Codesign and development of a primary school based pathway for child anxiety screening and intervention delivery: a protocol, mixed-methods feasibility study


INTRODUCTION: Anxiety difficulties are among the most common mental health problems in childhood. Despite this, few children access evidence-based interventions, and school may be an ideal setting to improve children's access to treatment. This article describes the design, methods and expected data collection of the Identifying Child Anxiety Through Schools - Identification to Intervention (iCATS i2i) study, which aims to develop acceptable school-based procedures to identify and support child anxiety difficulties. METHODS AND ANALYSIS: iCATS i2i will use a mixed-methods approach to codesign and deliver a set of procedures-or 'pathway'-to improve access to evidence-based intervention for child anxiety difficulties through primary schools in England. The study will consist of four stages, initially involving in-depth interviews with parents, children, school staff and stakeholders (stage 1) to inform the development of the pathway. The pathway will then be administered in two primary schools, including screening, feedback to parents and the offer of treatment where indicated (stage 2), with participating children, parents and school staff invited to provide feedback on their experience (stages 3 and 4). Data will be analysed using Template Analysis. ETHICS AND DISSEMINATION: The iCATS i2i study was approved by the University of Oxford's Research Ethics Committee (REF R64620/RE001). It is expected that this codesign study will lead on to a future feasibility study and, if indicated, a randomised controlled trial. The findings will be disseminated in several ways, including via lay summary report, publication in academic journals and presentation at conferences. By providing information on child, parent, school staff and other stakeholder's experiences, we anticipate that the findings will inform the development of an acceptable evidence-based pathway for identification and intervention for children with anxiety difficulties in primary schools and may also inform broader approaches to screening for and treating youth mental health problems outside of clinics.

Publication DOI:
Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences
Additional Information: © Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY. Published by BMJ. This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: licenses/by/4.0/. Obioha Ukoumunne was supported by the National Institute for Health Research Applied Research Collaboration South West Peninsula. Mara Violato receives funding from the National Institute for Health Research (NIHR) Applied Research Collaboration Oxford and Thames Valley at Oxford Health NHS Foundation Trust, and the NIHR Oxford Biomedical Research Centre. Cathy Creswell received funding from the National Institute for Health Research (NIHR; RP-PG-0218-20010).
Uncontrolled Keywords: anxiety disorders,child & adolescent psychiatry,mental health,protocols & guidelines,qualitative research,Medicine(all)
Publication ISSN: 2044-6055
Last Modified: 14 May 2024 07:23
Date Deposited: 07 May 2021 13:17
Full Text Link:
Related URLs: https://bmjopen ... /4/ (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2021-04-20
Accepted Date: 2021-03-12
Authors: Williamson, Victoria
Larkin, Michael (ORCID Profile 0000-0003-3304-7000)
Reardon, Tessa
Pearcey, Samantha
Hill, Claire
Stallard, Paul
Spence, Susan H
Breen, Maria
Macdonald, Ian
Ukoumunne, Obioha
Ford, Tamsin
Violato, Mara
Sniehotta, Falko
Stainer, Jason
Gray, Alastair
Brown, Paul
Sancho, Michelle
Creswell, Cathy



Version: Published Version

License: Creative Commons Attribution

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