Evidence map›Paper›PMID 35948994›Full record

ArticlePilot and feasibility studies2022

Identifying Child Anxiety Through Schools-identification to intervention (iCATS-i2i): protocol for single-arm feasibility trial.

Tessa Reardon, Susan Ball, Maria Breen, Paul Brown, Emily Day, Tamsin Ford, Alastair Gray, Iheoma Green, Claire Hill, Bec Jasper and 15 more

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pilot and feasibility studies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
1.9field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 11 citations in OpenAlex.

  1. Trial
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

25 authors at 13 institutions in 2 countries.

Tessa ReardonDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK. tessa.reardon@psych.ox.ac.uk.ORCID http://orcid.org/0000-0002-9298-091X
Susan BallNIHR ARC South West Peninsula (PenARC), University of Exeter, Exeter, UK.
Maria BreenThames Valley Clinical Trials Unit, University of Reading, Reading, UK.
Paul BrownBransgore C of E Primary School, Christchurch, UK.
Emily DayDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Tamsin FordUniversity of Cambridge and Cambridge and Peterborough Foundation Trust, Cambridge, UK.
Alastair GrayHealth Economics Research Centre, Nuffield Department of Population Health, University of Oxford, Oxford, UK.
Iheoma GreenDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Claire HillSchool of Psychology & Clinical Language Sciences, University of Reading, Reading, UK.
Bec JasperParents and Carers Together, Suffolk, UK.
Thomas KingDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Michael LarkinLife and Health Sciences, Aston University, Birmingham, UK.
Ian MacdonaldCharlie Waller Trust, Thatcham, UK.
Fran MorganSquare Peg, East Sussex, UK.
Jack PollardHealth Economics Research Centre, Nuffield Department of Population Health, University of Oxford, Oxford, UK.
Michelle SanchoWest Berkshire Council, Newbury, UK.
Falko F SniehottaNIHR Policy Research Unit Behavioural Science, Newcastle University, Newcastle upon Tyne, UK.
Susan H SpenceSchool of Applied Psychology and Australian Institute of Suicide Research and Prevention, Griffith University, Brisbane, Australia.
Paul StallardDepartment of Health, University of Bath, Bath, UK.
Jason StainerStanley Primary School, Strathmore Road, London, UK.
Obioha C UkoumunneNIHR ARC South West Peninsula (PenARC), University of Exeter, Exeter, UK.
Mara ViolatoHealth Economics Research Centre, Nuffield Department of Population Health, University of Oxford, Oxford, UK.
Chloe WilliamsDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Victoria WilliamsonDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Cathy CreswellDepartments of Experimental Psychology and Psychiatry, University of Oxford, Oxford, UK.
Oxford Health NHS Foundation Trust · GBUniversity of Oxford · GBUniversity of Exeter · GBUniversity of Reading · GBAston University · GBEast Sussex County Council · GBGriffith University · AUKing's College London · GBNewcastle University · GBUniversity of Bath · GBUniversity of Cambridge · GBUniversity of Suffolk · GBWiltshire Council · GB

Funding

programme grants for applied research RP-PG-0218-20010
6 · The paper itself

Abstract

backgroundAnxiety disorders are common among primary-school aged children, but few affected children receive evidence-based treatment. Identifying and supporting children who experience anxiety problems through schools would address substantial treatment access barriers that families and school staff often face. We have worked with families and school staff to co-design procedures that incorporate screening, feedback for parents, and the offer of a brief intervention in primary schools. This study sets out to assess the feasibility of a subsequent school-based cluster randomised controlled trial to evaluate these procedures. Our objectives are to ensure our procedures for identifying and supporting children with anxiety difficulties through primary schools are acceptable and there are no negative impacts, to estimate recruitment and retention rates, and to identify any changes needed to study procedures or measures.

methodsWe will recruit six primary/junior schools in England (2 classes per school), and invite all children (aged 8-9) (n = 360) and their parent/carer and class teacher in participating classes to take part. Children, parents and class teachers will complete questionnaires at baseline and 12-week follow-up. Children who 'screen positive' on a 2-item parent-report child anxiety screen at baseline will be the target population (expected n = 43). Parents receive feedback on screening questionnaire responses, and where the child screens positive the family is offered support (OSI: Online Support and Intervention for child anxiety). OSI is a brief, parent-led online intervention, supported by short telephone sessions with a Children's Wellbeing Practitioner. Participants' experiences of study procedures will be assessed through qualitative interviews/discussion groups. DISCUSSION: Evidence-based procedures for identifying and supporting children with anxiety difficulties through primary schools would improve children's access to timely, effective intervention for anxiety difficulties.

trial registrationISRCTN registry: ISRCTN30032471 . Retrospectively registered on 18 May 2021.

Indexed as

AnxietyChildrenEarly interventionIdentificationOnline interventionParent-led interventionSchoolsScreening

Identifiers

PMID35948994
PMCPMC9363860
OpenAlexW4290988880

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.