mental health
Research Topic
Language: English
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- Posttraumatic stress disorder (PTSD) is more common among military veterans than the general public.
- and objective: Suicide is a common problem worldwide; the suicidal ideation is a predictor of suicide.
- Loneliness is a significant health concern that may be influenced by dispositional features.
- Schizophrenia is a complex and heterogeneous syndrome.
- The growing influence of managed care in mental health services has raised important questions about access to services.
- Stress is a common factor of several diseases.
- Pregnant women are a high-risk population for mental health effects during a pandemic.
- Taking care of patients with chronic, terminal diseases presents unique challenges to the mental health of medical oncologists.
- Bullying is a widespread phenomenon that has captured attention from mental health researchers.
- The COVID-19 pandemic had a massive impact on healthcare systems, increasing the risks of psychological distress in health professionals.
- Suicide is a major cause of death across the world.
- Obsessive-compulsive disorder (OCD) is a clinically heterogeneous condition.
- The coronavirus disease 2019 (COVID-19) pandemic has been linked to an increase in mental health problems.
- Globally COVID-19 has had a profound impact on the psychological wellbeing of millions of people, and there is an urgent imperative to address elevated levels of distress during the COVID-19 pandemic.
- In the UK, common mental health disorders cost employers around £25bn each year; whilst conditions associated with distress, such as depression and anxiety, can have a profoundly negative impact on an individual's well-being.
- Inappropriate management of acute stress can negatively affect cognition and task performance.
- Work-related stress and its employee outcomes are critical phenomena that warrant more research in public administration.
- It has been well documented that stress can negatively impact the mind and body of long-term sufferers.
- Are current national police interview models fit for purpose when conducting interviews with vulnerable suspects, such as those who have Autism Spectrum Disorder, Personality Disorder or mental health conditions?
- What science-informed changes can be made to policing workplaces that will support the wellbeing of vulnerable or struggling staff?
- What are the characteristics of additional needs for children in the early years, with specific consideration of neurodiversity, speech and language, and mental health interventions?
- How can we best support and promote mental health and wellbeing in schools, colleges and higher education?
- How does the most appropriate support (financial and non-financial) vary by groups? Including younger and older people, those from different minority ethnic groups, refugees, ex-service personnel, women, parents, victims of domestic abuse and those with complex needs, mental health conditions or homelessness?
- How will the changes in working practices following the COVID-19 pandemic, such as increased hybrid and homeworking, escalation in the gig economy, and changes in the demographics of the work force affect work-related ill health?
- What contribution and impact does work-related physical ill health make to work- related stress or poor work-related mental health?
- Evidence on the prevalence of long-term conditions associated with the disease areas covered by the healthcare missions (cancer, ageing, dementia, mental health, respiratory disease, obesity, addiction). Further, we would like to understand what links exist between these disease areas: whether there are mutual risk factors or whether any of these disease areas are a risk factor for another.
- Health and wellbeing: How can we ensure the right level of support for those with health conditions, particularly mental health and neurodevelopmental disorders, at all stages in the justice system? How do the wider social determinants of health impact upon justice needs and outcomes?
- What works to reduce reoffending for different groups? For example, those with mental health problems, or those repeatedly convicted of low-level offences?
- How does well-being matter in the context of levelling up? What are the most effective levers for government (central and local) to affect well-being? How does well-being interact with other place based interventions such as housing and regeneration?
- What are the drivers of life chances which lead to poor life outcomes and what are the opportunity areas in the UK? How do these correlate with traditional proxies for local economic success, such as rates of job growth?
- What are the determinants of people’s subjective sense of satisfaction in the place in which they live? What matters most to different cohorts at different times in their lives in different places?
- How can schools best identify children's mild to moderate mental health needs, and what role can early intervention play in preventing escalation?
- How can we quantify and assess benefits of gambling (e.g. social events, leisure utility, mental alertness)?
- What are the impacts of lack of skills, employability and wellbeing among young people?
- What works best to identify and intervene early to support vulnerable children and their families before they enter the social care system?
- How can we better support families and children to keep children safe and, where possible, with their birth families?
- How can we work most effectively in partnership with others to ensure that additional needs (especially regarding Special Education Needs and Disabilities and mental health) are identified and addressed as early as possible?
- How can we work most effectively in partnership with others to ensure that additional needs (especially regarding Special Education Needs and Disabilities and mental health) are identified and addressed as early as possible?
- • What are the characteristics of additional needs for children in the early years, with specific consideration of neurodiversity, speech and language, and mental health interventions?
- What teaching approaches and learning environments are most effective in helping children to concentrate, grasp new ideas, develop skill (such as writing), retain knowledge, transfer knowledge, and be motivated to learn? • How do these things vary for different groups, such as students with SEND, disadvantaged children and for different age groups? Why are these approaches most effective and how can we scale them up?
- Improving workforce wellbeing and reducing sickness
- What teaching approaches, particularly through inclusion in mainstream education, would better support children with different types of Special Education Needs and Disability (SEND) to achieve and thrive?
- What factors contribute to an effective within-prison health service and how can we respond to changing demographics and needs? What works to support a ‘whole-prison’ approach to physical and mental health?
- • What factors influence parental attitudes to school attendance and what can we do to address them?
- How do improved mental and physical health and wellbeing support improved behaviour, attendance, and attainment, and what works best to improve health and wellbeing across our sectors?
- How do improved mental and physical health and wellbeing support improved behaviour, attendance, and attainment, and what works best to improve health and wellbeing across our sectors?
- • What impact do educational settings and practices have on longer-term health (including dental health)?
- • How can the culture, leadership, and teaching in our educational institutions promote health, wellbeing, and attainment goals?
- • What contribution can education make to the resilience of the nation’s future workforce (for example, by reducing absence caused by ill health)?
- • How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can they effectively measure the impact of these approaches?
- What are cost-effective approaches to promote a sense of safety and school belonging, and ensure attendance and positive behaviour in school, enabling children to be motivated and engaged?
- • What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’).
- How can childcare for school-aged children best contribute to children’s health, socio-emotional and educational outcomes?
- • How can childcare for school aged children better support disadvantaged children and children with SEND?
- What support do children and victims of domestic abuse living in temporary accommodation and domestic abuse safe accommodation need and to what extent is this being delivered?
- What works to reduce levels of self-harm and self-inflicted death in prisons, for different individuals and groups? How can mentoring, peer support and staff relationships help in reducing self-harm?
- How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can schools/colleges effectively measure the impact of these approaches?
- How can we best support children and young people with developing resilience and mental health through their schooling? What programmes and approaches are most effective and why?
- What are the causes, consequences and costs associated with parental conflict and family breakdown? What is effective in avoiding or mitigating parental conflict and for whom? How do parental characteristics including worklessness, low skills, lack of stable housing, ethnicity, parents in the perinatal stage, LGBTQ+, being (or having been) a member of the armed forces, mental health and parents with SEND children interact with conflict and influence what works?
- How many people in prison need access to mental health services who cannot or do not access them? When is the optimal time to intervene or offer support? What are the longer-term effects of early identification and intervention?
- What are the impacts – both within prison and post-release – of the physical and mental health services, and support services delivered in prisons?
- What are the wider non-salary benefits of HE and FE for individuals, communities and society? • What are the benefits of HE and FE on individual wellbeing, physical and mental health, societal engagement, and long-term employment? • What are the wider societal benefits of HE and FE study and provision (including the local and national benefits generated by HE/FE providers)?
- • Are the benefits of FE and HE shared equally or do some groups benefit more than others? • Do these benefits vary by the type of HE or FE study e.g. full degree or short courses, institution (university or FE college) or mode of study?
- • How can we promote resilience and wellbeing among our workforce cost-effectively?
- How can we ensure that technology (including Artificial Intelligence), supports child and adolescent development, learning and health at all stages, from early years to adult education?
- • What impacts does social media use and screen time have on brain development, behaviour (including engagement in other activity), attainment, and health? How does this vary for different groups (including by age) and for different types of use?
- • How can we equip parents, families, and carers to support children through safe access and use of technology outside educational settings?
- How can the impact of digital technology be robustly measured, and implemented in a way that supports teachers and learners? • How can we adapt research methodologies to robustly measure the impact of technology in education, given its fast-moving nature?