Correction to : Trial of healthy relationship initiatives for the very early years (THRIVE), evaluating Enhanced Triple P for Baby and Mellow Bumps for those with additional social and care needs during pregnancy and their infants who are at higher risk of maltreatment: Study protocol for a randomised controlled trial (Trials (2019) 20 (499) DOI: 10.1186/s13063-019-3571-5)

Following publication of the original article [1], it has been brought to our attention that an error was slipped into the article's title. Initially published title: Trial of healthy relationship initiatives for the very early years (THRIVE), evaluating Enhanced Triple P for Baby and Mellow Bumps additional social and care needs during pregnancy and their infants who are at higher risk of maltreatment: study protocol for a randomised controlled trial. Corrected title: Trial of healthy relationship initiatives for the very early years (THRIVE), evaluating Enhanced Triple P for Baby and Mellow Bumps for those with additional social and care needs during pregnancy and their infants who are at higher risk of maltreatment: study protocol for a randomised controlled trial

Trial of healthy relationship initiatives for the very early years (THRIVE), evaluating Enhanced Triple P for Baby and Mellow Bumps for those with additional social and care needs during pregnancy and their infants who are at higher risk of maltreatment: study protocol for a randomised controlled trial

Background: Growing evidence suggests that experiences in the early years play a major role in children’s development in terms of health, wellbeing and educational attainment. The Trial of healthy relationship initiatives for the very early years (THRIVE) aims to evaluate two antenatal group interventions, Enhanced Triple P for Baby and Mellow Bumps, designed for those with additional health or social care needs in pregnancy. As both interventions aim to improve maternal mental health and parenting skills, we hypothesise that in the longer term, participation may lead to an improvement in children’s life trajectories. Methods: THRIVE is a three-arm, longitudinal, randomised controlled trial aiming to recruit 500 pregnant women with additional health or social care needs. Participants will be referred by health and social care professionals, predominately midwives. Consenting participants will be block randomised to one of the three arms: Enhanced Triple P for Baby plus care as usual, Mellow Bumps plus care as usual or care as usual. Groups will commence when participants are between 20 and 34 weeks pregnant. Discussion: The population we aim to recruit are traditionally referred to as “hard to reach”, therefore we will monitor referrals received from maternity and social care pathways and will be open to innovation to boost referral rates. We will set geographically acceptable group locations for participants, to limit challenges we foresee for group participation and retention. We anticipate the results of the trial will help inform policy and practice in supporting women with additional health and social care needs during antenatal and early postnatal periods. This is currently a high priority for the Scottish and UK Governments. Trial registration: International Standard Randomised Controlled Trials Number (ISRCTN) Registry, ISRCTN:21656568. Registered on 28 February 2014 (registered retrospectively (by 3 months))

Trial of healthy relationship initiatives for the very early years (THRIVE), evaluating Enhanced Triple P for Baby and Mellow Bumps additional social and care needs during pregnancy and their infants who are at higher risk of maltreatment : study protocol for a randomised controlled trial

THRIVE was funded by the National Institute for Health Research Public Health Research Programme (PHR Project: 11/3002/01). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care. Intervention Subvention Funding was provided by the CSO and Scottish Government (GN12KH589 THRIVE). Neither the trial funders nor Sponsor (NHS Greater Glasgow & Clyde Health Board (Reference GN12KH589)) will have any involvement in the implementation of the study design or the analysis of the data. The Sponsor will, however, play an active role in the delivery of the interventions, through employing and managing group facilitators. The Sponsor will also be the grant holder of the subvention funding, granted by the CSO and the Scottish Government to deliver the groups. Approval for all documentation to be used with the trial must be granted by the Sponsor as it will be delivered to NHS patients. Likewise, permission must be sought from the trial funders prior to any public engagement regarding the trial including conference presentations or academic articles.Peer reviewedPublisher PD

Scoping Review: Digital mental health interventions for children and adolescents affected by war

Objective Over 200 million children and adolescents live in countries affected by violent conflict, are likely to have complex mental health needs, and struggle to access traditional mental health services. Digital mental health interventions have the potential to overcome some of the barriers in accessing mental health support. We performed a scoping review to map existing digital mental health interventions relevant for children and adolescents affected by war, examine the strength of the evidence base, and inform the development of future interventions. Method Based on a pre-registered strategy, we systematically searched MEDLINE, Embase, Global Health, APA PsychInfo, and Google Scholar from the creation of each database to 30th September 2022, identifying k=6,843 studies. Our systematic search was complemented by extensive consultation with experts from the GROW Network. Results The systematic search identified 6 relevant studies: one evaluating digital mental health interventions for children and adolescents affected by war and five for those affected by disasters. Experts identified 35 interventions of possible relevance. The interventions spanned from universal prevention to specialist-guided treatment. Most interventions directly targeted young people and parents/carers and were self-guided. A quarter of the interventions were tested through randomized controlled trials. Because most interventions were not culturally or linguistically adapted to relevant contexts, their implementation potential was unclear. Conclusion There is very limited evidence for the use of digital mental health interventions for children and adolescents affected by war at present. The review provides a framework to inform the development of new interventions

An historical suvey of boarding schools and public school dormitories in Canada

During the first half of the fifteenth century, Vittorino da Feltre was employed by the Duke of Mantua to preside over a classical residential school for the sons of influential men of the day. This task Vittorino accomplished with singular success, standing in loco parentis and establishing from the start a family atmosphere that contrasted sharply with the harsh educational methods of the times. Since the inception of Vittorino's Mantua boarding school, the idea of an educational institution that combines school and home has remained very much alive in Europe. When the French settled permanently in the New World, it was natural that they should transplant their own version of the residential school to North American soil. As a means of maintaining a learned and influential Catholic clergy and of spreading a general culture, such schools have continued in French-speaking Canada down to the present day. After the cession, the English, too, introduced boarding schools, some of which were modelled on such famous "public" schools as Eton or Winchester. At first designed to serve the wealthy upper classes, these schools found the residential plan well-suited to the aims of preserving British institutions and of providing leaders imbued with a sense of social purpose and responsibility. In the course of time, both French and English authorities found themselves faced with the considerable problem of educating the native Indian whose level of civilization, according to European standards, appeared extremely primitive. Though several different objectives lay at the foundation of Indian instruction, there appeared common recognition that isolating the Indian pupil from retarding home influences would play an important part in introducing the young savage to white man's ways. Accordingly, Indian boarding schools were established, at first under private auspices and later with federal government assistance and direction. Although many French, English and Indian residential schools were firmly established in British North America prior to Confederation, it was not until the post-Confederation era and the emergence of provincial education systems that public boarding schools received serious consideration. An early attempt at running such a school was made at Cache Creek, British Columbia in 1874. However, mismanagement together with widespread establishment of one-room rural schools soon brought about its closure. Nevertheless, the Cache Creek experiment anticipated later boarding establishments that were to be devoted not to religious, national or class proselytizing but to providing a day school education to geographically isolated children. As Canada pushed back its frontiers, there arose a need to satisfy the educational requirements of children located along the outer fringes of settlement. Thus, in spite of the earlier Cache Creek failure, British Columbia once again gave thought to public boarding schools, and since 1948 has evolved a successful scheme of public school dormitories. In Alberta, depression and drought of the early nineteen-thirties caused grave concern about making high school education available to young rural people whose presence on the labour market posed a threat to more seasoned workers. As in British Columbia, the public school dormitory provided a partial answer to the question of bringing pupils to centrally located high schools. Unlike their earlier French, English and Indian counterparts, public school dormitories in Western Canada have been almost exclusively associated with problems of geography and communications. Because of new population patterns, better roads and more advanced vehicles, however, day school education can now be provided for the majority of Canada's rural pupils by transporting them in buses to central schools. So rapid has been the improvement of transportation and communication and so widespread the development of new population centres that Alberta's once extensive scheme of public school dormitories has been entirely discontinued. Further, though British Columbia continues to operate nine such establishments, three at least are now facing diminishing enrolment, whilst the public education systems of most other Canadian provinces find bus transportation adequate to the educational requirements of their country school population. Thus it appears that public school dormitories founded for the sole purpose of equalizing educational opportunity on a regional basis are destined to remain in operation for a relatively brief period of time. This survey has shown, though, that boarding schools, whose basic aims have transcended mere geographic considerations, have developed quite steadily throughout Canada's educational history. Therefore it is suggested that British Columbia, whose public dormitory system appears to have reached, and perhaps just passed, its peak of usefulness, immediately seek alternative objectives for its school dormitories before probable disillusionment, associated with their inevitable decline in the face of economic growth, rules them out as strong and important educational forces for the future. The central contention herein put forward is that British Columbia's public school dormitories must serve the province in the years ahead as instruments of educational excellence.Education, Faculty ofGraduat