Occupational Therapy and Arts Therapies
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25
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Item Outpatient Child and Adolescent Mental Health Services in Lothian Wait Times. Retrospective notes analysis(Queen Margaret University, 2015) Constantinescu, Alexandra C.; Forsyth, Kirsty; Gibson, Amanda; Górska, Sylwia; Harrison, Michele; Irvine, Linda; Murray, Richard; Pentland, Jacqueline M.; Prior, SusanItem Edinburgh Older People Mental Health Services: outcomes of the qualitative evaluation(Queen Margaret University, 2015-01) Forsyth, Kirsty; Górska, Sylwia; Harrison, Michele; Irvine, Linda; Pentland, Jacqueline M.; Prior, SusanItem Edinburgh Behaviour Support Service: Secondary Data Analysis(Queen Margaret University, 2013) Constantinescu, Alexandra C.; Forsyth, Kirsty; Górska, Sylwia; Harrison, Michele; Irvine, Linda; Pentland, Jacqueline M.; Prior, SusanItem Family Group Conferencing for People with Dementia. Evaluation of the Midlothian Pilot 2012/2013(Queen Margaret University, 2013) Forsyth, Kirsty; Górska, Sylwia; Harrison, Michele; Haughey, Peter; Irvine, Linda; Prior, SusanItem Perspectives of Those with Lived Experience of Dementia and their Care Givers within the Cultural Context of Midlothian. A Narrative Study.(Queen Margaret University, 2012) Fairnie, Jane; Flockhart, Janice; Forsyth, Kirsty; Górska, Sylwia; Irvine, Linda; Maciver, Donald; Prior, Susan; Reid, Jenny; Whtehead, JacquelineItem Chapter 22: Applying the Model of Human Occupation to Individuals With Mental Health Conditions(Wolters Kluwer, 2024) Melton, Jane C.; Harding, Becky; Cooper, John R.; Allen, Susan; Reed, Melissa; Forsyth, Kirsty; Prior, Susan; Maciver, Donald; Harrison, Michele; Raber, Christine; Quick, LauraItem Establishing the measurement properties of the Residential Environment Impact Scale (Version 4.0)(Taylor & Francis, 2022-12-09) Harrison, Michele; Forsyth, Kirsty; Murray, Aja Louise; Angarola, Rocco; Henderson, Shona; Fitzpatrick, Linda Irvine; Fisher, GailBackground Developed as an environment assessment informed by the Model of Human Occupation, the Residential Environment Impact Survey considered the physical, social and activity features of the environment, evaluating the impact of the environment on resident’s quality of life. Clinicians reported that the Residential Environment Impact Survey was a useful tool; however, it had not been structured to be a measurement tool and did not have established psychometric properties. Aims/objectives This study examines the psychometric properties of the restructured Residential Environment Impact Scale Version 4.0 (REIS), which measures the level of environment support provided to residents. Material and methods The REIS was completed across residential sites for people with complex mental health needs. A many facets Rasch analysis was conducted to establish the reliability and validity of the REIS. Results The REIS demonstrated reasonable psychometric properties, with items demonstrating internal scale validity and scale items following an expected pattern of increasingly challenging environment support. Conclusions and significance Initial evidence suggests that the REIS provides a valid and reliable measure of environment support, providing a detailed assessment of how physical, social and activity elements of the environment support or inhibit participation and can be applied across a range of living environments.Item Participation‐related constructs and participation of children with additional support needs in schools(Wiley, 2022-09-25) Maciver, Donald; Roy, Anusua Singh; Johnston, Lorna; Tyagi, Vaibhav; Arakelyan, Stella; Kramer, Jessica M.; Richmond, Janet; Romero‐Ayuso, Dulce; Nakamura‐Thomas, Hiromi; Todorova, Liliya; van Hartingsveldt, Margo; Forsyth, KirstyMaciver, D., Roy, A.S., Johnston, L., Tyagi, V., Arakelyan, S., Kramer, J.M., Richmond, J., Romero‐Ayuso, D., Nakamura‐Thomas, H., SPQ Study Group, Todorova, L., van Hartingsveldt, M. and Forsyth, K. (2022) ‘Participation‐related constructs and participation of children with additional support needs in schools’, Developmental Medicine & Child Neurology, p. dmcn.15390. Available at: https://doi.org/10.1111/dmcn.15390. To investigate associations between participation-related constructs and participation frequency and involvement in inclusive schools. In this cross-sectional study, teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties, completed measures. Participation-related constructs were measured using the School Participation Questionnaire; participation frequency and involvement were measured using the Participation and Environment Measure for Children and Youth. A series of multilevel linear mixed-effects regression models with maximum likelihood estimates and bootstrap confidence intervals with p-values were obtained. Final models included participation-related constructs and participation, controlling for demographic and diagnostic confounders (including age, sex, language, level of school support, and autism). Six hundred and eighty-eight children (448 [65.1%] males; mean age 8 years 7 months [range 4 years 10 months-12 years 13 months, standard deviation 2 years 1 months]) were assessed by 252 teachers. Across a series of models, participation-related constructs were consistently associated with more intensive participation (competence, environment, identity p < 0.001; symptoms p = 0.007), independent of confounders. More frequent participation remained associated with three of four participation-related constructs (competence, identity p < 0.001; environment p = 0.021). Age (p = 0.046), language (p = 0.002), and level of school support (p = 0.039) also remained significantly associated with frequency of participation. Children with additional support needs in inclusive schools may have several participation barriers. Policies and interventions to improve participation are needed. [Abstract copyright: © 2022 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.]Item Neurodevelopmental disorders and neurodiversity: Definition of terms from Scotland's National Autism Implementation Team [Editorial](2022-03-28) Shah, Premal J.; Boilson, Marie; Rutherford, Marion; Prior, Susan; Johnston, Lorna; Maciver, Donald; Forsyth, KirstyAdults with neurodevelopmental disorders frequently present to, but fit uneasily into, adult mental health services. We offer definitions of important terms related to neurodevelopmental disorders through unifying research data, medical and other viewpoints. This may improve understanding, clinical practice and development of neurodevelopmental disorder pathways within adult mental health services.Item Associations between adolescent psychosocial factors and disengagement from education and employment in young adulthood among individuals with common mental health problems(Springer, 2022-03-11) Tayfur, Sumeyra N.; Prior, Susan; Singh Roy, Anusua; Maciver, Donald; Forsyth, Kirsty; Irvine-Fitzpatrick, LindaTransition to adulthood can be a challenging developmental task for adolescents with common mental health problems and is linked to adverse outcomes such as ‘not in education, employment or training’ (NEET). This study investigated longitudinal associations between adolescent psychosocial factors (e.g., self-esteem, aspirations, bullying, physical activity) and later NEET status among individuals with common mental health problems (i.e., depression and anxiety). A secondary data analysis of the Next Steps cohort study was completed using waves 2 and 8. Psychosocial factors, mental health, and background characteristics were captured when participants were aged 15–16 years (wave 2) while still in compulsory education. The 12-item General Health Questionnaire was used to identify adolescents with common mental health problems. The study population consisted of 2224 participants (females 66.8%) of which 1473 (66.2%) were aged 15 years and 751 (33.8%) were aged 16 years in wave 2. The outcome was NEET status at ages 25–26 years (wave 8). The results showed that after adjusting for background characteristics, adolescent self-esteem, locus of control, bullying, physical activity, job aspirations, and attitudes to school predicted NEET status. Educational aspirations, substance use, and behavioural problems were not significantly associated with NEET status. These findings provide new insights into the role of adolescent psychosocial factors in the context of education and employment outcomes for youth at risk and highlight the necessity of targeted mental health support to improve life chances.