Hospital service use for young people with chronic health conditions : a population-based matched retrospective cohort study

Aim: This study aims to identify the hospitalised morbidity associated with three common chronic health conditions among young people using a population-based matched cohort. Methods: A population-level matched case-comparison retrospective cohort study of young people aged ≤18 years hospitalised with asthma, type 1 diabetes (T1D) or epilepsy during 2005–2018 in New South Wales, Australia using linked birth, health and mortality records. The comparison cohort was matched on age, sex and residential postcode. Adjusted rate ratios (ARR) were calculated by sex and age group. Results: There were 65 055 young people hospitalised with asthma, 6648 with epilepsy, and 2209 with T1D. Young people with epilepsy (ARR 10.95; 95% confidence interval (CI) 9.98–12.02), T1D (ARR 8.64; 95% CI 7.72–9.67) or asthma (ARR 4.39; 95% CI 4.26–4.53) all had a higher risk of hospitalisation than matched peers. Admission risk was highest for males (ARR 11.00; 95% CI 9.64–12.56) and females with epilepsy (ARR 10.83; 95% CI 9.54–12.29) compared to peers. The highest admission risk by age group was for young people aged 10–14 years (ARR 5.50; 95% CI 4.77–6.34) living with asthma, children aged ≤4 years (ARR 12.68; 95% CI 11.35–14.17) for those living with epilepsy, and children aged 5–9 years (ARR 9.12; 95% CI 7.69–10.81) for those living with T1D compared to peers. Conclusions: The results will guide health service planning and highlight opportunities for better management of chronic health conditions, such as further care integration between acute, primary and community health services for young people

Impact of chronic health conditions and injury on school performance and health outcomes in New South Wales, Australia : a retrospective record linkage study protocol

Introduction: Children who have sustained a serious injury or who have a chronic health condition, such as diabetes or epilepsy, may have their school performance adversely impacted by the condition, treatment of the condition and/or time away from school. Examining the potential adverse impact requires the identification of children most likely to be affected and the use of objective measures of education performance. This may highlight educational disparities that could be addressed with learning support. This study aims to examine education performance, school completion and health outcomes of children in New South Wales (NSW), Australia, who were hospitalised with an injury or a chronic health condition compared with children who have not been hospitalised for these conditions. Method and analysis This research will be a retrospective population-level case-comparison study of hospitalised injured or chronically ill children (ie, diabetes, epilepsy, asthma or mental health conditions) aged ≤18 years in NSW, Australia, using linked health and education administrative data collections. It will examine the education performance, school completion and health outcomes of children who have been hospitalised in NSW with an injury or a chronic health condition compared with children randomly drawn from the NSW population (matched on gender, age and residential postcode) who have not been hospitalised for these conditions. Ethics and dissemination The study received ethics approval from the NSW Population Health Services Research Ethics Committee (2018HRE0904). Findings from the research will be published in peer-reviewed journals and presented at scientific conferences

Who do girls turn to when times are tough? : mental health implications for teenagers who seek support online or face-to-face

This research aims to: 1. Identify the ways of coping adolescent girls use: (a) when faced with academic and social stressors, and (b) whether these behaviors differ by school grade (Grade 7 or 9). 2. Examine the relationship between these behaviors and anxiety. One conclusion drawn is that Parents are the primary source of support used for academic stressors, while close friends are the primary source of support used for social stressors

Digital support seeking in adolescent girls : a qualitative study of affordances and limitations

While digital communication is almost universal amongst adolescents, we do not yet know why adolescent girls seek support electronically or how they perceive this support. The prevalence of adolescent girls’ informal digital support seeking was determined by a self-report questionnaire with 186 early and middle adolescent girls (Mage = 13.64 years), drawn from four socioeconomically advantaged schools in Australia. Digital support seeking from friends was extremely common, with 73.66% seeking emotional support and 85.48% seeking academic support. Next, to determine perceptions of digital support seeking, we conducted in-depth semi-structured interviews with a representative subsample of 31 girls (Mage = 13.95 years). Interview data was analysed using inductive thematic analysis. Themes of friendship and emotional self-regulation emerged as perceived benefits. Girls perceived digital support to be poorer in quality than face-to-face support, and were particularly concerned about limitations to privacy and the disclosure of confidential information. Several maladaptive behaviours such as using digital support seeking to conceal or avoid emotion were identified. There was variation in the attitudes of the sample, and four groups of girls with distinct attitudes towards digital emotional support seeking were identified. Implications for supporting adolescents to effectively seek support electronically and face-to-face are discussed

Educational Psychology for Learning and Teaching

Educational Psychology for Learning and Teaching introduces key theories of development and learning to help you understand how learners learn and how educators can be more effective in their teaching practice. Featuring current research on the various dimensions of learning and teaching alongside traditional theories, it provides a clear framework of theory and evidence that supports modern educational practices. It investigates how to apply psychological principles to educational contexts in order to enhance learning and teaching quality, in particular the ways you can cater for individual student needs. This wholly Australia / NZ text caters for those who are planning to work with any age range from early childhood to adolescence and beyond. Throughout it explores the connections between theories and the many critical issues that face learners and educators today. It also helps you to see links with your own learning and teaching experiences and encourages you to develop your personal philosophy of learning and teaching

The role of social media in developing young people's health literacy

In this chapter, the notion of health literacy is explored in the context of adolescents learning about health. Up until fairly recently, the concept of health literacy has been driven mainly by health care models and has specifically targeted adult populations. This chapter uses the case studies (Chapters 2–7) provided to explore an alternative way of discussing and promoting health literacy and in ways that draw on the perspectives of young people and their frequent engagement with social media in a digital age