Examine the effectiveness of a transdiagnostic short term cognitive behaviour therapy group for secondary school age children referred to Child and Adolescent Mental Health Services (CAMHS)

Primary aim of research: The study aims to evaluate the effectiveness of implementing a brief Transdiagnostic Cognitive Behaviour Therapy Group intervention for young people experiencing common mental health conditions. The “Mind and Mood Group” seeks to empower young people to manage and understand their symptoms and to make changes with positive effects. It is a six-session, skills-based group, which models a stepped care approach based on the Improving Access to Psychological Therapies (IAPT) initiative devised in the United Kingdom. The Health Service Executive (HSE) has demonstrated a commitment to developing services for young people, following A Vison for Change (2006). It is hoped that by modelling a stepped care, evidence-based approach, services will be better equipped to meet the demands of this growing population. Method: The study used a deployment focused, multi-site mixed-method approach to incorporate a pre- and post-intervention repeated measures experimental design. Seven intervention groups across individual Child and Adolescent Mental Health Services (CAMHS) were involved in the study. Data was collected from participants who gave signed informed consent to take part in the study and completed the programme, N=40. Results: The findings were analysed for statistical significance and clinically meaningful analysis such as crossing clinical thresholds and reliable change. Participants’ experience of the intervention was elicited to provide richer in-depth data as a means to determine whether the intervention is meaningful and valuable to this population. Discussion: This study provided a deployment focused approach to introduce an innovative transdiagnostic group intervention to adolescents to assist services meet the growing demands for this population. It succeeded in addressing the current gaps in the transdiagnostic group literature for adolescents. The findings of this study are therefore discussed with reference to relevant literature, and the implications for clinical practice, policy, and education. Finally, the limitations and strengths of the study are discussed with recommendations for future research.