Why good placements matter: Pre-placement and placement risk factors associated with mental health disorders in pre-school children in foster care.

Pre-school children placed in local authority care show elevated rates of mental health disorders when compared to the general population. This study investigated risk factors for mental health disorders relating to the period prior to entering care and while in care. A representative sample of 43 children in care aged 0-72 months in an inner London borough underwent comprehensive multidimensional assessments. Presence of emotional, behavioural, attachment and adaptive disorders was ascertained. Exposure to two pre-placement risk factors and six placement risk factors was compared between children with and without a disorder. A total of 26 children (60.5%) had at least one mental health disorder. The two pre-placement risk factors, multiple types of maltreatment and entry into care after the age of 6 months, were both significantly associated with mental health disorders. The three placement risk factors of sudden placement moves, multiple placement moves and child-carer alienation showed a significant association with mental health disorders. There was a strong correlation between the number of risk factors and the number of co-morbid mental health disorders per child (r = .67, p < .001). In conclusion, this study identified five modifiable risk factors related to the quality of safeguarding and fostering services which showed a significant association with pre-school mental health.

Statutory health assessments for pre-school foster children fail to screen accurately for mental health disorders.

The aim of this study was to determine the diagnostic accuracy of statutory health assessments in identifying existing mental health disorders in pre-school foster children. It was examined whether a foster carer completed screening instrument could enhance accuracy. A representative sample of 43 pre-schoolers under the care of one inner-city local authority underwent comprehensive multidimensional mental health assessments as the reference standard. Statutory health assessments gave false negative results for 65% (95% confidence interval (CI) 44-82%) of children diagnosed with at least one mental health disorder according to the reference standard and 18% (95% CI 3-52%) of children with developmental delay. The Ages & Stages Questionnaire completed by the foster carers failed to identify 65% (95% CI 44-82%) of the children with diagnosed mental health disorders. There was no evidence of selective underreporting by foster carers in relation to specific diagnostic categories. In conclusion, statutory health assessments in their current form may fail to identify the majority of pre-school foster children with mental health disorders. Adding a screening instrument to the assessment process may not be adequate to improve diagnostic accuracy.

Judgements of social inappropriateness in adults with Tourette's syndrome.

INTRODUCTION: Socially inappropriate behaviour has frequently been reported in Tourette's syndrome (TS), but has not been studied experimentally. The current study was designed to examine the appropriateness of self-disclosures in TS using an emotional self-disclosure task. METHODS: Adult participants with TS-alone (20) and matched controls (20) were compared on two social judgement tasks, one examining the regulation of behaviour in an emotional self-disclosure task requiring participants to generate examples of autobiographical events, and the other examining mentalistic judgement of others' behaviour on a faux pas task. RESULTS: Those with TS-alone and controls showed no group differences for judges' or participants' ratings of inappropriateness on the self-disclosure task, although only the self-ratings of the control group corresponded to the judges' ratings. On the faux pas task, those with TS-alone were impaired relative to controls in detecting socially inappropriate behaviour. There was also some evidence of executive dysfunction in the TS-alone group. CONCLUSIONS: TS-alone is linked to a mixed pattern of preserved and impaired performance on social cognition measures, and further work is needed to determine the contributions of social and/or executive contributions to everyday functioning.

Assessing the prevalence of mental health disorders and mental health needs among preschool children in care in England.

Although school-aged children living in foster care have been identified as a high-risk group for mental health and developmental disorders, there is a paucity of data relating to preschool children in care (CIC). This study aimed to identify the prevalence of mental health and developmental disorders along with corresponding need for interventions in preschool CIC. All CIC aged 0 to 5 years in an inner city local authority underwent comprehensive, multifaceted assessments consisting of the Ages and Stages Questionnaire (J. Squires, D. Bricker, & E. Twombly, 2003), interviews with caregivers based on the Preschool Age Psychiatric Assessment (H.L. Egger & A. Angold, 2006), Mullen Scales of Early Learning (E.M. Mullen, 1995), and systematic clinical observation. Of 58 eligible preschoolers, 43 completed the assessment. At least one mental health disorder was found in 26 (60.5%) participants, and at least one developmental disorder was found in 11 (25.6%). When mental health and/or developmental disorders were considered together, 30 (69.8%) preschoolers fulfilled criteria for at least one diagnosis, and 18 (41.9%) had two or more comorbid conditions. Whereas 36 (83.7%) of the preschoolers needed an intervention, only 3 of these had received adequate input. In conclusion, preschool CIC constitute a high-risk group for mental health and developmental disorders. Without age-appropriate assessments, their needs go undetected, and opportunities for early intervention are being missed.