Following safety failures and gaps in oversight, acute in-patient mental health services face increasing scrutiny. This article examines accountability, conceptualised as answerability, responsibility and responsiveness, and reviews key strategies. Evidence varies in strength, with strongest support for reducing coercion and measurement systems. Structural and cultural alignment is essential for sustained improvement.
There has been much recent debate about diagnosis in neurodevelopmental disorders, both within and outside of psychiatry. Using the examples of attention-deficit hyperactivity disorder and autism spectrum disorder, we argue for the virtues of the clinical diagnostic hierarchy to improve formulation and make better decisions about treatment.
Individuals with co-occurring autism and psychosis are poorly supported by current psychiatric systems yet commonly present to both autism and psychosis services. Diagnostic overshadowing, fragmented pathways and unadapted interventions drive poorer outcomes. Psychosis services must embed neurodevelopmentally informed assessment, formulation, staff training and routine treatment adaptations to deliver equitable, effective care for this underserved population.
This article outlines recommended approaches for future Research Domain Criteria (RDoC)-driven research on anxiety disorders that are aligned with the National Institute of Mental Health's translational aims. It discusses 'intermediary' psychological processes, multidimensional sampling, experimental designs and the integration of environmental and developmental factors.
Psychedelics hold promise for psychiatry, yet clinical translation remains premature. Addressing the challenges of psychedelics in psychiatry requires advances in mechanistic study, clinical implementation, regulatory governance and public discourse in parallel.
BACKGROUND:Mental health problems in adolescents are increasing. Universal school-based interventions may play an important preventative role. AIMS:The aim of the Approaches for Well-being and Mental Health Literacy: Research in Education (AWARE) trial was to evaluate two universal, school-based interventions that previously yielded evidence of impact in other countries: Youth Aware of Mental Health (YAM) and The Mental Health and High School Curriculum Guide (The Guide). METHOD:AWARE was a multi-school, parallel group, cluster randomised controlled trial in English secondary schools. Schools were allocated on a 1:1:1 ratio to one of two interventions or a usual practice control group, balanced on current levels of mental health provision within schools, school location, deprivation and urbanicity. Eligible participants were pupils in schools across England in Year 9 (aged 13-14 years) at baseline. The statistician, quantitative data analyst and economist were masked. Primary outcomes were depressive symptoms measured with the Short Mood and Feelings Questionnaire for YAM and intended help-seeking, measured with the General Help Seeking Questionnaire for The Guide (both at 3-6 months). RESULTS:153 schools were randomised, including 12 166 pupils (NYAM = 4028 pupils, Nguide = 3997 pupils, Ncontrol = 4141 pupils). We found that for YAM vs control (N = 5516) there was no improvement in depressive symptoms s.m.d. = 0.02; 95% CI -0.05 to 0.10), and for The Guide vs control (N = 5409) we found increased intended help-seeking compared with the control group (s.m.d. = 0.10; 95% CI 0.02 to 0.19). A notable minority of schools were unable to deliver YAM because of challenges in implementing it. Increased depressive symptoms scores were observed in both intervention conditions, compared with control at the longer-term follow-up. CONCLUSIONS:The findings indicate that participating in The Guide is effective at improving intended help-seeking. However, due to the increases in depressive symptoms associated with each intervention at the long-term follow-up, further investigation of the potential negative impacts of these programmes is advised before further rollout in English schools.Trial registration number: ISRCTN17631228.
