Sarah Macdonald
Dados Biográficos
| ID | 3604182 |
|---|---|
| NOME | Sarah Macdonald |
| PRENOMES | Sarah |
| SOBRENOME | Macdonald |
| ASSINATURA | MACDONALD S |
| AFILIAÇÕES | Cardiff University |
| ORCID | 0000-0002-8245-2347 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 17 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
How might we improve the mental health and well-being of care-experienced children and young people? Review and map of intervention theories
This article presents a review and map of program theories used in mental health and well-being interventions tested with care-experienced children and young people (foster care, kinship care, residential care). Program theories are important in knowing how interventions should bring about change, how they might be implemented, and how they will be influenced by contextual factors. Currently, we do not fully understand if and how interventions ar…
Multiagency Collaborations to Support Well‐Being Amongst Care‐Experienced Children and Young People in School and During Transition to Further Education College
Multiagency collaboration to address care‐experienced children and young people's mental well‐being has been advocated as a way of attending to complex needs while avoiding fragmented support. Key sectors with a statutory role include education, mental health and social care, and there is increasing interest at a UK and global scale about stakeholder experiences of multiagency collaboration and how sectors work together when young people transiti…
Exploring the use of interactive data dashboards as a tool to support a data‐driven approach to whole‐school health improvement
School is an important setting for supporting young people's healthy development and positive mental wellbeing. Recent curriculum changes in Scotland and Wales reflect this, adopting a whole‐school approach to health and wellbeing as a central pedagogical focus and responsibility of all working in the sector. Alongside education system reform, there is a growing recognition of the need for health improvement decision‐making in schools to take a d…
What Mental Health and Wellbeing Interventions Work for Which Children and Young People in Care? Systematic Review of Potential Outcome Inequities
Children and young people with care-experience (e.g. foster, kinship and residential care) report poorer mental health and wellbeing than the general population. Despite an emerging evidence-base for intervention, it is not clear if current approaches create, exacerbate or mitigate outcome inequities between different types of participants. We conducted a systematic review of international interventions targeting mental health, subjective wellbei…
Impact of a Pediatric Mental Health Crisis Service in the emergency department on hospital resource utilization
BACKGROUND: Lengthening waitlists, reduced outpatient care availability, and increased numbers of children experiencing mental health (MH) crises have strained emergency departments (EDs). EDs facilitate access to immediate intervention and triage to acute services but are often underresourced and undertrained to manage the unique needs of mental health crises. The combination of demand, complexity, and resources required encouraged the developme…
Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College
Education settings are critical for supporting mental wellbeing, but there is limited support specifically for care‐experienced children and young people, including gaps in supporting the transition to Further Education (FE) colleges. Using a mixture of qualitative methods, this study aimed to understand mental wellbeing provision in secondary schools and FE colleges in Wales, UK, for those currently or formerly in foster, kinship or residential …
Interventions Targeting the Mental Health and Well-being of Care-Experienced Children and Young People
Care-experienced children and young people are at increased risk of poor mental health and well-being, and suicide-related outcomes. There is an evidence-base for intervention effectiveness, but this is primarily from the USA. The present systematic review synthesised evidence for international interventions, exploring potential transportability and adaptability to the UK. We constructed an evidence map, and syntheses of intervention effectivenes…
Mental health and wellbeing interventions for care-experienced children and young people
The mental health and well-being of care-experienced children and young people remains a concern. Despite a range of interventions, the existing evidence base is limited in scope, with a reliance on standalone outcome evaluations which limits understanding of how contextual factors influence implementation and acceptability. The Care-experienced cHildren and young people’s Interventions to improve Mental health and wEll-being outcomes Systematic …
From Inclusive to Equitable Pedagogy
Current approaches to building inclusive classrooms for first-generation and working-class students tend to emphasize communicative strategies: receiving students with welcoming messages that acknowledge and value their life experience and promoting a growth mindset. These methods are important, but they do little to address structural sources of exclusion, such as academic inequities and disadvantages in resources like time. Communicative strate…
Wellbeing as an emergent property of social practice
Wellbeing in buildings is often approached by practitioners and researchers as the aggregate result of individual interactions between building occupants and building features. This sum-of-the-parts approach, however, ignores the ways in which broader social (i.e. sense of ownership and belonging) and symbolic (i.e. what it means to be ‘well’ in a specific culture at a particular place and time) components of wellbeing influence occupant experien…
Contesting constructs and interrogating research methods
Discourses of self-harm, and also suicide, are often underpinned by a central tenet: prevention is the priority. This belief is seemingly so inscribed in research that it is rarely interrogated. The present paper re-analyses qualitative data from a hospital-based study of self-harm management and prevention practice. It aims to reflect upon, and disrupt, the authors' latent assumptions about the construct of 'prevention', while reflecting on the …
Theorising health professionals' prevention and management practices with children and young people experiencing self-harm
Self-harm in young people remains a significant concern. Studies of emergency departments have centred on negative professional attitudes. There has been limited interrogation and theorisation of what drives such attitudes, and the contexts that sustain them. Adopting a complex systems lens, this study aimed to explore how systems shape professional and patient interactions. It draws upon interviews with healthcare and affiliated professionals (n…
Patients’ Experiences of Emergency Hospital Care Following Self-Harm
Rates of hospital presentation for self-harm have increased in recent years, and although clinical practice guidelines on clinical provision prioritize positive patient experiences, the quality of provision remains variable. This systematic review provides an updated and extended synthesis of qualitative research on the following: (a) patients’ experiences of treatment following presentation to hospital; and (b) patients’ perceptions of the impac…
Controlling food, controlling relationships
Potential merits of a social practice perspective for examining the meanings and dynamics of family food include moving beyond individual behaviour, and exploring how practices emerge, develop and change. However, researchers have struggled to encourage reflection on mundane practices, and how to understand associated meanings. Drawing on a study of families in South Wales, this article reflects on the value of the diary-interview approach in add…
Controlling food, controlling relationships
Potential merits of a social practice perspective for examining the meanings and dynamics of family food include moving beyond individual behaviour, and exploring how practices emerge, develop and change. However, researchers have struggled to encourage reflection on mundane practices, and how to understand associated meanings. Drawing on a study of families in South Wales, this article reflects on the value of the diary-interview approach in add…
From Inclusive to Equitable Pedagogy
Current approaches to building inclusive classrooms for first-generation and working-class students tend to emphasize communicative strategies: receiving students with welcoming messages that acknowledge and value their life experience and promoting a growth mindset. These methods are important, but they do little to address structural sources of exclusion, such as academic inequities and disadvantages in resources like time. Communicative strate…
Mental health and wellbeing interventions for care-experienced children and young people
The mental health and well-being of care-experienced children and young people remains a concern. Despite a range of interventions, the existing evidence base is limited in scope, with a reliance on standalone outcome evaluations which limits understanding of how contextual factors influence implementation and acceptability. The Care-experienced cHildren and young people’s Interventions to improve Mental health and wEll-being outcomes Systematic …
Wellbeing as an emergent property of social practice
Wellbeing in buildings is often approached by practitioners and researchers as the aggregate result of individual interactions between building occupants and building features. This sum-of-the-parts approach, however, ignores the ways in which broader social (i.e. sense of ownership and belonging) and symbolic (i.e. what it means to be ‘well’ in a specific culture at a particular place and time) components of wellbeing influence occupant experien…
Theorising health professionals' prevention and management practices with children and young people experiencing self-harm
Self-harm in young people remains a significant concern. Studies of emergency departments have centred on negative professional attitudes. There has been limited interrogation and theorisation of what drives such attitudes, and the contexts that sustain them. Adopting a complex systems lens, this study aimed to explore how systems shape professional and patient interactions. It draws upon interviews with healthcare and affiliated professionals (n…
Controlling food, controlling relationships
Potential merits of a social practice perspective for examining the meanings and dynamics of family food include moving beyond individual behaviour, and exploring how practices emerge, develop and change. However, researchers have struggled to encourage reflection on mundane practices, and how to understand associated meanings. Drawing on a study of families in South Wales, this article reflects on the value of the diary-interview approach in add…
Patients’ Experiences of Emergency Hospital Care Following Self-Harm
Rates of hospital presentation for self-harm have increased in recent years, and although clinical practice guidelines on clinical provision prioritize positive patient experiences, the quality of provision remains variable. This systematic review provides an updated and extended synthesis of qualitative research on the following: (a) patients’ experiences of treatment following presentation to hospital; and (b) patients’ perceptions of the impac…
Theorising health professionals' prevention and management practices with children and young people experiencing self-harm
Self-harm in young people remains a significant concern. Studies of emergency departments have centred on negative professional attitudes. There has been limited interrogation and theorisation of what drives such attitudes, and the contexts that sustain them. Adopting a complex systems lens, this study aimed to explore how systems shape professional and patient interactions. It draws upon interviews with healthcare and affiliated professionals (n…
Wellbeing as an emergent property of social practice
Wellbeing in buildings is often approached by practitioners and researchers as the aggregate result of individual interactions between building occupants and building features. This sum-of-the-parts approach, however, ignores the ways in which broader social (i.e. sense of ownership and belonging) and symbolic (i.e. what it means to be ‘well’ in a specific culture at a particular place and time) components of wellbeing influence occupant experien…
Contesting constructs and interrogating research methods
Discourses of self-harm, and also suicide, are often underpinned by a central tenet: prevention is the priority. This belief is seemingly so inscribed in research that it is rarely interrogated. The present paper re-analyses qualitative data from a hospital-based study of self-harm management and prevention practice. It aims to reflect upon, and disrupt, the authors' latent assumptions about the construct of 'prevention', while reflecting on the …
Mental health and wellbeing interventions for care-experienced children and young people
The mental health and well-being of care-experienced children and young people remains a concern. Despite a range of interventions, the existing evidence base is limited in scope, with a reliance on standalone outcome evaluations which limits understanding of how contextual factors influence implementation and acceptability. The Care-experienced cHildren and young people’s Interventions to improve Mental health and wEll-being outcomes Systematic …
From Inclusive to Equitable Pedagogy
Current approaches to building inclusive classrooms for first-generation and working-class students tend to emphasize communicative strategies: receiving students with welcoming messages that acknowledge and value their life experience and promoting a growth mindset. These methods are important, but they do little to address structural sources of exclusion, such as academic inequities and disadvantages in resources like time. Communicative strate…
Interventions Targeting the Mental Health and Well-being of Care-Experienced Children and Young People
Care-experienced children and young people are at increased risk of poor mental health and well-being, and suicide-related outcomes. There is an evidence-base for intervention effectiveness, but this is primarily from the USA. The present systematic review synthesised evidence for international interventions, exploring potential transportability and adaptability to the UK. We constructed an evidence map, and syntheses of intervention effectivenes…
What Mental Health and Wellbeing Interventions Work for Which Children and Young People in Care? Systematic Review of Potential Outcome Inequities
Children and young people with care-experience (e.g. foster, kinship and residential care) report poorer mental health and wellbeing than the general population. Despite an emerging evidence-base for intervention, it is not clear if current approaches create, exacerbate or mitigate outcome inequities between different types of participants. We conducted a systematic review of international interventions targeting mental health, subjective wellbei…
Impact of a Pediatric Mental Health Crisis Service in the emergency department on hospital resource utilization
BACKGROUND: Lengthening waitlists, reduced outpatient care availability, and increased numbers of children experiencing mental health (MH) crises have strained emergency departments (EDs). EDs facilitate access to immediate intervention and triage to acute services but are often underresourced and undertrained to manage the unique needs of mental health crises. The combination of demand, complexity, and resources required encouraged the developme…
Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College
Education settings are critical for supporting mental wellbeing, but there is limited support specifically for care‐experienced children and young people, including gaps in supporting the transition to Further Education (FE) colleges. Using a mixture of qualitative methods, this study aimed to understand mental wellbeing provision in secondary schools and FE colleges in Wales, UK, for those currently or formerly in foster, kinship or residential …
How might we improve the mental health and well-being of care-experienced children and young people? Review and map of intervention theories
This article presents a review and map of program theories used in mental health and well-being interventions tested with care-experienced children and young people (foster care, kinship care, residential care). Program theories are important in knowing how interventions should bring about change, how they might be implemented, and how they will be influenced by contextual factors. Currently, we do not fully understand if and how interventions ar…
Multiagency Collaborations to Support Well‐Being Amongst Care‐Experienced Children and Young People in School and During Transition to Further Education College
Multiagency collaboration to address care‐experienced children and young people's mental well‐being has been advocated as a way of attending to complex needs while avoiding fragmented support. Key sectors with a statutory role include education, mental health and social care, and there is increasing interest at a UK and global scale about stakeholder experiences of multiagency collaboration and how sectors work together when young people transiti…
Exploring the use of interactive data dashboards as a tool to support a data‐driven approach to whole‐school health improvement
School is an important setting for supporting young people's healthy development and positive mental wellbeing. Recent curriculum changes in Scotland and Wales reflect this, adopting a whole‐school approach to health and wellbeing as a central pedagogical focus and responsibility of all working in the sector. Alongside education system reform, there is a growing recognition of the need for health improvement decision‐making in schools to take a d…
Psychology (10 obras) · Medicine (8 obras) · Mental health (8 obras) · Nursing (7 obras) · Political science (7 obras) · Psychiatry (6 obras) · Child Welfare and Adoption (5 obras) · Psychological intervention (5 obras) · Sociology (5 obras) · Intergenerational Family Dynamics and Caregiving (4 obras)