Non-pharmacological interventions for ADHD in school settings: an overarching synthesis of systematic reviews

OBJECTIVE: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. METHOD: We developed novel methods to compare the findings across these reviews inductively and deductively. RESULTS: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. CONCLUSION: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.National Institute for Health Research Health Technology Assessment (NIHR HTA) programNIHR Collaboration for Leadership in Applied HealthResearch and Care South West Peninsula (PenCLAHRC

Philosophy with children : facilitating children's voices on childhood

Increasingly there is a search for participatory research methods that work to ensure children’s authentic voices are heard. In this presentation we will propose that Philosophy with Children might be employed as a research method that facilitates children’s participation and voice in research. Further, it may also impact positively in children’s wider participation and engagement in recognising children’s agency and conceptual autonomy. We will discuss the advantages of using philosophical dialogue as a method for collecting data and will also consider challenges that arise from using Philosophy with Children as a research tool. In discussing the challenges and opportunities afforded by such a method, the presentation will draw on two studies to exemplify the approach. One study explored what kind of society children want to live in, and the second is an on-going international study that aims to explore children’s conceptions of child/childhood. We will also suggest that using Philosophy with Children might be considered as addressing the need for rights-based approaches to research as in affording children ownership of the dialogue it does not assume children as deficient in their capacities and it recognises children’s particular perspectives on the world. In addition, we will suggest that using a philosophical approach to gathering children’s views might offer a deeper insight into their thinking of and understanding about the world. Elements of the approaches used in the study will be discussed in order to gauge the strengths and limitations of using practical philosophy as a means of gathering data in subsequent analysis. In juxtaposition to the Philosophy with Children approach discussed, we will comment briefly on the use of an alternative research method, Nominal Group Technique, which was also used in the first project. In comparing the two approaches we aim to show where Philosophy with Children may provide richer and deeper evidence when seeking children’s views. While the presentation will not share the findings of either of the projects mentioned above, the approach taken in using Philosophy with Children as a research method, relates strongly to the findings of the initial project and the goals of the Children’s Voices on Childhood project. In using Philosophy with Children, it will be proposed that, while there may be some limitations in using the approach, it takes account of children’s voices in research; it affords opportunities to explore children’s conceptual thinking and the application to ‘real life’; it allows children to have ownership of the topic under consideration; and it potentially leads to addressing children’s status in wider society

Tacrolimus and pimecrolimus for atopic dermatitis: Where do they fit in?

Commentary on: Efficacy and tolerability of topical pimecrolimus and tacrolimus in the treatment of atopic dermatitis: meta-analysis of randomized controlled trials Ashcroft DM, Dimmock P, Garside R, Stein K, Williams HC BMJ. 2005;330:516; doi:10.1136/bmj.38376.439653.D3 Question: For adults and children with atopic dermatitis, which are more effective and better tolerated in reducing the signs and symptoms of atopic dermatitis: topical pimecrolimus, tacrolimus, corticosteroids, or vehicle? Design: Systematic review and meta-analysis. Data Sources: Electronic searches of the Cochrane Library database, MEDLINE, and EMBASE. Study Selection: Randomized controlled trials of topical pimecrolimus or tacrolimus reporting efficacy outcomes or tolerability. Outcomes: Efficacy: investigators' global assessment of response; patients' global assessment of response; percentages of patients with flares of atopic dermatitis; and improvements in quality of life. Tolerability: overall rates of withdrawal; withdrawal owing to adverse events; and percentages of patients with burning of the skin and with skin infections. . . . [Full Text of this Article

Trg nepremičnin v Veliki Britaniji, Nemčiji in Sloveniji v času finančne in gospodarske krize

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for Attention Deficit Hyperactivity Disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil's family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula (PenCLAHRC)National Institute for Health Research Health Technology Assessment (NIHR HTA

Containment measures

OBSOLETE (project finished) - Description of containment measures during COVID'19 lockdown, in the context of SIlent Cities project. Please request access to Silent Cities if neede

Archived - General Information (DO NOT USE)

DO NOT USE - The goal of this component was to document the data collection process of the Silent Cities Dataset. This component is just left for archive