- Email: [email protected]
Interface between child and adult mental health services. What can we do to improve the gap?
IACAPAP 2012 – 20th World congress / Neuropsychiatrie de l’enfance et de l’adolescence 60S (2012) S254–S309 even convicted, would deserve serving his sentence in a place where his future, his worries, his abandonment fears, his impulsive psychological mechanism and his lack of empathy are taken into consideration. Our research work consists in looking into several dimensions of psychological mechanism for those young people. With the help of self-questionnaires taken in the first month of their committal, we will compare the following dimensions: concern, anxiety, stress management, depression tendency, impulsiveness, empathy, self-esteem. The results should give us a psychological profile of these young at the time of their entry in the CEF. We will compare those adolescents with a non-convicted control group living a standard social life in junior and senior high schools. Finally, after 6 months of handling in the CEF, we’ll offer the young to pass the self-questionnaire again in the last month of their committal, in order to evaluate the evolution in the dimensions we’re interested in. http://dx.doi.org/10.1016/j.neurenf.2012.04.848
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and an anxiety disorder were randomly allocated to CBT, CBT + FLX or CBT and placebo (PLA). The primary outcome measure was proportion of school attendance over the last month. Mean attendance at baseline was 15%. After 12 sessions of treatment, mean attendance was 55% for CBT, 53% for CBT + FLX and 42% for CBT + PLA. These findings suggest that fluoxetine did not augment CBT in the treatment of school refusal in the short term. This presentation will present a range of outcomes from this trial and discuss their implications for the management of school refusal. http://dx.doi.org/10.1016/j.neurenf.2012.04.850 We-P-3205
Computer vs human. What is the impact of computerised CBT on therapeutic contact? T. Fleming a,∗ , S.N. Merry b , K. Stasiak b , M. Lucassen c Department of Psychological Medicine, Department of Paediatrics, University of Auckland, Auckland, New Zealand b Department of Psychological Medicine, University of Auckland, Auckland, New Zealand c Psychological Medicine, University of Auckland, Auckland, New Zealand ∗ Corresponding author.
a
We-P-3203
Interface between child and adult mental health services. What can we do to improve the gap? A. Moscoso Child And Adolescent Psychiatry, Hospital D.-Estefania, Lisbon, Portugal Background.– Transition from adolescent to adult mental health services can be defined as an adequate transition planning, good information transfer across teams, joint working between teams and continuity of care following transition. Transition comes to the mind of every clinician by the time one patient moves from the child/adolescent mental health service to the adult mental health service. Unfortunately, it’s often discussed but rarely studied or accessed. More concerns can be raised when the specific patient has a serious mental disease. More even, if that mental disease aroused during late adolescence, which is the common reality for major diseases in psychiatry. What is the main opinion of clinicians across Europe? Does transition work in European countries? Is it measured? What is the experience across Europe concerning different models of dealing with these group ages? Aim.– The aim of this study is to gather information of how transition from adolescent to adult mental health services is yielded across Europe. Results will be used for future studies, broadening the research, creating guidelines, and interventions in the field. Methodology.– A manual survey will be conducted during EPA conference 2012 by means of hard copies, provided by local coordinators. We have the aim of performing the same survey during IACAPAP to European clinicians. Preliminary results will be given during the presentation.
Background.– Computerised CBT (cCBT) appears promising for depression however providers have concerns, for example that cCBT might reduce therapeutic contact. Methods.– Semi structured interviews with 44 adolescents (32 with symptoms of depression; 27 males; 17 Maori; 14 Pacific islands; all aged 13–16 years) before and after participating in a trial of cCBT (SPARX) for depression in alternative education schools in New Zealand. Results.– Most participants considered that cCBT made users more likely to ask for help, and might make it easy to go to therapy. Some experienced the programme as caring. These and other early findings regarding adolescents’ experiences of computers for therapy will be presented. Conclusions.– Adolescents have insights about the experience of cCBT that have important service delivery implications.
http://dx.doi.org/10.1016/j.neurenf.2012.04.849
N.J. Fraser Counselling Education, Wellington Institute of Technology, Auckland, New Zealand
Treatment
Despite the evidence base supporting Cognitive behavioural therapy (CBT) for treatment of adolescent anxiety and depression, the application of the modality across the continuum of culturally diverse groups remains a real world challenge. This presentation confronts this dilemma for Cognitive behavioural therapy educators as they wrestle with the challenge of broadening the predominantly western paradigm of Cognitive behavioural therapy to develop culturally inclusive teaching practices. In multicultural New Zealand, this challenge is applicable to the needs of the indigenous Maori people alongside other immigrants from the Pacific, Asia and other parts of the world. Practical guidance is given about how CBT educators can teach students to effectively engage youth from ethnic minority groups in a meaningful, fun and inclusive way.
We-P-3204
The augmentation of cognitive behavioural therapy with fluoxetine for the treatment of adolescent school refusal: A randomised controlled trial B.J. Tonge a , G.A. Melvin b,∗ , A.L. Dudley c , K. Clarke c , M.S. Gordon d Department of Psychiatry, Monash University, Clayton, Australia b Centre for Developmental Psychiatry and Psychology, Monash University, Notting Hill, Australia c Centre for Developmental Psychiatry and Psychology, Monash University, Clayton, Australia d Early-in-life Mental Health Service, Southern Health, Clayton, Australia ∗ Corresponding author.
a
Prior studies have demonstrated the utility of cognitive behavioural therapy in the treatment of anxiety-based school refusal but not all recipients respond. In the present study it was hypothesised that a combination of cognitive behavioural therapy (CBT) and fluoxetine (FLX) would be superior to CBT alone in adolescents exhibiting school refusal. Sixty-two adolescents with school refusal
http://dx.doi.org/10.1016/j.neurenf.2012.04.851 We-P-3206
Adapting cognitive behavioural therapy for effective use with young people across varied cultural contexts: Reflections from New Zealand
http://dx.doi.org/10.1016/j.neurenf.2012.04.852 We-P-3207
Cognitive-behavioral group therapy for depressed and suicidal adolescents R. Labelle Psychologie, centre de recherche et d’interevntion sur le suicide et l’euthanasie, Montreal, Canada
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and an anxiety disorder were randomly allocated to CBT, CBT + FLX or CBT and placebo (PLA). The primary outcome measure was proportion of school attendance over the last month. Mean attendance at baseline was 15%. After 12 sessions of treatment, mean attendance was 55% for CBT, 53% for CBT + FLX and 42% for CBT + PLA. These findings suggest that fluoxetine did not augment CBT in the treatment of school refusal in the short term. This presentation will present a range of outcomes from this trial and discuss their implications for the management of school refusal. http://dx.doi.org/10.1016/j.neurenf.2012.04.850 We-P-3205
Computer vs human. What is the impact of computerised CBT on therapeutic contact? T. Fleming a,∗ , S.N. Merry b , K. Stasiak b , M. Lucassen c Department of Psychological Medicine, Department of Paediatrics, University of Auckland, Auckland, New Zealand b Department of Psychological Medicine, University of Auckland, Auckland, New Zealand c Psychological Medicine, University of Auckland, Auckland, New Zealand ∗ Corresponding author.
a
We-P-3203
Interface between child and adult mental health services. What can we do to improve the gap? A. Moscoso Child And Adolescent Psychiatry, Hospital D.-Estefania, Lisbon, Portugal Background.– Transition from adolescent to adult mental health services can be defined as an adequate transition planning, good information transfer across teams, joint working between teams and continuity of care following transition. Transition comes to the mind of every clinician by the time one patient moves from the child/adolescent mental health service to the adult mental health service. Unfortunately, it’s often discussed but rarely studied or accessed. More concerns can be raised when the specific patient has a serious mental disease. More even, if that mental disease aroused during late adolescence, which is the common reality for major diseases in psychiatry. What is the main opinion of clinicians across Europe? Does transition work in European countries? Is it measured? What is the experience across Europe concerning different models of dealing with these group ages? Aim.– The aim of this study is to gather information of how transition from adolescent to adult mental health services is yielded across Europe. Results will be used for future studies, broadening the research, creating guidelines, and interventions in the field. Methodology.– A manual survey will be conducted during EPA conference 2012 by means of hard copies, provided by local coordinators. We have the aim of performing the same survey during IACAPAP to European clinicians. Preliminary results will be given during the presentation.
Background.– Computerised CBT (cCBT) appears promising for depression however providers have concerns, for example that cCBT might reduce therapeutic contact. Methods.– Semi structured interviews with 44 adolescents (32 with symptoms of depression; 27 males; 17 Maori; 14 Pacific islands; all aged 13–16 years) before and after participating in a trial of cCBT (SPARX) for depression in alternative education schools in New Zealand. Results.– Most participants considered that cCBT made users more likely to ask for help, and might make it easy to go to therapy. Some experienced the programme as caring. These and other early findings regarding adolescents’ experiences of computers for therapy will be presented. Conclusions.– Adolescents have insights about the experience of cCBT that have important service delivery implications.
http://dx.doi.org/10.1016/j.neurenf.2012.04.849
N.J. Fraser Counselling Education, Wellington Institute of Technology, Auckland, New Zealand
Treatment
Despite the evidence base supporting Cognitive behavioural therapy (CBT) for treatment of adolescent anxiety and depression, the application of the modality across the continuum of culturally diverse groups remains a real world challenge. This presentation confronts this dilemma for Cognitive behavioural therapy educators as they wrestle with the challenge of broadening the predominantly western paradigm of Cognitive behavioural therapy to develop culturally inclusive teaching practices. In multicultural New Zealand, this challenge is applicable to the needs of the indigenous Maori people alongside other immigrants from the Pacific, Asia and other parts of the world. Practical guidance is given about how CBT educators can teach students to effectively engage youth from ethnic minority groups in a meaningful, fun and inclusive way.
We-P-3204
The augmentation of cognitive behavioural therapy with fluoxetine for the treatment of adolescent school refusal: A randomised controlled trial B.J. Tonge a , G.A. Melvin b,∗ , A.L. Dudley c , K. Clarke c , M.S. Gordon d Department of Psychiatry, Monash University, Clayton, Australia b Centre for Developmental Psychiatry and Psychology, Monash University, Notting Hill, Australia c Centre for Developmental Psychiatry and Psychology, Monash University, Clayton, Australia d Early-in-life Mental Health Service, Southern Health, Clayton, Australia ∗ Corresponding author.
a
Prior studies have demonstrated the utility of cognitive behavioural therapy in the treatment of anxiety-based school refusal but not all recipients respond. In the present study it was hypothesised that a combination of cognitive behavioural therapy (CBT) and fluoxetine (FLX) would be superior to CBT alone in adolescents exhibiting school refusal. Sixty-two adolescents with school refusal
http://dx.doi.org/10.1016/j.neurenf.2012.04.851 We-P-3206
Adapting cognitive behavioural therapy for effective use with young people across varied cultural contexts: Reflections from New Zealand
http://dx.doi.org/10.1016/j.neurenf.2012.04.852 We-P-3207
Cognitive-behavioral group therapy for depressed and suicidal adolescents R. Labelle Psychologie, centre de recherche et d’interevntion sur le suicide et l’euthanasie, Montreal, Canada