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Emotionally-based school avoidance (EBSA) is an important driver of persistent school absenteeism and may have worsened in the context of COVID-19. This paper describes the development of a brief parent-focused psychosocial intervention with the goal to address the lack of accessible early interventions for EBSA. The developmental process used a person-based approach with two phases. In Phase 1, qualitative data were collected about intervention preferences and priorities from N = 10 parents and N = 7 practitioners in a series of co-design workshops. Phase 2 refined an intervention blueprint based on iterative consultations with N = 4 parents and N = 3 practitioners. Framework analysis was used to organise findings around key intervention parameters, including relevant mechanisms, content, and delivery methods needed to provide effective, acceptable and feasible support for families affected by EBSA. The resulting blueprint incorporates three online modules to be delivered over three weeks with each module consisting of psychoeducational videos, self-completed learning tasks and a corresponding coaching session. Respective module content includes: (i) self-care strategies to increase parent wellbeing and self-efficacy; (ii) parenting strategies to change behavioural patterns that maintain child distress and avoidance of school; and (iii) strategic communication strategies to increase the quality of home-school relationships. The blueprint has been developed into a full prototype for a forthcoming feasibility study. Plain language summary: Since the onset of the Covid-19 pandemic, there has been a noticeable increase in children missing school. One significant contributor to this rise in absences is Emotionally-Based School Avoidance (EBSA). EBSA refers to a situation where a child stays home from school due to feelings of anxiety and distress about attending. Accessing timely support for children with EBSA can be difficult due to lengthy waiting lists for child and adolescent mental health services. This paper outlines the creation of a new, brief psychosocial intervention aimed at helping parents support their child experiencing EBSA. The development process involved two phases. In the first phase, we collaborated with 10 parents and 7 practitioners to gather ideas about the kind of support families require, what should be included in the intervention, and how to make it practical for families to use. Based on these discussions, we formulated a plan for the new intervention. The second phase refined this plan of the intervention to ensure its suitability for families. The intervention is called ISAAC: Intervention for School Anxiety and Absenteeism in Children. ISAAC consists of three online modules to be completed by parents over a three-week period. Each module includes videos, reflection activities and homework tasks which help the parent learn a new skill or try a different way of responding to their child's anxiety about attending school. Parents are also supported by a coach. The first module encourages parents to take care of their own wellbeing and manage stress. The second module helps parents to learn new ways to respond to their child's distress related to school attendance, while the third module provides guidance on effective communication with the child's school. The next step for this intervention is to see whether it is agreeable to parents and practical to deliver in the real-world. [ABSTRACT FROM AUTHOR]

Following the dramatic evacuation from Kabul airport in August 2021, the UK government proclaimed its commitment to a 'warm welcome' for Afghans. In this paper we draw on original qualitative research to explore the emerging experiences of evacuees, and other recent arrivals, during their first year in London. Using the narratives of our Afghans participants, as well as insights from key stakeholders, we show how they navigated slow, opaque bureaucratic processes and lack of communication with official agencies. As a result of these lengthy processes, many thousands of evacuees remained in temporary hotel accommodation for protracted periods. Drawing on the concept of 'everyday bordering', we explore the extent to which Afghan resettlement policies are achieving their objectives. We consider how such policies are birthed within a punitive immigration system, which is designed to 'wear down' migrants in the UK, regardless of their reason for migration. Moreover, we argue that the ad hoc response of the Home Office and the Foreign Office has created 'false distinctions' between categories of Afghan refugees, reinforcing notions of 'deserving' versus 'underserving' migrants. This distinction allows the government to present itself as humanitarian, 'rescuing' people from Afghanistan, while simultaneously maintaining its commitment to the 'hostile immigration environment'. [ABSTRACT FROM AUTHOR]

Background: Health information management (HIM) is at the core of health organisations, providing essential information. In Malawi, there is a substantial deficit of qualified personnel, specifically health information managers, who can properly manage health information in electronic and paper-based formats. The nation has no higher education institution offering an academic programme in HIM. Objective: To investigate the need for HIM professionals in Malawi government health facilities, to determine the kinds of data managed by data users; competencies of HIM workers and challenges associated with the current HIM system. Method: A cross-sectional research design was adopted, with a qualitative approach to gather data from data users and key informants, using two focused interview guides. Data were collected from 13 participants from 6 government health facilities representing the primary, secondary and tertiary healthcare delivery levels. Data were analysed thematically. Results: Data users handled a diverse range of data, the majority having moderate skills in HIM. Both data users and key informants reported experiencing challenges in dealing with the existing HIM system. Findings also revealed key challenges associated with the absence, or inadequacy, of a well-trained HIM professional workforce in Malawi health facilities. Conclusion: Introducing a training programme in HIM would improve data management in health facilities in Malawi. Well-managed data would improve the delivery of health care services. [ABSTRACT FROM AUTHOR]