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PAEDS SIGNED

Prevalence and Experience of Diagnostic Shifts in Youth Mental Healthcare

Total Cost €

0

EC-Contrib. €

0

Partnership

0

Views

0

 PAEDS project word cloud

Explore the words cloud of the PAEDS project. It provides you a very rough idea of what is the project "PAEDS" about.

diagnosis    frequency    capitalise    interdisciplinary    policy    implications    review    psychiatric    manifest    explored    irish    temporal    course    labels    behavioural    services    shift    limited    engages    emotional    strategic    delphi    valued    received    environment    invested    paeds    adapt    career    classification    prevalence    centred    families    lost    parents    people    childhood    action    adolescent    entirely    time    me    interviews    classifications    camhs    academic    pioneering    young    mental    identity    msca    interact    sensitive    skills    patient    platform    records    child    plan    clinical    personal    youth    sense    integrating    profound    engagement    social    stakeholders    narratives    first    shifts    significance    diagnoses    mixed    transition    epidemiological    competencies    scientific    opportunity    data    service    shows    patterns    health    initiated    panel    qualitative    diagnostic    diverse    difficulties    contact    thereby    self    stage    providers    continuity    children   

Project "PAEDS" data sheet

The following table provides information about the project.

Coordinator
UNIVERSITY COLLEGE DUBLIN, NATIONAL UNIVERSITY OF IRELAND, DUBLIN 

Organization address
address: BELFIELD
city: DUBLIN
postcode: 4
website: www.ucd.ie

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country Ireland [IE]
 Project website https://paedsdiagnosis.ucd.ie/
 Total cost 175˙866 €
 EC max contribution 175˙866 € (100%)
 Programme 1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
 Code Call H2020-MSCA-IF-2015
 Funding Scheme MSCA-IF-EF-ST
 Starting year 2017
 Duration (year-month-day) from 2017-09-01   to  2019-08-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSITY COLLEGE DUBLIN, NATIONAL UNIVERSITY OF IRELAND, DUBLIN IE (DUBLIN) coordinator 175˙866.00

Map

 Project objective

Epidemiological data shows that psychiatric diagnoses in childhood have limited temporal continuity. Over the course of a child’s contact with mental health services, a diagnosis received at one time can transition into a different diagnostic classification or be lost entirely. Such shifts can have profound implications for young people and their families, given the significance invested in diagnostic labels as a means of making sense of emotional and behavioural difficulties. However, no research has investigated the prevalence of diagnostic shift in Child & Adolescent Mental Health Services (CAMHS) or explored how it is experienced by the children and families affected. PAEDS aims to provide the first such evidence through a two-stage mixed-methods design. First, a review of clinical records in an Irish CAMHS service will establish the frequency with which diagnostic shifts occur and the typical patterns through which they manifest. Second, qualitative interviews will be conducted with children and parents who have experienced diagnostic shift, to establish the narratives through which people make sense of these changes and the implications for self-concept, social identity and service engagement. To exploit the social and clinical value of the results, a Delphi process will be initiated that engages a diverse panel of stakeholders in developing evidence-based resources that help service-providers and service-users adapt to diagnostic shift. The project will thereby promote sensitive, patient-centred youth mental health policy and practice. It will also provide a platform for me to build a career pioneering the interdisciplinary study of how scientific and clinical classifications interact with identity. By fully integrating a tailored Personal Career Development Plan into the action programme, I will capitalise on the MSCA’s opportunity for the strategic development of skills and competencies valued in the current academic environment.

 Publications

year authors and title journal last update
List of publications.
2019 O\'Connor, C., Downs, J., Shetty, H., McNicholas, F.
Diagnostic trajectories in child and adolescent mental health services: Exploring the prevalence and patterns of diagnostic adjustments in an electronic mental health case register
published pages: , ISSN: 1435-165X, DOI: 10.1007/s00787-019-01428-z
European Child & Adolescent Psychiatry 2019-10-29
2019 Cliodhna O’Connor, Fiona McNicholas
What Differentiates Children with ADHD Symptoms Who Do and Do Not Receive a Formal Diagnosis? Results from a Prospective Longitudinal Cohort Study
published pages: , ISSN: 0009-398X, DOI: 10.1007/s10578-019-00917-1
Child Psychiatry & Human Development 2019-10-29
2018 Cliodhna O\'Connor, Irini Kadianaki, Kristen Maunder, Fiona McNicholas
How does psychiatric diagnosis affect young people\'s self-concept and social identity? A systematic review and synthesis of the qualitative literature
published pages: 94-119, ISSN: 0277-9536, DOI: 10.1016/j.socscimed.2018.07.011
Social Science & Medicine 212 2019-10-29

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