Meet the editors

Professor Jonathan Glazzard is a Professor of Inclusive Education in the Carnegie School of Education. His research focuses on a broad range of topics and disciplines, including mental health, LGBTQ+ inclusion, special educational needs, critical disability studies, critical psychology, sociology and early literacy development. Jonathan uses a broad range of approaches, including narrative methodology, visual/participatory methodologies

and more traditional interviews and focus groups. Prof. Glazzard's recent projects include exploration of headteacher resilience, teacher mental health and the experiences of teachers who identify as LGBTQ+. He is deeply committed to research that advances inclusion and social justice for marginalised groups and individuals. Prof. Glazzard is a Course Leader and Director of Studies and supervisor for several MRes, EdD and PhD students.

Samuel Stones is a lecturer and doctoral researcher in the Carnegie School of Education at Leeds Beckett University. His research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools. His research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Trans, with emphasis on the impact of sexual orientation on resilience, agency and identi-

ty. Mr. Stones supervises students on a range of postgraduate courses and he works with initial teacher training students in university and school contexts. He also holds a national training role for a Multi-Academy Trust and is an Associate Leader and Head of Year at a secondary school and sixth form college.

Maria Rosaria Muzio, MD, works at the Division of Infantile Neuropsychiatry, UOMI - Maternal and Infant Health, Asl Na 3 Sud, Torre del Greco, Naples, where she is responsible for Infantile Neuropsychiatry. Dr Muzio graduated in Medicine and Surgery with honours in 1997 at the University 'Vanvitelli' of Naples and then undertook postgraduate studies in Child Neuropsychiatry, magna cum laude, gaining her doctorate in 2002. Dr. Muzio acts

as editorial board member for several medical journals. She has been a speaker at numerous conferences and conventions, and is the author of scientific publications, book chapters, etc. in the fields of child neuropsychiatry, cognitive impairment, pain assessment in developmental disorders, autism spectrum disorders, genetic disorders, neuropsychological features of anesthesia and nutraceutical research.

Contents

Mental Health

Depression?

**Preface XI**

**Chapter 1 1**

**Chapter 2 7**

**Chapter 3 21**

**Chapter 4 35**

**Chapter 5 47**

**Chapter 6 61**

Introductory Chapter: Selected Topics in Child and Adolescent

Parent-Child Interaction Therapy: Theory and Research to Practice *by Perrine Heymann, Brynna H. Heflin and Daniel M. Bagner*

Where Technology Meets Psychology: Improving Global Mental Health

Pregnancy in Adolescence: A Hallmark of Forthcoming Perinatal

Working Memory, Language, Reading and Behavior: The Importance

*by Levy Florence, Minshull Maryjane and Galloway-Walker Stuart*

*by Jonathan Glazzard and Samuel Stones*

*by Jonathan Glazzard and Samuel Stones*

Social Media and Young People's Mental Health

*by Martha Escobar Lux and Juan Manuel Escobar*

*by Alexandra Matei and Cringu Antoniu Ionescu*

of Laterality, Symbolism and Default Networks

## Contents


Preface

This book focuses on a variety of critical themes that relate to child and adolescent mental health and working memory. It addresses various theoretical perspectives as well as highlighting implications for practice. The topics addressed include social media and mental health, parent-child interaction therapy (PCIT), the role of e-learning in mental health, perinatal depression and working memory, language, reading and behaviour. In focusing on mental ill-health, this book addresses a global concern. The causes of poor mental health are complex and multi-faceted. In acknowledging this complexity, it must be recognized that there is no single 'magic bullet' that will solve the problem. A multidisciplinary approach is therefore required to address the issues, including a variety of interventions. In addition, the book emphasizes the important contributions that schools, health and social care services and families can provide about addressing the mental health challenges

Chapter 1 is the Introductory chapter that outlines the content of this book. It provides a brief overview of the content of each chapter and summarises the key

Chapter 2 addresses the role of social media in child and adolescent mental health. Glazzard and Stones highlight the detrimental impact of social media use on young people's mental health through exploring themes such as bullying, body-esteem, sleep deprivation and self-harm. Moreover, they highlight the potential benefits of social media use on young people's mental health and they draw on empirical data from young people to substantiate their arguments. The authors emphasize that schools play a crucial role in developing young people's skills in digital literacy and digital resilience and they highlight the importance of fostering young people's understanding of digital citizenship through the digital curriculum. However, the authors also stress that schools are not solely responsible for addressing the issues that are raised in the chapter. Advertising and social media companies play a crucial role in keeping children safe and parents also have a responsibility not only in limiting children's exposure to screen time but also in educating their children about safe

Chapter 3 explores the role of parent-child interaction therapy (PCIT) in supporting children's behaviour. Heymann, Heflin and Bagner present a clear rationale for this intervention that involves the use of a wireless headset to coach parents or carers during the process of interaction with the child. The strategy is underpinned both by attachment theory and social learning theory and stems from the principles of play therapy. The authors review research that has examined PCIT with a variety of diverse population settings and formats. They present a case study of PCIT with a child younger than 2 years to demonstrate the effectiveness of PCIT and highlight some common challenges and pitfalls that clinicians may face in clinical practice. They argue that the strategy enhances parent-child/adult-child relationships and through a case study they demonstrate that the intervention was successful in

reducing aggression, non-compliant behaviour and parental stress.

experienced by children and young people.

points made by the authors.

and responsible use of social media.
