PTSS in fathers of VLBW infants two to four years postpartum:A pilot study

Aim: The aim of the study was to conduct a pilot study to compare fathers of very low birth weight (VLBW; <1,500 g) infants and term infants at 2- 4 years postpartum for self-reported posttraumatic stress symptoms (PTSS) related to the previous birth of their baby and for depression and anxiety. The prevalence of paternal PTSS was compared with that of a historical cohort of mothers of VLBW infants followed up at a similar postnatal age. Method: Twenty-six fathers of VLBW infants and 22 fathers of term infants completed 4 validated psychological questionnaires at 2- 4 years postpartum. Results: PTSS levels were significantly higher in fathers of VLBW infants than in fathers of term infants, and PTSS levels did not differ significantly between fathers and the mothers of VLBW infants of a historical cohort. There was a significant association between perceived levels of social support and PTSS severity in fathers of VLBW infants but not for their anxiety or depression severity. Conclusion: PTSS directly related to the birth of their VLBW infants are present in fathers at 2- 4 years postpartum and occur at similar levels to those found in mothers of VLBW infants. Routine screening for PTSS in fathers of VLBW infants is important, and targeted psychological support should be offered. Larger-scale studies in the area are needed to elucidate further information about PTSS in fathers postpartum

Factors associated with secondary traumatic stress and burnout in neonatal care staff: A cross‐sectional survey study

Introduction High rates of secondary traumatic stress and burnout have been found across nursing populations. However, few studies have focused on neonatal staff. Objective The objectives of this article are to explore the prevalence and severity of secondary traumatic stress (STS) and burnout in neonatal staff, and identify risk factors and protective factors for STS and burnout within this population with the aim of informing future staff support. Methods A quantitative, cross‐sectional study using a survey design was conducted; 246 neonatal staff reported measures of STS, burnout, self‐compassion and satisfaction with ward climate. Results Neonatal staff reported high rates of moderate–severe STS and burnout. STS and burnout were negatively associated with self‐compassion and satisfaction with ward climate, suggesting them to be protective factors against STS and burnout. STS was found to be a risk factor for burnout and vice versa. Conclusion Interventions that increase understanding of STS and burnout, nurture self‐compassion, provide support and enhance stress management could help mitigate the impact of STS and burnout amongst neonatal staff

An evaluation of multi-station Objective Structured Clinical Examination (OSCE) in clinical psychology training

This evaluation explored first year clinical psychology trainees’ and assessors’ experiences of Observed Structured Clinical Examination (OSCE). Changes to the OSCE based on their feedback helped reduce trainees’ anxiety, promoted trainees’ favourability of the OSCE and increased preparedness for placements

Verbal information transfer in real-life: when mothers worry about their child starting school

Verbal information transfer, one of Rachman’s three pathways to fear, may be one way in which vulnerability for anxiety may be transmitted from parents to children. A community sample of mothers and their preschool-aged children (N = 65) completed observational tasks relating to the child starting school. Mothers were asked to tell their child about social aspects of school; then children completed a brief play assessment involving ambiguous, school-based social scenarios. Mothers completed self-report questionnaires on social anxiety symptoms, general anxiety and depressive symptoms as well as a questionnaire on child anxiety symptoms and indicated whether they were personally worried about their child starting school. There was a significant difference in the information given to children about school between mothers who stated they were worried and those who stated they were not, with mothers who were worried more likely to mention unresolved threat, use at least one anxiety-related word, and show clear/consistent negativity (all ps < .01). Significant associations were also found between the emotional tone of mothers’ descriptions of school and children’s own representations of school. These findings support the theory that the information mothers give to their child may be influenced by their own concerns regarding their child, and that this verbal information affects child representations

Longitudinal associations between peer victimisation subtypes and children and adolescents' anxiety: A meta-analysis

This meta-analysis examined the bidirectional effects between types of peer victimisation and anxiety. It also investigated types of anxiety as a potential moderator of this relationship, which has not been examined within a meta-analytic framework previously. Five electronic databases were searched and longitudinal studies exclusively utilising published and validated measures for peer victimisation subtypes and anxiety symptomology were included. A total of 3760 articles were screened and 14 studies with a total of 11,307 participants met inclusion criteria. Results showed significant bidirectional effects between anxiety and several subtypes of victimisations including cyber, overt, relational, and reputational victimisation. Although significant effects were seen among all associations, these were all deemed as small, except for relational peer victimisation predicting anxiety over time which was considered to be a moderate effect size. Moderator analysis of anxiety types suggested that relational peer victimisation predicted social anxiety to a greater and more significant extent than general symptoms of anxiety. It was also found that general anxiety symptoms were significantly greater at predicting overt peer victimisation over time than social anxiety symptoms. These results hold implications for theories around the development and maintenance of anxiety, as well as providing evidence to inform treatments and interventions for both anxiety disorders and programmes aimed to prevent peer victimisation

Androgen insensitivity syndrome (AIS)

SummaryAndrogen insensitivity syndrome in its complete form is a disorder of hormone resistance characterised by a female phenotype in an individual with an XY karyotype and testes producing age-appropriate normal concentrations of androgens. Pathogenesis is the result of mutations in the X-linked androgen receptor gene, which encodes for the ligand-activated androgen receptor—a transcription factor and member of the nuclear receptor superfamily. This Seminar describes the clinical manifestations of androgen insensitivity syndrome from infancy to adulthood, reviews the mechanism of androgen action, and shows examples of how mutations of the androgen receptor gene cause the syndrome. Management of androgen insensitivity syndrome should be undertaken by a multidisciplinary team and include gonadectomy to avoid gonad tumours in later life, appropriate sex-hormone replacement at puberty and beyond, and an emphasis on openness in disclosure

Paediatric Psychology Network United Kingdom (PPN-UK): From Inception to the Current Day

This topical review aims to provide an overview of how a pediatric psychology network has affected pediatric psychology in the United Kingdom over the past 2 decades. Past and present Paediatric Psychology Network United Kingdom (PPN-UK) committee members reviewed documentation related to the work of the PPN-UK. From early beginnings to the current day, an outline is provided of how a professional network for psychologists working in pediatrics developed in the U.K. With a strategic aim to promote the development of pediatric psychology practice, descriptions are given of how the PPN-UK achieves this through the provision and support of continuing professional development and membership of pediatric psychology special interest groups. For this global special issue, an explanation of the U.K. training route for clinical psychologists is also outlined. Being child and family centered, the PPN-UK promotes the psychological and emotional well-being of children with physical health needs. Examples are provided of how the PPN-UK has influenced pediatric psychology service provision, policy, and practice to promote integrated health care for children and young people by sharing pediatric psychology knowledge and the evidence base. Finally, consideration is given to how the PPN-UK is going beyond national strategic influence to develop international links. The PPN-UK is an established network that has made significant contributions to the profession for the ultimate benefit of children, young people, and their families

Posttraumatic stress symptoms in young people with cancer and their siblings: results from a UK sample

Purpose: This study investigated levels of posttraumatic stress symptoms (PTSS) in children with cancer and their siblings from a British sample. It also examined aspects of the Ehlers and Clark model of posttraumatic stress disorder in the current population. Methods: Sixty participants (34 children with cancer and 26 siblings) aged between 8 and 18 years completed measures of PTSS, maladaptive appraisals, trauma-centered identity, perceived social support and family functioning. Results: Over a quarter of the sample scored above the clinical cutoff on the Impact of Events Scale-Revised. No differences were observed between patients and siblings with respect to levels of PTSS. Maladaptive appraisals and age were found to account for unique variance in levels of PTSS for the overall sample. Conclusions: Rates of PTSS in the sample were relatively high. Support was found for aspects of the Ehlers and Clark model in explaining PTSS for the current population

A cognitive-behavioural psychoeducation intervention on childhood anxiety for school staff: A quantitative feasibility study

The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre-post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online training, and complete two brief questionnaires pre and post the training. Following the intervention, school staff reported that they were significantly less likely to respond to children's anxious behaviours with anxiety-promoting responses (i.e., sanctions, avoidance reinforcement and overprotection), and were more likely to respond with autonomy-promoting responses in line with cognitive behavioural theory (i.e., problem-solving, reward and encouragement). On average, participants found the intervention engaging, useful, suitable, appropriate and easy-to-access. Participants also reported that they felt more confident in understanding childhood anxiety and implementing anxiety strategies in their work following the intervention. Areas of development were noted regarding the drop-out rates of the online intervention. Overall, the novel, online intervention appears to be a feasible and acceptable method for those who participated. In addition, the preliminary outcomes show promise and warrant further investigation. Limitations of the study are discussed with suggestions for future research and areas for improvement