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Medicinal cannabis has been trialled for Tourette syndrome in adults, but it has not been studied in adolescents. This open-label, single-arm trial study evaluated the feasibility, acceptability and signal of efficacy of medicinal cannabis in adolescents (12–18 years), using a Δ9-tetrahydrocannabinol:cannabidiol ratio of 10:15, with dose varying from 5 to 20 mg/day based on body weight and response. The study demonstrated feasibility of recruitment, acceptability of study procedures, potential benefits and a favourable safety profile, with no serious adverse events. Commonly reported adverse events were tiredness and drowsiness, followed by dry mouth. Statistically significant improvement was observed in parent and clinician reports on tics (paired t-test P = 0.003), and behavioural and emotional issues (paired t-test P = 0.048) and quality of life as reported by the parent and young person (paired t-test P = 0.027 and 0.032, respectively). A larger-scale, randomised controlled trial is needed to validate these findings.
This study aimed to assess the impact of hypertensive disorders of pregnancy on infant neurodevelopment by comparing 6-month and 2-year psychomotor development outcomes of infants exposed to gestational hypertension (GH) or preeclampsia (PE) versus normotensive pregnancy (NTP). Participating infants were children of women enrolled in the Postpartum Physiology, Psychology and Paediatric (P4) cohort study who had NTPs, GH or PE. 6-month and 2-year Ages and Stages Questionnaires (ASQ-3) scores were categorised as passes or fails according to domain-specific values. For the 2-year Bayley Scales of Infant and Toddler Development (BSID-III) assessment, scores > 2 standard deviations below the mean in a domain were defined as developmental delay. Infants (n = 369, male = 190) exposed to PE (n = 75) versus GH (n = 20) and NTP (n = 274) were more likely to be born small for gestational age and premature. After adjustment, at 2 years, prematurity status was significantly associated with failing any domain of the ASQ-3 (p = 0.015), and maternal tertiary education with increased cognitive scores on the BSID-III (p = 0.013). However, PE and GH exposure were not associated with clinically significant risks of delayed infant neurodevelopment in this study. Larger, multicentre studies are required to further clarify early childhood neurodevelopmental outcomes following hypertensive pregnancies.
Rates of self-harm among children and young people (CYP) have been on the rise, presenting major public health concerns in Australia and worldwide. However, there is a scarcity of evidence relating to self-harm among CYP from culturally and linguistically diverse (CALD) backgrounds.
Aims
To analyse the relationship between self-harm-related mental health presentations of CYP to emergency departments and CALD status in South Western Sydney (SWS), Australia.
Method
We analysed electronic medical records of mental health-related emergency department presentations by CYP aged between 10 and up to 18 years in six public hospitals in the SWS region from January 2016 to March 2022. A multilevel logistic regression model was used on these data to assess the association between self-harm-related presentations and CALD status while adjusting for covariates and individual-level clustering.
Results
Self-harm accounted for 2457 (31.5%) of the 7789 mental health-related emergency department presentations by CYP; CYP from a CALD background accounted for only 8% (n = 198) of the self-harm-related presentations. CYP from the lowest two most socioeconomic disadvantaged areas made 63% (n = 1544) of the total self-harm-related presentations. Findings of the regression models showed that CYP from a CALD background (compared with those from non-CALD backgrounds) had 19% lower odds of self-harm (adjusted odds ratio 0.81, 95% CI 0.66–0.99).
Conclusions
Findings of this study provide insights into the self-harm-related mental health presentations and other critical clinical features related to CYP from CALD backgrounds that could better inform health service planning and policy to manage self-harm presentations and mental health problems among CYP.
Mental health problems and worries are common among infants, children and adolescents in every part of the world. This book is a practical manual for primary healthcare professionals, teachers and anyone who works with children - especially in places where specialist psychiatric care is not available. After giving the reader an overview of child mental health problems, the manual goes on to deal with the various developmental, behavioural and emotional problems that arise in as many as 10% of the youth population. For each problem it first provides a case study and then describes how to find out more about a child with this problem. It suggests what can be done to help the child and their family. It also examines the mental health aspects of childhood maltreatment and exposure to natural or man-made disasters. The only comprehensive book on mental healthcare in young people for those with no access to specialist medical advice, this book is intended for anyone who works with children or young people, but who does not have specialist training in mental health problems, which includes primary care doctors and nurses, community health workers and teachers. This title is also available as Open Access on Cambridge Core.
Brief intervention services provide rapid, mobile and flexible short-term delivery of interventions to resolve mental health crises. These interventions may provide an alternative pathway to the emergency department or in-patient psychiatric services for children and young people (CYP), presenting with an acute mental health condition.
Aims
To synthesise evidence on the effectiveness of brief interventions in improving mental health outcomes for CYP (0–17 years) presenting with an acute mental health condition.
Method
A systematic literature search was conducted, and the studies’ methodological quality was assessed. Five databases were searched for peer-reviewed articles between January 2000 and September 2022.
Results
We synthesised 30 articles on the effectiveness of brief interventions in the form of (a) crisis intervention, (b) integrated services, (c) group therapies, (d) individualised therapy, (e) parent–child dyadic therapy, (f) general services, (g) pharmacotherapy, (h) assessment services, (i) safety and risk planning and (j) in-hospital treatment, to improve outcomes for CYP with an acute mental health condition. Among included studies, one study was rated as providing a high level of evidence based on the National Health and Medical Research Council levels of evidence hierarchy scale, which was a crisis intervention showing a reduction in length of stay and return emergency department visits. Other studies, of moderate-quality evidence, described multimodal brief interventions that suggested beneficial effects.
Conclusions
This review provides evidence to substantiate the benefits of brief interventions, in different settings, to reduce the burden of in-patient hospital and readmission rates to the emergency department.
We aim to describe the Australian child and adolescent mental health system, which has its historical origins in the child guidance clinic, with recent efforts at modernisation to meet community needs and major policy innovations, including the National Disability Insurance Scheme (NDIS) and expansion of digital/telehealth services. Shared funding/responsibility across commonwealth and state/territory governments has resulted in country-wide variations, allowing innovation but also introducing fragmentation and duplication. The increase in demand outstripping supply (which was exacerbated by workforce shortages resulting from the pandemic), the lack of robust evaluation, and poor service integration (which make navigation difficult for families) are ongoing challenges.
Longitudinal studies are needed to examine the association between maternal depression, trauma and childhood mental health in conflict-affected settings.
Aims
To examine maternal depressive symptoms, trauma-related adversities and child mental health by using a longitudinal path model in conflict-affected Timor-Leste.
Method
Women were recruited in pregnancy. At wave 1, 1672 of 1740 eligible women were interviewed (96% response rate). The final sample comprised 1118 women with complete data at all three time points. Women were followed up when the index child was aged 18 months (wave 2) and 36 months (wave 3). Measures included the Edinburgh Postnatal Depression Scale, lifetime traumatic events and the Child Behaviour Checklist. A longitudinal path analysis examined associations cross-sectionally and in a cross-lagged manner across time.
Results
Maternal depressive symptom score was associated with child mental health (cross-sectional association at wave 2, β = 0.35, P < 0.001; cross-sectional association at wave 3, β = 0.33, P < 0.001). The maternal depressive symptom score at wave 1 was associated with child mental health at wave 2 (β = 0.12, P < 0.001), and the maternal depressive symptom score at wave 2 showed an indirect association with child mental health at wave 3 (indirect standardised coefficient 0.23, P < 0.001). There was a time-lagged relationship between child mental health at wave 2 and maternal depression at wave 3 (β = 0.08, P = 0.02).
Conclusions
Maternal depressive symptoms are longitudinally associated with child mental health, and traumatic events play a role. Maternal depression symptoms are also affected by child mental health. Findings suggest the need for skilled assessment for depression, trauma-informed maternity care and parenting support in a post-conflict country such as Timor-Leste.
Contemporary theories of early development and emerging child psychopathology all posit a major, if not central role for physiological responsiveness. To understand infants’ potential risk for emergent psychopathology, consideration is needed to both autonomic reactivity and environmental contexts (e.g., parent–child interactions). The current study maps infants’ arousal during the face-to-face still-face paradigm using skin conductance (n = 255 ethnically-diverse mother–infant dyads; 52.5% girls, mean infant age = 7.4 months; SD = 0.9 months). A novel statistical approach was designed to model the potential build-up of nonlinear counter electromotive force over the course of the task. Results showed a significant increase in infants’ skin conductance between the Baseline Free-play and the Still-Face phase, and a significant decrease in skin conductance during the Reunion Play when compared to the Still-Face phase. Skin conductance during the Reunion Play phase remained significantly higher than during the Baseline Play phase; indicating that infants had not fully recovered from the mild social stressor. These results further our understanding of infant arousal during dyadic interactions, and the role of caregivers in the development of emotion regulation during infancy.
Anxiety disorders are the most prevalent mental disorder in children and young people. Developing effective therapy for these children is critical to reduce mental disorders across the lifespan. The study aimed to evaluate the efficacy of combining cognitive behavioural therapy (CBT) and sertraline (SERT) in the treatment of anxiety in youth, using a double-blind randomised control trial design.
Methods
Ninety-nine youth (ages 7–15 years) with an anxiety disorder were randomly allocated to either individual (CBT) and SERT or individual CBT and pill placebo and assessed again immediately and 6 months after treatment.
Results
There were no significant differences between conditions in remission of primary anxiety disorder or all anxiety disorders. Furthermore, there were no significant differences in rates of change in diagnostic severity, parent-reported anxiety symptoms, child-reported anxiety symptoms or life interference due to anxiety.
Conclusions
The efficacy of CBT for children and adolescents with anxiety disorders is not significantly enhanced by combination with a short-term course of anti-depressants over and above the combined effects of pill placebo.
A key issue in need of empirical exploration in the post-conflict and refugee mental health field is whether exposure to torture plays a role in generating risk of intimate partner violence (IPV), and whether this pathway is mediated by the mental health effects of torture-related trauma. In examining this question, it is important to assess the impact of socio-economic hardship which may be greater amongst survivors of torture in low-income countries.
Methods.
The study data were obtained from a cohort of 870 women (recruited from antenatal clinics) and their male partners in Dili district, Timor-Leste. We conducted bivariate and path analysis to test for associations of men's age, socioeconomic status, torture exposure, and mental disturbance, with IPV (the latter reported by women).
Results.
The path analysis indicated positive paths from a younger age, torture exposure, and lower socio-economic status amongst men leading to mental disturbance. Mental disturbance, in turn, led to IPV. In addition, younger age, lower socio-economic status, torture exposure, and mental disturbance were directly associated with IPV.
Conclusions.
Our data provide the first systematic evidence of an association between torture and IPV in a low-income, post-conflict country, confirming that low socio-economic status, partly related to being a torture survivor, adds to the risk. The high prevalence of IPV in this context suggests that other structural factors, such as persisting patriarchal attitudes, contribute to the risk of IPV. Early detection and prevention programs may assist in reducing the risk of IPV in families in which men have experienced torture.
Tics are involuntary movements or sounds. Tourette syndrome is one of a family of tic disorders that affect around 1% of the population but which remains underrecognised in the community. In paediatric special education learning disability classes, the prevalence of individuals with tic disorders is around 20–45% — higher still in special education emotional/behavioural classes. Given the high rates of individuals with tic disorders in special education settings, as well as the unique challenges of working in an educational setting with a person with a tic disorder, it is incumbent upon professionals working in these settings to be cognisant of the possibility of tic disorders in this population. This review seeks to provide an overview of tic disorders and their association with learning and mental health difficulties. The review focuses on an exploration of factors underpinning the association between tic disorders and learning disabilities, including neurocognitive corollaries of tic disorders and the influence of common comorbidities, such as ADHD, as well as upon strategies to support individuals with tic disorders in the classroom.
Ranjit was brought by his father to the clinic because Ranjit was very slow to learn. At 5 years most of his skills were more like those of a boy half his age. He had only just learned to feed himself with a spoon. He still soiled and wet himself day and night. His language was more like that of a 2-year-old. He could say single words but had no sentences. He had been able to walk by 18 months and, although he was a bit floppy, his leg and arm movements were more or less up to his age level. No one else in the family had been slow to learn. His father was a junior clerk in the civil service. Ranjit's behaviour was generally good. He was an obedient, rather passive boy. What should the health professional do?
Information about intellectual disability1
In Chapter 4 we described children whose development was slow in just one or two areas. In this chapter we describe children whose development is slow or very slow in all or nearly all areas.
As children grow older, they develop a range of abilities, skills and capacities, and become more adapted to their environments. The main skills acquired are to do with movement, language and social relationships. Some are slower to acquire these skills than others and some children never acquire skills at an adult level.
Children whose abilities are at or below the level of children half their age have severe intellectual disability. Children who are more intelligent than this but are only at or below the level of children about three-quarters of their age have mild intellectual disability. For example, a 12-year-old child who is functioning at or below the level of a 6-year-old has severe intellectual disability. A 12-year-old child who is at a level between 6 and 9 years old has mild intellectual disability. A child of 12 years who is at a 9- to 11-year level may be a little slow but is within the normal range. Severe and, to a lesser degree, mild intellectual disability affect the way children function in a variety of ways:
• ability to walk and use hands
• self-care, such as feeding, washing, using the toilet independently
• talking and understanding language
• social functioning, such as playing with other children.
Mental health problems in children and adolescents may be linked to physical illnesses, including diabetes mellitus, asthma, eczema, congenital heart disease and HIV infection. However, there is a closer link between mental health problems and disorders affecting the brain, such as epilepsy and cerebral palsy, than there is with other physical conditions.
Physical illness and mental health
Case 12.1
Lakshmi is a 9-year-old girl well known to the local primary healthcare professional because she has chronic asthma. The health professional has learned over the past 3 years since the diagnosis of asthma was made that understanding Lakshmi's mental health and the social conditions in which she lives has been really important in keeping her alive and able to go to school. Some of Lakshmi's asthma attacks come on when she has a cold or the flu or when she has been exposed to pollen in the spring. Some of her worst attacks are triggered by excitement and disappointment. Helping her parents to prevent Lakshmi getting too excited at the time of festivals and present-giving has reduced her attacks. A year ago, Lakshmi started to refuse to go to school because she was worried about having an attack there. The health professional was able to talk to the teachers to explain what should be done if Lakshmi had an attack in school and this reassured the teachers so that she was able to attend regularly. Lakshmi's family lives in an overcrowded shack in a poor part of the city. There is nothing that the health professional can do about the living conditions, but she was able to help her mother and father to stop smoking so that the air at home was less polluted and there was more money to spend on food. Now Lakshmi has started to be very disobedient and does not want to take the medication that seems to prevent the attacks. The health professional will have to try to understand this nonadherence with treatment and also help Lakshmi understand why it is important for her to take her medication regularly if it is to help.
Of course not all children who attend primary care clinics have such a rich set of links between their physical illness and their mental health and social circumstances as described in the case above, but many children have at least one of these features.
All health professionals know they have a duty not just to treat disease but to promote health. They do this partly by preventive measures such as vaccination and immunisation programmes. They also promote health by encouraging a healthy lifestyle, by giving advice on diet and exercise. As mental health problems contribute greatly to the total amount of ill health in the population, it makes sense for health professionals to be active in promoting mental health as well as encouraging good parenting (see Chapter 15).
Preventing intellectual disability
Intellectual disability has a permanent effect on an individual's quality of life. Although it cannot be entirely prevented, much can be done to help reduce the number of people who suffer from it. Health professionals have an important part to play.
Before the child is born
• Make sure mothers have enough to eat and get sufficient rest.
• Monitor the progress of the pregnancy regularly: refer to a gynaecologist if there is cause for concern about the health of the fetus or the mother.
• Discourage pregnancy before the age of 18.
• Discourage smoking, use of illicit drugs or drinking of alcohol in pregnancy, as it may harm the fetus.
• Treat as an emergency, high blood pressure or fits in pregnancy.
• Do not give pregnant mothers drugs or X-rays unless absolutely necessary.
• Advise pregnant women against carrying heavy loads or walking on slippery ground.
• Immunise mothers against measles and tetanus – do not let them come in contact with people with German measles, mumps or chicken pox.
• If there is a genetic counselling service available, refer all pregnant women over 40 as well as those with close relatives with intellectual disability.
At the time of childbirth
• Avoid premature childbirth if at all possible – if the mother enters labour too early, advise bed rest and refer.
• Ensure only skilled people conduct deliveries.
• If before delivery the baby is in an abnormal position, refer to a specialist.
After childbirth
• Ensure all babies are breastfed at least for the first 4 months of life; this prevents infection and ensures babies are adequately nourished.
This chapter provides general information on medication and its use. Please see other sections in this manual for additional information relating to the use of medication in specific mental health conditions.
1 Medication should only be used when it has been possible to make a diagnosis of a mental disorder. The emotional and behaviour problems shown by many children do not usually fit into any diagnostic category. Children with these problems may well need therapeutic interventions, especially listening and talking treatments. However, medication should be used for cases where a diagnosis has been made and there are clear treatment goals.
2 Not all health professionals are allowed to prescribe medication. Each country has its own regulations. Some of the medications mentioned in Appendix 2 have a lot of evidence to say that they are useful (e.g. stimulants for ADHD). Many other medications do not have such evidence. For detailed accounts of the medication, please see suggested reading (p. 197). When in doubt before (or even after) starting the medication, refer to or communicate with an expert with experience in using medication in children.
3 The general dictum to follow while giving medication to children with mental disorders is: start low, go slow. Allow time for adequate trial before deciding to change the medication, especially in chronic disorders (e.g. it may take 4–8 weeks for a child with depression or schizophrenia to respond to the medication). Where possible, change one medication at a time.
4 All types of medication have side-effects. It is important to warn parents about these when you first prescribe them. If possible, get the mother to tell you before the child starts medication whether the child is showing any of these already. Then, if a side-effect is later reported, you will be able to tell whether the child was already showing this problem before he began to take the medication.
5 Many parents are worried about their children being given tablets to alter their mind or behaviour. You will need to discuss their worries, and if they have strong negative feelings, you may not be able to prescribe the medication. It may be helpful to say things like ‘I think you are quite right to worry about X going on to tablets.