Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Department of Experimental Psychology, Anna Watts Building, University of Oxford, Oxford, UK.
BMJ Open. 2022 Jun 21;12(6):e058089. doi: 10.1136/bmjopen-2021-058089.
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.
Codesign.
UK primary schools.
Data were collected from year 4 children (aged 8-9 years), parents, school staff and mental health practitioners.
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.
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.
只有极少数患有焦虑问题的儿童接受循证治疗。就诊障碍包括难以识别问题、对污名化的担忧，以及对如何获得专业服务及其有限可用性的认识不清。一种基于学校的方案，将筛查纳入其中以识别那些最有可能患有焦虑问题的儿童，并提供干预措施，有可能克服许多这些障碍。本文是一个基于流程的说明，介绍了我们如何使用共同设计来开发针对儿童焦虑问题的基于小学的筛查和干预方案。
共同设计。
英国小学。
数据来自四年级儿童（8-9 岁）、家长、学校工作人员和心理健康从业者。
我们报告了一系列用户（包括家长、儿童、学校工作人员和心理健康从业者）对已开发方案的体验和看法，以及在收到用户反馈后对方案进行的调整。
我们反思了我们采用的缓解技术、共同设计过程中吸取的经验教训，并提出了可能为未来基于学校的筛查和干预方案的制定和实施提供信息的建议。
