Secondary school teachers and mental health competence: Italy-United Kingdom comparison.

AIM: The aim of this study was to evaluate the differences between teachers' knowledge about early psychosis among three different Italian cities and a UK sample. METHODS: The sample consisted of 556 secondary school teachers from three different cities in Italy (Milan, Rome and Lamezia Terme) and London (UK). The research was based on the Knowledge and Experience of Social Emotional Difficulties Among Young People Questionnaire. The Italian version of the questionnaire was used in Italy. RESULTS: Overall, 67.6% of English teachers, 58.5% of Milan's teachers, 41.8% of Rome's teachers and 33.3% of Lamezia Terme's teachers were able to recognize psychotic symptoms from a case vignette. Logistic regression analysis showed that 'city' was the only independent variable significantly related to the correct/wrong answer about diagnosis. CONCLUSIONS: We found statistically significant differences between the three Italian samples and the UK sample regarding teachers' knowledge about first signs of psychosis. English teachers showed a better knowledge than Italian teachers in general. Teachers from Milan, where a specific early detection program was established in 2000, seemed to be more familiar with early signs of psychosis than teachers in the other two Italian towns.

Early detection: a survey of secondary school teachers' knowledge about psychosis.

AIMS: To establish how much knowledge and experience secondary school-teachers have about psychosis, sources of help available and how to access help. METHODS: A questionnaire survey of 130 secondary school teachers from three secondary schools and one pupil referral unit within the catchment area of the Camden and Islington Early Intervention Service in London. Teachers completed a questionnaire about diagnosis, age of onset, aetiology, prognosis and treatment. They were also asked about their experiences of pupils with possible psychosis and for their views on the teacher's role regarding referral of pupils. RESULTS: The majority of teachers were able to recognize psychotic symptoms from a case vignette and many were able to correctly identify possible causal factors, prognosis and factors that might help or hinder recovery. Almost a third of teachers had experienced a pupil with possible symptoms of psychosis. However, teachers were much less certain about their own role towards pupils presenting with psychosis and there was much confusion about who had responsibility to help, and how and where to refer such pupils. CONCLUSIONS: The results reinforce the view that teachers are in a strong position in relation to early detection and referral for young people with psychosis. The findings suggest a considerable staff development agenda, especially regarding how to access help and services. Teachers in this study seemed keen for further training in this area.

Predictors of antisocial personality. Continuities from childhood to adult life.

BACKGROUND: Antisocial behaviour in adult life has its roots in childhood. AIMS: To explore the independent and joint effects of childhood characteristics on the persistence of antisocial behaviour into adult life. METHOD: A clinical sample of twins who were systematically ascertained in childhood was followed up 10-25 years later. A total of 225 twins were interviewed regarding childhood and adult psychiatric disorder, psychosocial functioning, and psychosocial and cognitive risk factors. RESULTS: In univariate analyses, childhood hyperactivity and conduct disorder showed equally strong prediction of antisocial personality disorder (ASPD) and criminality in early and mid-adult life. Lower IQ and reading problems were most prominent in their relationships with childhood and adolescent antisocial behaviour. In multivariate modelling childhood conduct disorder and hyperactivity predicted adult ASPD even when intervening risk factors were accounted for. The number of hyperactive and conduct symptoms also predicted adult outcome. CONCLUSIONS: Childhood disruptive behaviour has powerful long-term effects on adult antisocial outcomes, which continue into middle adulthood. The importance of number of symptoms, the presence of disruptive disorder, and intermediate experiences highlight three areas where interventions might be targeted.