Joanna K Anderson
Datos Biográficos
| ID | 9508082 |
|---|---|
| NOMBRE | Joanna K Anderson |
| NOMBRES | Joanna K |
| APELLIDO | Anderson |
| FIRMA | ANDERSON J K |
| AFILIACIONES | University of Cambridge |
| ORCID | 0000-0002-0565-3735 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
‘Right support, right place, right time; right mess!’ Professionals' views on factors influencing the Send system and outcomes for children and families in England
The Special Educational Needs and Disability (SEND) system in England is under scrutiny. Critics highlight inefficient service design, poor implementation, and adversarial processes that cause family‐level distress. Unmet needs deprive children of learning, harming long‐term prospects. Legislative changes in 2014 mandated professionals from multiple sectors to produce integrated child‐centred support plans. Since then, little peer‐reviewed resear…
Internal exclusion as a “dumping ground”
Internal exclusion (IE) in the UK, wherein pupils are removed from their classroom and placed in a separate area within the school, has been implemented to mixed reception with the intention of reducing classroom disruptions. For this study, an online survey was completed by 34 parents of children who have experienced IE, focusing on parent perspectives of their children’s experiences and mental health (MH), with 67% of parents reporting that the…
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
Principles of practice for a whole school approach to self-harm
Self-harm is common among adolescents and recognised as a significant public health issue. This study aimed to explore the perspectives of young people and school staff about how schools should respond to self-harm and subsequently develop principles of practice. Seven focus groups were carried out with school staff and young people. Qualitative data were thematically analysed using the Framework Method to generate themes [1, 2]. The findings wer…
Analysing Children’s Responses from Multiple Modalities During Robot-Assisted Assessment of Mental Wellbeing
According to the World Health Organization, the early identification of mental wellbeing issues in children is extremely important for children’s growth and development. However, the available health services are not sufficient to address children’s needs in this area. Literature suggests that robots can provide the support needed to promote mental wellbeing in children, but how robots can help with the assessment of mental wellbeing is relativel…
Research Review
The impact of community engagement as a public health intervention to support the mental well-being of single mothers and children living under housing insecure conditions – a rapid literature review
There is evidence to suggest that community engagement may be applied as an effective intervention in supporting the mental well-being of mothers and children living under housing insecurity. Proposed intervention effectiveness may be achieved via psychosocial pathways such as improved maternal self-efficacy and social support. However, more embedded long-term process evaluations of these interventions are needed to establish maintenance of these…
Determining stakeholder priorities and core components for school-based identification of mental health difficulties
Only approximately half of children and young people (CYP) with mental health difficulties access mental health services in England, with under-identification of need as a contributing factor. Schools may be an ideal setting for identifying mental health difficulties in CYP, but uncertainty remains about the processes by which these needs can best be identified and addressed. In this study, we conducted a two-round, three-panel Delphi study with …
Annual Research Review
Acceptability of screening for mental health difficulties in primary schools
Results suggest that most parents within the socio-demographic context of our study will accept MHD screening within primary schools, and that school-based screening is viable from the perspective of parents. The comments provided about potential harms as well as suggestions for programme delivery are relevant to inform the development and evaluation of acceptable and sustainable school-based identification models. Implementation and scale-up of …
A scoping literature review of service-level barriers for access and engagement with mental health services for children and young people
Training needs survey of midwives, health visitors and voluntary‐sector breastfeeding support staff in England
This study, which was part of a learning needs assessment of health professionals in England, reports a survey of the training needs of healthcare practitioners in breastfeeding support skills. Respondents rated their competence on 26 breastfeeding support skills, importance of update, actual and potential helpfulness of training, and accessibility in the next 2 years. Perception of organizational barriers to breastfeeding support and practitione…
Addressing the learning deficit in breastfeeding
This paper summarizes the findings of the learning needs assessment described in this issue. Limitations and strengths are discussed. The paper describes a national, multi-sectoral, multidisciplinary picture. Our respondents may over-represent those with an interest in breastfeeding; if so, the true picture may be even more problematic than described here. Major deficits were identified in the knowledge and skills of practitioners from all backgr…
A training needs survey of doctors’ breastfeeding support skills in England
The study examined the training needs of paediatricians and general practitioners (GPs). Respondents rated their competence on 23 breastfeeding support skills, importance of update in the next 2 years, actual and potential helpfulness of different forms of professional updates, and accessibility in the next 2 years. The perception of organizational barriers to breastfeeding support and practitioners' knowledge of policies and guidance on breastfe…
Addressing the learning deficit in breastfeeding
This paper summarizes the findings of the learning needs assessment described in this issue. Limitations and strengths are discussed. The paper describes a national, multi-sectoral, multidisciplinary picture. Our respondents may over-represent those with an interest in breastfeeding; if so, the true picture may be even more problematic than described here. Major deficits were identified in the knowledge and skills of practitioners from all backgr…
A training needs survey of doctors’ breastfeeding support skills in England
The study examined the training needs of paediatricians and general practitioners (GPs). Respondents rated their competence on 23 breastfeeding support skills, importance of update in the next 2 years, actual and potential helpfulness of different forms of professional updates, and accessibility in the next 2 years. The perception of organizational barriers to breastfeeding support and practitioners' knowledge of policies and guidance on breastfe…
Training needs survey of midwives, health visitors and voluntary‐sector breastfeeding support staff in England
This study, which was part of a learning needs assessment of health professionals in England, reports a survey of the training needs of healthcare practitioners in breastfeeding support skills. Respondents rated their competence on 26 breastfeeding support skills, importance of update, actual and potential helpfulness of training, and accessibility in the next 2 years. Perception of organizational barriers to breastfeeding support and practitione…
A scoping literature review of service-level barriers for access and engagement with mental health services for children and young people
Acceptability of screening for mental health difficulties in primary schools
Results suggest that most parents within the socio-demographic context of our study will accept MHD screening within primary schools, and that school-based screening is viable from the perspective of parents. The comments provided about potential harms as well as suggestions for programme delivery are relevant to inform the development and evaluation of acceptable and sustainable school-based identification models. Implementation and scale-up of …
Determining stakeholder priorities and core components for school-based identification of mental health difficulties
Only approximately half of children and young people (CYP) with mental health difficulties access mental health services in England, with under-identification of need as a contributing factor. Schools may be an ideal setting for identifying mental health difficulties in CYP, but uncertainty remains about the processes by which these needs can best be identified and addressed. In this study, we conducted a two-round, three-panel Delphi study with …
Annual Research Review
Research Review
The impact of community engagement as a public health intervention to support the mental well-being of single mothers and children living under housing insecure conditions – a rapid literature review
There is evidence to suggest that community engagement may be applied as an effective intervention in supporting the mental well-being of mothers and children living under housing insecurity. Proposed intervention effectiveness may be achieved via psychosocial pathways such as improved maternal self-efficacy and social support. However, more embedded long-term process evaluations of these interventions are needed to establish maintenance of these…
Analysing Children’s Responses from Multiple Modalities During Robot-Assisted Assessment of Mental Wellbeing
According to the World Health Organization, the early identification of mental wellbeing issues in children is extremely important for children’s growth and development. However, the available health services are not sufficient to address children’s needs in this area. Literature suggests that robots can provide the support needed to promote mental wellbeing in children, but how robots can help with the assessment of mental wellbeing is relativel…
Internal exclusion as a “dumping ground”
Internal exclusion (IE) in the UK, wherein pupils are removed from their classroom and placed in a separate area within the school, has been implemented to mixed reception with the intention of reducing classroom disruptions. For this study, an online survey was completed by 34 parents of children who have experienced IE, focusing on parent perspectives of their children’s experiences and mental health (MH), with 67% of parents reporting that the…
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
Principles of practice for a whole school approach to self-harm
Self-harm is common among adolescents and recognised as a significant public health issue. This study aimed to explore the perspectives of young people and school staff about how schools should respond to self-harm and subsequently develop principles of practice. Seven focus groups were carried out with school staff and young people. Qualitative data were thematically analysed using the Framework Method to generate themes [1, 2]. The findings wer…
‘Right support, right place, right time; right mess!’ Professionals' views on factors influencing the Send system and outcomes for children and families in England
The Special Educational Needs and Disability (SEND) system in England is under scrutiny. Critics highlight inefficient service design, poor implementation, and adversarial processes that cause family‐level distress. Unmet needs deprive children of learning, harming long‐term prospects. Legislative changes in 2014 mandated professionals from multiple sectors to produce integrated child‐centred support plans. Since then, little peer‐reviewed resear…
Medicine (8 obras) · Psychology (8 obras) · Nursing (7 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Mental health (5 obras) · Psychiatry (5 obras) · Social Psychology (5 obras) · Biostatistics (4 obras) · Medical education (4 obras) · Public health (4 obras)