The investigation of health-related topics on TikTok: A descriptive study protocol

The social media application TikTok allows users to view and upload short-form videos. Recent evidence suggests it has significant potential for both industry and health promoters to influence public health behaviours. This protocol describes a standardised, replicable process for investigations that can be tailored to various areas of research interest, allowing comparison of content and features across public health topics. The first 50 appearing videos in each of five relevant hashtags are sampled for analysis. Utilising a codebook with detailed definitions, engagement metadata and content variables applicable to any content area is captured, including an assessment of the video’s overall sentiment (positive, negative, neutral). Additional specific coding variables can be developed to provide targeted information about videos posted within selected hashtags. A descriptive, cross-sectional content analysis is applied to the generic and specific data collected for a research topic area. This flexible protocol can be replicated for any health-related topic and may have a wider application on other platforms or to assess changes in content and sentiment over time. This protocol was developed by a collaborative team of child health and development researchers for application to a series of topics. Findings will be used to inform health promotion messaging and counter-advertising

The Perspectives and Experiences of Trauma-Informed Practice Education and Training from Early Career Teachers: A Scoping Review Protocol

Objective: This scoping review will describe and provide information about early career teachers’ education and experiences surrounding trauma-informed practice. Introduction: The prevalence of childhood trauma is increasing globally and experiencing trauma can adversely impact a child’s education. Therefore, it becomes vital teachers know how to support their students impacted by trauma through a trauma-informed response. To better understand teachers’ training and readiness to engage in trauma-informed practice, a synthesis of current evidence is needed regarding early career teachers’ education and experiences with trauma-informed practice. Inclusion Criteria: Early career teachers who have graduated with a university teaching degree and are currently teaching school children. Published and grey literature will be reviewed if they include or describe trauma-informed practice. Only articles or literature will be considered after 2013 (the last 10 years), and only full text articles in English will be included. Methods: The scoping review will be conducted in accordance the JBI methodology for scoping reviews, informed by the five-step methodological framework for a scoping review created by Arksey and O’Malley. We will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Scoping Reviews (PRISMA-ScR) checklist. Keywords and index terms, identified by the research team, will be adapted for peer-reviewed and grey literature searches. Embase, Psychinfo, MEDLINE and ERIC will be searched for relevant articles from the year of 2013. One independent reviewer will extract the data, and a second reviewer will check the extraction. A narrative summary, accompanied with tables, figures and graphs, such as the PRSIMA-ScR flow diagram, will be utilised to describe and summarise early career teachers’ education and experiences with trauma-informed practice. Trauma experienced early in life leads to adverse outcomes in a child’s developmental trajectory, influencing all aspects of their growth and well-being. Individuals impacted by trauma experience lifelong health and social consequences, which not only impacts the individual, but also communities and societies at large. Children spend a large amount of time at school and have daily interactions with teachers, presenting schools and their teaching staff with a unique opportunity for prevention and early intervention to support students impacted by trauma. However emerging literature, primarily from international sources, illustrates how early career teachers require more education about how to appropriately respond to students impacted by trauma, to assist with reducing the impact of trauma and prevent re-traumatisation. Currently limited evidence exists regarding the gaps in Initial Teacher Education and training, particularly concerning trauma-informed practice, and the extent to which early career teachers perceive such preparation influences their teaching practices. Trauma-informed practice entails a comprehensive understanding of trauma’s impact and involves interacting with and educating individuals through a trauma-informed lens. Teachers who understand trauma-informed practice recognise the profound impact that trauma can have on children’s health, behaviour, emotions and ability to learn. However, the ambiguity, misconceptions and lack of consensus surrounding trauma and trauma-informed practice may be a barrier to early career teachers learning trauma-informed practice and may influence how these teachers practice, approach and respond to students impacted by trauma. To enhance our understanding of teachers’ training and readiness to engage in trauma-informed practice, a synthesis of current evidence is needed regarding early career teachers’ education and experiences with trauma-informed practice. A preliminary search of multiple reputable databases, including MEDLINE, Embase, epistemonikos, Prospero, epicentre, JBI, Cochrane and Campbell collaboration was conducted and yielded no ongoing, in-process, or registered scoping reviews on this specific topic. Therefore, this scoping review aims to identify, analyse and provide information on the literature surrounding early career teachers’ experiences and education in the context of trauma-informed practice

Resilience and Posttraumatic Growth after Burn: A Review of Barriers, Enablers, and Interventions to Improve Psychological Recovery

Burn injuries are traumatic experiences that can detrimentally impact an individual’s psychological and emotional wellbeing. Despite this, some survivors adapt to psychosocial challenges better than others despite similar characteristics relating to the burn. Positive adaptation is known as resilience or posttraumatic growth, depending on the trajectory and process. This review aimed to describe the constructs of resiliency and growth within the burn injury context, examine the risk factors that inhibit resilience or growth after burn (barriers), the factors that promote resilience or growth after burn (enablers), and finally to assess the impact of interventions that have been tested that may facilitate resilience or growth after burn. This review was performed according to the recently updated Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Guidelines. An electronic search was conducted in November 2021 on the databases PubMed, Medline (1966-present), Embase (1974-present), PsycINFO for English-language peer-reviewed academic articles. There were 33 studies included in the review. Findings were mixed for most studies; however, there were factors related to demographic information (age, gender), burn-specific characteristics (TBSA, time since burn), person-specific factors (personality, coping style), psychopathology (depression, PTSD), and psychosocial factors (social support, spirituality/religion, life purpose) that were evidenced to be related to resilience and growth. One qualitative study evaluated an intervention, and this study showed that a social camp for burn patients can promote resilience. This study has presented a variety of factors that inhibit or encourage resilience and growth, such as demographic, individual, and social factors. We also present suggestions on interventions that may be used to promote growth following this adverse event, such as improving social support, coping styles and deliberate positive introspection

A wellbeing program to promote mental health in paediatric burn patients: Study protocol.

BackgroundOne of the most traumatic injuries a child can experience is a severe burn. Despite improvements in medical treatments which have led to better physical outcomes and reduced mortality rates for paediatric burns patients, the psychological impact associated with experiencing such a traumatic injury has mostly been overlooked. This is concerning given the high incidence of psychopathology amongst paediatric burn survivors.ObjectivesThis project will aim to pilot test and evaluate a co-designed trauma-focused intervention to support resilience and promote positive mental health in children and adolescents who have sustained an acute burn injury. Our first objective is to collect pilot data to evaluate the efficacy of the intervention and to inform the design of future trauma-focussed interventions. Our second objective is to collect pilot data to determine the appropriateness of the developed intervention by investigating the changes in mental health indicators pre- and post-intervention. This will inform the design of future interventions.MethodsThis pilot intervention study will recruit 40 children aged between 6-17 years who have sustained an acute burn injury and their respective caregivers. These participants will have attended the Stan Perron Centre of Excellence for Childhood Burns at Perth Children's Hospital. Participants will attend a 45-minute weekly or fortnightly session for six weeks that involves building skills around information gathering, managing reactions (behaviours and thoughts), identifying, and bolstering coping skills, problem solving and preventing setbacks. The potential effects and feasibility of our intervention will be assessed through a range of age-appropriate screening measures which will assess social behaviours, personal qualities, mental health and/or resilience. Assessments will be administered at baseline, immediately post-intervention, at 6- and 12-months post-intervention.ConclusionThe results of this study will lay the foundation for an evidence-based, trauma-informed approach to clinical care for paediatric burn survivors and their families in Western Australia. This will have important implications for the design of future support offered to children with and beyond burn injuries, and other medical trauma populations

Revised intervention session plans.

BackgroundOne of the most traumatic injuries a child can experience is a severe burn. Despite improvements in medical treatments which have led to better physical outcomes and reduced mortality rates for paediatric burns patients, the psychological impact associated with experiencing such a traumatic injury has mostly been overlooked. This is concerning given the high incidence of psychopathology amongst paediatric burn survivors.ObjectivesThis project will aim to pilot test and evaluate a co-designed trauma-focused intervention to support resilience and promote positive mental health in children and adolescents who have sustained an acute burn injury. Our first objective is to collect pilot data to evaluate the efficacy of the intervention and to inform the design of future trauma-focussed interventions. Our second objective is to collect pilot data to determine the appropriateness of the developed intervention by investigating the changes in mental health indicators pre- and post-intervention. This will inform the design of future interventions.MethodsThis pilot intervention study will recruit 40 children aged between 6–17 years who have sustained an acute burn injury and their respective caregivers. These participants will have attended the Stan Perron Centre of Excellence for Childhood Burns at Perth Children’s Hospital. Participants will attend a 45-minute weekly or fortnightly session for six weeks that involves building skills around information gathering, managing reactions (behaviours and thoughts), identifying, and bolstering coping skills, problem solving and preventing setbacks. The potential effects and feasibility of our intervention will be assessed through a range of age-appropriate screening measures which will assess social behaviours, personal qualities, mental health and/or resilience. Assessments will be administered at baseline, immediately post-intervention, at 6- and 12-months post-intervention.ConclusionThe results of this study will lay the foundation for an evidence-based, trauma-informed approach to clinical care for paediatric burn survivors and their families in Western Australia. This will have important implications for the design of future support offered to children with and beyond burn injuries, and other medical trauma populations.</div

Child and caregiver screening measures used in The Wellbeing Program.

Child and caregiver screening measures used in The Wellbeing Program.</p

Intake notes.

BackgroundOne of the most traumatic injuries a child can experience is a severe burn. Despite improvements in medical treatments which have led to better physical outcomes and reduced mortality rates for paediatric burns patients, the psychological impact associated with experiencing such a traumatic injury has mostly been overlooked. This is concerning given the high incidence of psychopathology amongst paediatric burn survivors.ObjectivesThis project will aim to pilot test and evaluate a co-designed trauma-focused intervention to support resilience and promote positive mental health in children and adolescents who have sustained an acute burn injury. Our first objective is to collect pilot data to evaluate the efficacy of the intervention and to inform the design of future trauma-focussed interventions. Our second objective is to collect pilot data to determine the appropriateness of the developed intervention by investigating the changes in mental health indicators pre- and post-intervention. This will inform the design of future interventions.MethodsThis pilot intervention study will recruit 40 children aged between 6–17 years who have sustained an acute burn injury and their respective caregivers. These participants will have attended the Stan Perron Centre of Excellence for Childhood Burns at Perth Children’s Hospital. Participants will attend a 45-minute weekly or fortnightly session for six weeks that involves building skills around information gathering, managing reactions (behaviours and thoughts), identifying, and bolstering coping skills, problem solving and preventing setbacks. The potential effects and feasibility of our intervention will be assessed through a range of age-appropriate screening measures which will assess social behaviours, personal qualities, mental health and/or resilience. Assessments will be administered at baseline, immediately post-intervention, at 6- and 12-months post-intervention.ConclusionThe results of this study will lay the foundation for an evidence-based, trauma-informed approach to clinical care for paediatric burn survivors and their families in Western Australia. This will have important implications for the design of future support offered to children with and beyond burn injuries, and other medical trauma populations.</div

Participant involvement in The Wellbeing Program.

BackgroundOne of the most traumatic injuries a child can experience is a severe burn. Despite improvements in medical treatments which have led to better physical outcomes and reduced mortality rates for paediatric burns patients, the psychological impact associated with experiencing such a traumatic injury has mostly been overlooked. This is concerning given the high incidence of psychopathology amongst paediatric burn survivors.ObjectivesThis project will aim to pilot test and evaluate a co-designed trauma-focused intervention to support resilience and promote positive mental health in children and adolescents who have sustained an acute burn injury. Our first objective is to collect pilot data to evaluate the efficacy of the intervention and to inform the design of future trauma-focussed interventions. Our second objective is to collect pilot data to determine the appropriateness of the developed intervention by investigating the changes in mental health indicators pre- and post-intervention. This will inform the design of future interventions.MethodsThis pilot intervention study will recruit 40 children aged between 6–17 years who have sustained an acute burn injury and their respective caregivers. These participants will have attended the Stan Perron Centre of Excellence for Childhood Burns at Perth Children’s Hospital. Participants will attend a 45-minute weekly or fortnightly session for six weeks that involves building skills around information gathering, managing reactions (behaviours and thoughts), identifying, and bolstering coping skills, problem solving and preventing setbacks. The potential effects and feasibility of our intervention will be assessed through a range of age-appropriate screening measures which will assess social behaviours, personal qualities, mental health and/or resilience. Assessments will be administered at baseline, immediately post-intervention, at 6- and 12-months post-intervention.ConclusionThe results of this study will lay the foundation for an evidence-based, trauma-informed approach to clinical care for paediatric burn survivors and their families in Western Australia. This will have important implications for the design of future support offered to children with and beyond burn injuries, and other medical trauma populations.</div