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Targeted Approach to Providing Child and Adolescent Mental Health Education to GPs
- Michael Foster, Anna Sherratt, Victoria Hawcroft, Hamid Maqsood
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- Journal:
- BJPsych Open / Volume 9 / Issue S1 / July 2023
- Published online by Cambridge University Press:
- 07 July 2023, pp. S21-S22
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- Article
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- Open access
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Aims
The aim of this project was to construct and deliver an educational session for general practitioners (GPs) in local Primary Care Networks on challenging child and adolescent mental health conditions. It was hypothesized that delivering targeted teaching sessions, supported by the same quiz applied before and after, would demonstrate an effective and repeatable method of improving GPs’ knowledge about these conditions. Since the COVID-19 pandemic, demand on both Child and Adolescent Mental Health Services (CAMHS) and GPs has reached unprecedented levels. Compounding this load, half of all referrals written by GPs to CAMHS are rejected, which prolongs the time a young person is under GP care, delaying specialist intervention. Unfortunately, during GP training exposure to CAMHS is limited and dedicated teaching is often insufficient. As a step towards addressing this challenge, a comprehensive teaching session combining didactic and socratic methods was devised and tested.
MethodsThe teaching session comprised the presentation, diagnosis, and first steps in management of four challenging conditions in children: autism, eating disorders, depression, and emotional dysregulation. A quiz with multiple-choice answers was administered before and after the presentation, addressing each of the four conditions. The data collection took place between December 2022 and January 2023. A total of 29 pairs of quizzes were completed by GPs. Due to the type and size of data collected, a non-parametric bootstrap resampling method was used to compare the before-and-after scores for each topic and overall score.
ResultsFor the 29 pairs of quizzes, mean differences and 95% confidence intervals (CIs) were calculated between before-and-after scores, for each topic and for the total. All 4 topics showed statistically significant mean improvements: autism 1.3 CI: [0.9 , 1.8 ], eating disorder 1.8 CI: [1.4 , 2.3 ], depression 1.4 CI: [1.0 , 1.7 ] and emotional dysregulation 1.7 CI: [1.4 , 2.0 ]. The total mean improvement was 6.2 CI: [5.5 , 6.8 ] out of a maximum 16 points.
ConclusionThese targeted educational sessions suggest it is possible to make reliable improvements in GP knowledge across a variety of topics. With child and adolescent mental health demands at record levels, a more focused approach of the kind considered here may offer a model for training elsewhere. As an indication of the impact of this approach, further sessions on other topics have been requested by the GP teaching leads.
Chapter 27 - Molière in Print
- from Part V - Reception and Dissemination
- Edited by Jan Clarke, University of Durham
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- Book:
- Molière in Context
- Published online:
- 10 November 2022
- Print publication:
- 24 November 2022, pp 256-264
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Summary
Molière was an experienced actor and dramatist before he became a published author. He warned readers on more than one occasion that much of his art was simply lost in print. If that is self-evidently true, it is also the case that it was not all loss for Molière’s original readers: they could read his dedicatory epistles to society’s potentates whom he was trying to impress; they could read his occasional prefaces, in which he addressed his readers directly and with a lightness of touch that anticipates the dramatic text itself; and they could sometimes see illustrations that crystallised key aspects of his comic imagination. Moreover, readers would have been familiar with newly established conventions in the printing of dramatic literature that would have helped them to reconstitute in their mind’s eye aspects of performance: scene divisions evoking entrances and exits, and stage directions both explicit and (more importantly) implicit. The punctuation of the printed text is an unreliable guide to actual performances, but helps readers to hear the particular performance inscribed into the printed version of the text. Meanwhile, different editions, in the seventeenth century and since, with ever-evolving apparatus, offer readers increasingly varied approaches to the plays.
30 - Tragedy: mid to late seventeenth century
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- By Michael Hawcroft, Keble College
- Edited by William Burgwinkle, University of Cambridge, Nicholas Hammond, University of Cambridge, Emma Wilson, University of Cambridge
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- Book:
- The Cambridge History of French Literature
- Published online:
- 28 May 2011
- Print publication:
- 24 February 2011, pp 262-273
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Summary
In Les Caractères, first published in 1688, Jean de La Bruyère (1645–96) pays eloquent tribute to the effects of tragic drama in performance:
Le poème tragique vous serre le cœur dès son commencement, vous laisse à peine dans tout son progrès la liberté de respirer et le temps de vous remettre, ou s'il vous donne quelque relâche, c'est pour vous replonger dans de nouveaux abîmes et dans de nouvelles alarmes. Il vous conduit à la terreur par la pitié, ou réciproquement à la pitié par le terrible, vous mène par les larmes, par les sanglots, par l'incertitude, par l'espérance, par la crainte, par les surprises et par l'horreur jusqu'à la catastrophe. (i.51)
(The tragic play takes hold of your heart from the very beginning and throughout its whole length hardly leaves you time to breathe and recover, or if it offers you some respite, it is in order to plunge you once again into new abysses and new alarms. It leads you through pity to terror or alternatively through terror to pity, and takes you on a journey of tears, sobbing, uncertainty, hope, anxiety, surprise, and horror right up to the catastrophe.)
For La Bruyère, these are the qualities that characterise the genre to which the ancient Greeks gave birth and which Pierre Corneille (1606–84) and Jean Racine (1639–99) had recently restored to the French stage.