Systematic review of the evidence for service models delivering early intervention in psychosis outside the stand-alone centre

2016 ◽  
Vol 11 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Caragh Behan ◽  
Sarah Masterson ◽  
Mary Clarke
Keyword(s):  
Systematic Review ◽  
Early Intervention ◽  
Service Models ◽  
Early Intervention In Psychosis

A qualitative systematic review of Early Intervention in Psychosis service user perspectives regarding valued aspects of treatment with a focus on cognitive behavioural therapy

2021 ◽  
Vol 14 ◽  
Author(s):  
Lauren Cox ◽  
Colette Miller
Keyword(s):  
Systematic Review ◽  
Early Intervention ◽  
Cognitive Behavioural Therapy ◽  
Service User ◽  
Treatment Success ◽  
Behavioural Therapy ◽  
Cognitive Behavioural ◽  
User Perspectives ◽  
Early Intervention In Psychosis ◽  
Qualitative Literature

Abstract Background: Despite the increasing evidence base and focus given to Early Intervention in Psychosis (EIP) services, qualitative literature remains sparse, particularly in relation to the ‘At Risk Mental State’ (ARMS) group. Although research has looked to service user experience within EIP, data have not been collated to understand valued aspects of treatment across both EIP groups: first episode psychosis (FEP) and ARMS, particularly regarding cognitive behavioural therapy (CBT). Aims: To conduct a systematic review of qualitative literature to examine service user perspectives on support provided in EIP treatment with a focus on CBT. Method: This was a thematic synthesis of qualitative studies. Nine studies were included in the analysis identified through a systematic database search and citation tracking. Studies were critically appraised using the critical appraisal skills programme tool. Results: Nine studies were identified for inclusion. Six analytical themes and 20 descriptive categories were identified. Conclusions: User perspectives confirm previous findings highlighting importance of therapeutic relationships for treatment success. Normalisation, learning and understanding were valued across both groups, which increased coping, and can be facilitated throughout the EIP journey. Harnessing the support of those involved in users’ care and understanding these relationships further enhances interventions utilised. Understanding the stage the individual is at regarding their experiences is essential in relation to targeting support. Transdiagnostic aspects of CBT were valued across both groups. ARMS referred to more specific strategies and there were some differences regarding coping styles and flexibility preferences; however, this may be due to group differences in problem trajectory and care provision.

Early intervention in psychosis: service models worldwide and the Irish experience

2010 ◽  
Vol 27 (4) ◽  
pp. 210-214 ◽  
Author(s):  
Sami Omer ◽  
Caragh Behan ◽  
John L Waddington ◽  
Eadbhard O'Callaghan
Keyword(s):  
Early Intervention ◽  
Secondary Prevention ◽  
Current Evidence ◽  
Early Intervention Service ◽  
Primary And Secondary Prevention ◽  
Early Intervention Services ◽  
Intervention Service ◽  
Service Models ◽  
Intervention Services ◽  
Early Intervention In Psychosis

AbstractThis paper examines the concept of early intervention in psychosis at primary and secondary prevention levels. Examples of early intervention service models from different countries are presented and we discuss current evidence for efficacy. We highlight the Irish experience of early intervention to date, and discuss future implementation of early intervention services in Ireland.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

2021 ◽  
pp. 001698622110075
Author(s):  
Melanie S. Meyer ◽  
Anne N. Rinn
Keyword(s):  
Systematic Review ◽  
Emerging Adults ◽  
Gifted Education ◽  
Talent Development ◽  
State Standards ◽  
Database Search ◽  
Future Research ◽  
Review Of Literature ◽  
Leadership Programs ◽  
Service Models

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

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