exploring attitudes among adults aged 16 and over towards mental illness. The survey used the Community Attitudes toward the Mentally Ill (CAMI) scale, which measures attitudes to prejudice and exclusion and to tolerance and support for community care. Attitudes are analysed in relation to a range of socio-economic characteristics, and by people’s knowledge and experience of mental illness. Overall, views were more positive in relation to prejudice and exclusion than to tolerance and support for community care, with mean scores of 76 and 71 respectively among all adults. Women consistently had significantly less prejudiced and more tolerant views than men while people living in the lowest income households or the most deprived areas were least likely to hold positive views in relation to prejudice and exclusion and to tolerance and support for community care. In addition, attitudes varied according to the highest level of educational qualification achieved - the least prejudiced and most tolerant attitudes were held by those with at least degree level education. Participant who knew someone with a mental illness or who had ever been diagnosed with some form of mental illness had more positive attitudes towards both factors. (Edited publisher abstract)
Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004
- Authors:
- NEWLOVE-DELGADO Tamsin, et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 10(3), 2015, pp.159-169.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe mental health-related contact with educational professionals amongst children in the British Child and Adolescent Mental Health Survey (BCAMHS) 2004. Design/methodology/approach: BCAMHS 2004 was a community-based survey of 5,325 children aged 5-16, with follow-up in 2007. This paper reports the percentage of children with a psychiatric disorder that had mental health-related contact with education professionals (categorised as teachers or specialist education services) and the percentage with specific types of psychiatric disorders amongst those contacting services. Findings: Two-thirds (66.1 per cent, 95 per cent CI: 62.4-69.8 per cent) of children with a psychiatric disorder had contact with a teacher regarding their mental health and 31.1 per cent (95 per cent CI: 27.5-34.7 per cent) had contact with special education either in 2004 or 2007, or both. Over half of children reporting special education contact (55.1 per cent, 95 per cent CI: 50.0-60.2 per cent) and almost a third reporting teacher contact in relation to mental health (32.1 per cent, 95 per cent CI: 29.7-34.6 per cent) met criteria for a psychiatric disorder. Practical implications: Many children in contact with education professionals regarding mental health experienced clinical levels of difficulty. Training is needed to ensure that contact leads to prompt intervention and referral if necessary. Originality/value: This is the first paper to report on mental health-related service contact with education professionals in the 2004 BCAMHS survey along with its 2007 follow-up. It identifies high levels of teacher contact which represent challenges in supporting staff with training, resources and access to mental health services. (Publisher abstract)
Mental health issues in the schools: are educators prepared?
- Authors:
- ANDREWS Amy, McCABE Mike, WIDEMAN-JOHNSTON Taunya
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 9(4), 2014, pp.261-272.
- Publisher:
- Emerald
Purpose: Mental health issues are exceedingly prevalent in society. Approximately one in five people will experience a mental illness within their lifetime and serious mental illnesses are most likely to emerge between the ages of 16 and 24. This research endeavored to gain a better understanding of teachers’ knowledge and perceived roles in dealing with students with mental health issues. The purpose of this paper is to explore teacher education programmess and other resources accessible to teachers as well as barriers to their continued learning about issues related to mental health. Design/methodology/approach: In total, 75 secondary school teachers completed an online survey consisting of 42 Likert-style questions constructed with the main objective of the study in mind. The questions were organised under five different subheadings in the survey in order to provide some direction regarding the research questions. Measures of central tendency were utilised to determine frequencies of responses. The researchers created summary tables of the data for analysis purposes. Findings: Teachers indicate that it is within their role to deal with mental health issues, but many do not have the knowledge to do so. Teacher education programmes are not providing enough preparation for teachers and, although available, many teachers do not have knowledge of resources produced by interest groups. Research limitations/implications: Teacher education programmes, both pre-service and in-sevice, must respond to the needs of teachers. In doing so, the authors can then address the needs of students and assist them in the challenges that mental illnesses present. Practical implications: While an educator's role does not officially include being a mental health practitioner, it is their role to educate all students. This inevitably requires an understanding of the connection between mental health issues and how they affect a student's ability to learn and to live a healthy life. Social implications: Resiliency theory suggests “the most important and consistent protective factor is that of adults caring for children during or after major stressors” (Masten et al., 1991, p. 431). Who better placed to assist them than teachers? Originality/value: This research adds to the ever-increasingly difficulty tasks that teachers are charged with implementing. It identifies a clear need for increased attention to preparing teachers. (Edited publisher abstract)
The educational needs of occupational therapists who work with adult survivors of childhood sexual abuse
- Author:
- FOULDER-HUGHES Lynda
- Journal article citation:
- British Journal of Occupational Therapy, 61(2), February 1998, pp.68-74.
- Publisher:
- Sage
This study aims to examine the education and training needs of occupational therapists who work with adult survivors of childhood sexual abuse (CSA). Two sample groups were used: occupational therapy pre-registration courses and occupational therapists working in mental health settings. Seventeen courses and 43 occupational therapists responded from around the UK. Discusses the research results and recommendations regarding prospective educational requirements and further research are made.