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Dr Rachel Hayes

Senior Research Fellow

2978

+44 (0) 1392 722978

South Cloisters 2.05

South Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am a Senior Research Fellow working accross the Children and Young People's Mental Health Research Collaboration (ChYMe) and the Peninsula Mental Health Research Initiative (PenMHRI). I am interested in finding ways to support the emotional and social development of children and young adults. My focus has been evaluating complex interventions with families, schools and health services.

Within my work at PenARC (https://arc-swp.nihr.ac.uk/) I co-lead PenMHRI (https://arc-swp.nihr.ac.uk/research/projects/penmhri/) to identify key areas of uncertainty between local needs and mental health research which can be addressed either through conducting primary research or by adapting existing evidence to improve services. I do this by building relationships and connections with mental health services and public collaborators working in the South West, with a view to developing research partnerships.

I am a professional author with the organisation MindEd who provide free educational resources on children and young people's mental health for any adult who works with them, for example, parents, teachers, therapists. I regularly work with children's charities such as the Education Endowment Foundation (EEF) and The Children's Society. I am also a research advisor for Place2Be and was delighted to be invited to be a judge on the Place2Be Wellbeing in Schools Awards 2019.

Qualifications

BSc Psychology

MSc Psychological Research Methods

PhD

Career

Research interest in the promotion of good mental health in young people and families, with a particular focus on prevention and school based intervention
Managed large successful trials of complex health interventions, main outcomes published in high quality scientific journals
A Ph.D. in developmental psychology investigating young infant’s perception of speech sounds
Experienced in all aspects of research – design, funding, implementation, analysis and dissemination

Research group links

Institute of Health Research

Research

Research interests

Mental Health

Developmental Psychology

Clinical Psychology

School Based Research

Research projects

I co-lead The Peninsula Mental Health Research Initiative (PenMHRI) which aims to help tackle the existing gap between local needs and mental health research activity. Our programme aims to establish a South West Mental Health Research Programme to promote close working with mental health services and public collaborators to build research capacity in the region. It’s our aim that the programme increases the capacity of the system to deliver high quality research in mental health of direct relevance to service delivery and to improve services by better use of evidence. We want to work with partners including those with lived experience, practitioners and organisations to identify key areas of uncertainty which can be addressed either through research or by adapting existing evidence to improve services. We anticipate that our programme staff will work with these partners to deliver research projects and will seek external funding to address major research questions. An important part of the programme is the new Mental Health Associates strand, which offers an opportunity for people within the local system to develop their research/improvement skills during part-time secondments where they will address important problems facing their own organisations.

I have over 20 years working in psychological research, initially exploring cognitive developmental psychology and more recently mental health. I work the the Children and Young People's Mental Health Research Collaboration (ChYMe) here at Exeter.

I am leading the Exeter site's involvement in the Stand Together Trial (https://standtogethertrial.weebly.com/) which is a large randomised controlled trial (RCT) evaluating whether a school based anti-bullying programme called KiVa reduces levels of bullying in UK primary schools and if so, whether it results in improvements in children’s mental health, school liking and attendance, and teacher confidence in dealing with bullying. We are working with 120 primary schools in four areas; i) North Wales and Cheshire, ii) the West Midlands, iii) South East and iv) South West England. Half of the schools will be randomly selected to use the KiVa programme, the remaining 60 schools continue with teaching as usual and will not access the programme during that school year.

I have worked with a number of different people in the Mood Disorders Centre (University of Exeter) including Heather O'Mahen and Kim Wright investigating group BA's efficacy for the treatment of depression, Tom Lynch looking at emotional sensitivity, and developing an on-line CBT programme for post-natal depression. The largest RCTs to date that I have managed are the CTIMP PREVENT trial which explored the relationship between mindfulness-based cognitive therapy (MBCT) and maintenance antidepressant medication (m-ADM) in preventing depression relapse / recurrence for patients with a history of recurrent depression (CI: Prof Willem Kuyken) and the STARS trials, one and two, which are both cluster RCT exploring the impact of the Incredible Years Teacher Classroom Management (TCM) programme in primary schools in England with Prof Tamsin Ford.

Stand Together: https://standtogethertrial.weebly.com/

Research grants

2022 NIHR Programme Grant
Teenage depression knocks normal development off course and damages family relationships. Young people are more likely to get recurrent depression than people first depressed as adults. We need more options for young people who still have symptoms after treatment or relapse quickly, so we developed Mindfulness for Adolescents and Carers (MAC). Mindfulness-based cognitive-therapy (MBCT) is now an established treatment for adults with recurrent depression, yet is untested with young people. MAC is teenager friendly MBCT, which could helps young people avoid recurrent depression, and so reduce damage to their life chances and future health. This programme will have five parts that aim to: 1. Finalise training for practitioners to deliver MAC 2. Co-produce an app to support mindfulness skills practice 3. Test whether MAC works and is value for money 4. Find out how MAC works and for whom it works best 5. Understand how best we can scale up MAC
2020 National Institute for Health Research
A combined mindfulness-based approach for adolescent non-responders to first-line treatments of depression or anxiety and their carers: establishing feasibility of implementation and delivery.
2019 National Institute for Health Research
A multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools: The UK KiVa Trial
2018 Education Endowment Foundation
EEF - Review of Evidence on Behaviour

Publications

Key publications | Publications by category | Publications by year

Publications by category

Journal articles

Russell A, May F, Ford T, Janssens A, Newlove-Delgado T, Salim J, Ukoumunne O, Hayes R (In Press). Attainment, attendance and school difficulties in UK primary school children with probable ADHD. British Journal of Educational Psychology

Dunn B, Hanna W, Merle K, Frenk P, Marieke W, Rachel H, Willem K, Nicole G (In Press). Increases in external sensory observing cross-sectionally mediate the repair of positive affect following Mindfulness-Based Cognitive Therapy in individuals with residual depression symptoms. Mindfulness Abstract.

Allen K, Hansford L, Hayes R, Longdon B, Price A, Byford S, Norwich B, Ford T (In Press). Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial. British Journal of Educational Psychology Abstract.

Russell AE, Dunn B, Hayes R, Moore D, Kidger J, Sonuga-Barke E, Pfiffner L, Ford T (2023). Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study. BMJ Open, 13(2), e065176-e065176.

IntroductionAttention deficit/hyperactivity disorder (ADHD) is a prevalent and impairing cluster of traits affecting 2%–5% of children. These children are at risk of negative health, social and educational outcomes and often experience severe difficulties at school, so effective psychosocial interventions are needed. There is mixed evidence for existing school-based interventions for ADHD, which are complex and resource-intensive, contradicting teachers’ preferences for short, flexible strategies that suit a range of ADHD-related classroom-based problems. They are also poorly evaluated. In this study, a prototype intervention comprising a digital ‘toolkit’ of behavioural strategies will be tested and refined. We aim to refine the prototype so that its use is feasible and acceptable within school settings, and to establish whether a future definitive, appropriately powered, trial of effectiveness is feasible. This novel iterative study aims to pre-emptively address implementation and evaluation challenges that have hampered previous randomised controlled trials of non-pharmacological interventions.Methods and analysisA randomised iterative mixed-methods case-series design will be used. Schools will be randomised to the time (school term) they implement the toolkit. Eight primary schools and 16–32 children with impairing traits of ADHD will participate, along with school staff and parents. The toolkit will be refined after each term, or more frequently if needed. Small, theory-based and data driven changes hypothesised as relevant across school contexts will be made, as well as reactive changes addressing implementation barriers. Feasibility and acceptability will be assessed through quantitative and qualitative data collection and analyses in relation to study continuation criteria, and ADHD symptoms and classroom functioning will be tracked and visually evaluated to assess whether there are early indications of toolkit utility.Ethics and disseminationEthical approval has been obtained. Results will be presented in journal articles, conferences and through varied forms of media to reach policymakers, stakeholders and the public.

Abstract.

Cohen ZD, DeRubeis RJ, Hayes R, Watkins ER, Lewis G, Byng R, Byford S, Crane C, Kuyken W, Dalgleish T, et al (2023). The Development and Internal Evaluation of a Predictive Model to Identify for Whom Mindfulness-Based Cognitive Therapy Offers Superior Relapse Prevention for Recurrent Depression Versus Maintenance Antidepressant Medication. CLINICAL PSYCHOLOGICAL SCIENCE, 11(1), 59-76. Author URL.

Russell A, Moore D, Sanders A, Dunn B, Hayes R, Kidger J, Sonuga-Barke E, Pfiffner L, Ford T (2022). Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol. Systematic Reviews, 11

Background: Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have impairing levels of difficulty paying attention, impulsive behaviour and/or hyperactivity. ADHD causes extensive difficulties for young people at school, and as a result these children are at high risk for a wide range of poor outcomes. We ultimately aim to develop a flexible, modular 'toolkit' of evidence-based strategies that can be delivered by primary school staff to improve the school environment and experience for children with ADHD; the purpose of this review is to identify and quantify the evidence-base for potential intervention components. This protocol sets out our plans to systematically identify non-pharmacological interventions that target outcomes that have been reported to be of importance to key stakeholders (ADHD symptoms, organisation skills, executive-global- and classroom-functioning, quality of life, self-esteem and conflict with teachers and peers). We plan to link promising individual intervention components to measured outcomes, and synthesise the evidence of effectiveness for each outcome.

Methods: a systematic search for studies published from the year 2000 that target the outcomes of interest in children and young people aged 3-12 will be conducted. Titles and abstracts will be screened using prioritisation software, and then full texts of potentially eligible studies will be screened. Systematic reviews, RCTs, non-randomised and case-series studies are eligible designs. Synthesis will vary by the type of evidence available, potentially including a review of reviews, meta-analysis and narrative synthesis. Heterogeneity of studies meta-analysed will be assessed, along with publication bias. Intervention mapping will be applied to understand potential behaviour change mechanisms for promising intervention components.

Discussion: This review will highlight interventions that appear to effectively ameliorate negative outcomes that are of importance for people with ADHD, parents, school staff and experts. Components of intervention design and features that are associated with effective change in the outcome will be delineated and used to inform the development of a 'toolkit' of non-pharmacological strategies that school staff can use to improve the primary school experience for children with ADHD.

Abstract.

Clarkson S, Bowes L, Coulman E, Broome MR, Cannings-John R, Charles JM, Edwards RT, Ford T, Hastings RP, Hayes R, et al (2022). The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools. BMC Public Health, 22(1).

BACKGROUND: Reducing bullying is a public health priority. KiVa, a school-based anti-bullying programme, is effective in reducing bullying in Finland and requires rigorous testing in other countries, including the UK. This trial aims to test the effectiveness and cost-effectiveness of KiVa in reducing child reported bullying in UK schools compared to usual practice. The trial is currently on-going. Recruitment commenced in October 2019, however due to COVID-19 pandemic and resulting school closures was re-started in October 2020. METHODS: Design: Two-arm pragmatic multicentre cluster randomised controlled trial with an embedded process and cost-effectiveness evaluation. PARTICIPANTS: 116 primary schools from four areas; North Wales, West Midlands, South East and South West England. Outcomes will be assessed at student level (ages 7-11 years; n = approximately 13,000 students). INTERVENTION: KiVa is a whole school programme with universal actions that places a strong emphasis on changing bystander behaviour alongside indicated actions that provide consistent strategies for dealing with incidents of bullying. KiVa will be implemented over one academic year. COMPARATOR: Usual practice. PRIMARY OUTCOME: Student-level bullying-victimisation assessed through self-report using the extensively used and validated Olweus Bully/Victim questionnaire at baseline and 12-month follow-up. SECONDARY OUTCOMES: student-level bullying-perpetration; student mental health and emotional well-being; student level of, and roles in, bullying; school related well-being; school attendance and academic attainment; and teachers' self-efficacy in dealing with bullying, mental well-being, and burnout. SAMPLE SIZE: 116 schools (58 per arm) with an assumed ICC of 0.02 will provide 90% power to identify a relative reduction of 22% with a 5% significance level. RANDOMISATION: recruited schools will be randomised on 1:1 basis stratified by Key-Stage 2 size and free school meal status. Process evaluation: assess implementation fidelity, identify influences on KiVa implementation, and examine intervention mechanisms. Economic evaluation: Self-reported victimisation, Child Health Utility 9D, Client Service Receipt Inventory, frequency of services used, and intervention costs. The health economic analysis will be conducted from a schools and societal perspective. DISCUSSION: This two-arm pragmatic multicentre cluster randomised controlled trial will evaluate the KiVa anti-bullying intervention to generate evidence of the effectiveness, cost-effectiveness and scalability of the programme in the UK. Our integrated process evaluation will assess implementation fidelity, identify influences on KiVa implementation across England and Wales and examine intervention mechanisms. The integrated health economic analysis will be conducted from a schools and societal perspective. Our trial will also provide evidence regarding the programme impact on inequalities by testing whether KiVa is effective across the socio-economic gradient. TRIAL REGISTRATION: Trials ISRCTN 12300853 Date assigned 11/02/2020.

Abstract. Author URL.

Wilkinson K, Ball S, Mitchell S, Ukoumunne O, O'Mahen H, Tejerina-Arreal M, Hayes R, Berry V, Petrie I, Ford T, et al (2021). The longitudinal relationship between child emotional disorder and parental mental health in the British Child and Adolescent Mental Health surveys 1999 and 2004. Journal of Affective Disorders, 288, 58-67.

Tickell A, Byng R, Crane C, Gradinger F, Hayes R, Robson J, Cardy J, Weaver A, Morant N, Kuyken W, et al (2020). Recovery from recurrent depression with mindfulness-based cognitive therapy and antidepressants: a qualitative study with illustrative case studies. BMJ Open, 10(2).

Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (2020). Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, TBC(TBC). Abstract.

McKinnon A, Kuyken W, Hayes R, Werner-Seidler A, Watson P, Dalgleish T, Schweizer S (2020). The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression. J Affect Disord, 276, 212-219. Abstract. Author URL.

Toth K, Samad L, Golden S, Johnston P, Hayes R, Ford T (2020). What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be. Counselling and Psychotherapy Research, 20(4), 571-579. Abstract.

Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2019). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology Abstract.

Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.

Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7

Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56.

Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.

Allwood M, Allen K, Price A, Hayes R, Edwards V, Ball S, Ukoumunne OC, Ford T (2018). The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties, 23(4), 361-371. Abstract.

Price A, Allen K, Ukoumunne OC, Hayes R, Ford T (2017). Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey. Child Care Health Dev, 43(6), 891-898. Abstract. Author URL.

Bremner JG, Slater AM, Hayes RA, Mason UC, Murphy C, Spring J, Draper L, Gaskell D, Johnson SP (2017). Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account. J Exp Child Psychol, 162, 199-208. Abstract. Author URL.

Allen K, Marlow R, Edwards V, Parker C, Rodgers L, Ukoumunne O, Chan Seem E, Hayes R, Price A, Ford T, et al (2017). ‘How I feel About My School’: the construction and validation of a measure of wellbeing at school for primary school children. Clinical Child Psychology and Psychiatry, 55

Warren FC, Kuyken W, Taylor RS, Whalley B, Crane C, Bondolfi G, Hayes R, Huijbers M, Ma H, Schwelzer S, et al (2016). Efficacy of mindfulness-based cognitive therapy in prevention of depressive relapse: an individual patient data meta-analysis from randomized trials. JAMA Psychiatry

Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract.

Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Brejcha C, Cardy J, et al (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. Lancet, 386(9988), 63-73.

BACKGROUND: Individuals with a history of recurrent depression have a high risk of repeated depressive relapse or recurrence. Maintenance antidepressants for at least 2 years is the current recommended treatment, but many individuals are interested in alternatives to medication. Mindfulness-based cognitive therapy (MBCT) has been shown to reduce risk of relapse or recurrence compared with usual care, but has not yet been compared with maintenance antidepressant treatment in a definitive trial. We aimed to see whether MBCT with support to taper or discontinue antidepressant treatment (MBCT-TS) was superior to maintenance antidepressants for prevention of depressive relapse or recurrence over 24 months. METHODS: in this single-blind, parallel, group randomised controlled trial (PREVENT), we recruited adult patients with three or more previous major depressive episodes and on a therapeutic dose of maintenance antidepressants, from primary care general practices in urban and rural settings in the UK. Participants were randomly assigned to either MBCT-TS or maintenance antidepressants (in a 1:1 ratio) with a computer-generated random number sequence with stratification by centre and symptomatic status. Participants were aware of treatment allocation and research assessors were masked to treatment allocation. The primary outcome was time to relapse or recurrence of depression, with patients followed up at five separate intervals during the 24-month study period. The primary analysis was based on the principle of intention to treat. The trial is registered with Current Controlled Trials, ISRCTN26666654. FINDINGS: Between March 23, 2010, and Oct 21, 2011, we assessed 2188 participants for eligibility and recruited 424 patients from 95 general practices. 212 patients were randomly assigned to MBCT-TS and 212 to maintenance antidepressants. The time to relapse or recurrence of depression did not differ between MBCT-TS and maintenance antidepressants over 24 months (hazard ratio 0·89, 95% CI 0·67-1·18; p=0·43), nor did the number of serious adverse events. Five adverse events were reported, including two deaths, in each of the MBCT-TS and maintenance antidepressants groups. No adverse events were attributable to the interventions or the trial. INTERPRETATION: We found no evidence that MBCT-TS is superior to maintenance antidepressant treatment for the prevention of depressive relapse in individuals at risk for depressive relapse or recurrence. Both treatments were associated with enduring positive outcomes in terms of relapse or recurrence, residual depressive symptoms, and quality of life. FUNDING: National Institute for Health Research (NIHR) Health Technology Assessment (HTA) programme, and NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula.

Abstract. Author URL.

Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Morant N, Taylor RS, et al (2015). The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study). Health Technol Assess, 19(73), 1-124.

BACKGROUND: Individuals with a history of recurrent depression have a high risk of repeated depressive relapse/recurrence. Maintenance antidepressant medication (m-ADM) for at least 2 years is the current recommended treatment, but many individuals are interested in alternatives to m-ADM. Mindfulness-based cognitive therapy (MBCT) has been shown to reduce the risk of relapse/recurrence compared with usual care but has not yet been compared with m-ADM in a definitive trial. OBJECTIVES: to establish whether MBCT with support to taper and/or discontinue antidepressant medication (MBCT-TS) is superior to and more cost-effective than an approach of m-ADM in a primary care setting for patients with a history of recurrent depression followed up over a 2-year period in terms of preventing depressive relapse/recurrence. Secondary aims examined MBCT's acceptability and mechanism of action. DESIGN: Single-blind, parallel, individual randomised controlled trial. SETTING: UK general practices. PARTICIPANTS: Adult patients with a diagnosis of recurrent depression and who were taking m-ADM. INTERVENTIONS: Participants were randomised to MBCT-TS or m-ADM with stratification by centre and symptomatic status. Outcome data were collected blind to treatment allocation and the primary analysis was based on the principle of intention to treat. Process studies using quantitative and qualitative methods examined MBCT's acceptability and mechanism of action. MAIN OUTCOMES MEASURES: the primary outcome measure was time to relapse/recurrence of depression. At each follow-up the following secondary outcomes were recorded: number of depression-free days, residual depressive symptoms, quality of life, health-related quality of life and psychiatric and medical comorbidities. RESULTS: in total, 212 patients were randomised to MBCT-TS and 212 to m-ADM. The primary analysis did not find any evidence that MBCT-TS was superior to m-ADM in terms of the primary outcome of time to depressive relapse/recurrence over 24 months [hazard ratio (HR) 0.89, 95% confidence interval (CI) 0.67 to 1.18] or for any of the secondary outcomes. Cost-effectiveness analysis did not support the hypothesis that MBCT-TS is more cost-effective than m-ADM in terms of either relapse/recurrence or quality-adjusted life-years. In planned subgroup analyses, a significant interaction was found between treatment group and reported childhood abuse (HR 1.89, 95% CI 1.06 to 3.38), with delayed time to relapse/recurrence for MBCT-TS participants with a more abusive childhood compared with those with a less abusive history. Although changes in mindfulness were specific to MBCT (and not m-ADM), they did not predict outcome in terms of relapse/recurrence at 24 months. In terms of acceptability, the qualitative analyses suggest that many people have views about (dis)/continuing their ADM, which can serve as a facilitator or a barrier to taking part in a trial that requires either continuation for 2 years or discontinuation. CONCLUSIONS: There is no support for the hypothesis that MBCT-TS is superior to m-ADM in preventing depressive relapse/recurrence among individuals at risk for depressive relapse/recurrence. Both treatments appear to confer protection against relapse/recurrence. There is an indication that MBCT may be most indicated for individuals at greatest risk of relapse/recurrence. It is important to characterise those most at risk and carefully establish if and why MBCT may be most indicated for this group. TRIAL REGISTRATION: Current Controlled Trials ISRCTN26666654. FUNDING: This project was funded by the NIHR Health Technology Assessment programme and the National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care South West Peninsula and will be published in full in Health Technology Assessment; Vol. 19, No. 73. See the NIHR Journals Library website for further project information.

Abstract. Author URL.

Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2014). Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial. Trials, 15

BACKGROUND: Depression is a common and distressing mental health problem that is responsible for significant individual disability and cost to society. Medication and psychological therapies are effective for treating depression and maintenance anti-depressants (m-ADM) can prevent relapse. However, individuals with depression often express a wish for psychological help that can help them recover from depression in the long-term. A recently developed treatment, mindfulness-based cognitive therapy (MBCT), shows potential as a brief group program for people with recurring depression.This trial asks the policy research question; is MBCT with support to taper/discontinue antidepressant medication (MBCT-TS) superior to m-ADM in terms of: a primary outcome of preventing depressive relapse/recurrence over 24 months; and secondary outcomes of (a) depression free days, (b) residual depressive symptoms, (c) antidepressant medication (ADM) usage, (d) psychiatric and medical co-morbidity, (e) quality of life, and (f) cost effectiveness? an explanatory research question also asks whether an increase in mindfulness skills is the key mechanism of change.The design is a single-blind, parallel randomized controlled trial examining MBCT-TS versus m-ADM with an embedded process study. To answer the main policy research question the proposed trial compares MBCT-TS with m-ADM for patients with recurrent depression. Four hundred and twenty patients with recurrent major depressive disorder in full or partial remission will be recruited through primary care. RESULTS: Depressive relapse/recurrence over two years is the primary outcome variable. Analyses will be conducted following CONSORT standards and overseen by the trial's Data Monitoring and Safety Committee. Initial analyses will be conducted on an intention-to-treat basis, with subsequent analyses being per protocol. The explanatory question will be addressed in two mutually informative ways: quantitative measurement of potential mediating variables pre- and post-treatment and a qualitative study of service users' views and experiences. CONCLUSIONS: If the results of our exploratory trial are extended to this definitive trial, MBCT-TS will be established as an alternative approach to maintenance antidepressants for people with a history of recurrent depression. The process studies will provide evidence about the effective components which can be used to improve MBCT and inform theory as well as other therapeutic approaches. TRIAL REGISTRATION: Trial registered 7 May 2009; ISRCTN26666654.

Abstract. Author URL.

Slater AM, Bremner JG, Johnson SP, Hayes RA (2011). The Role of Perceptual Processes in Infant Addition/Subtraction Experiments. Abstract.

Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2010). Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial. Trials, 11

BACKGROUND: Depression is a common and distressing mental health problem that is responsible for significant individual disability and cost to society. Medication and psychological therapies are effective for treating depression and maintenance anti-depressants (m-ADM) can prevent relapse. However, individuals with depression often express a wish for psychological help that can help them recover from depression in the long-term. We need to develop psychological therapies that prevent depressive relapse/recurrence. A recently developed treatment, Mindfulness-based Cognitive Therapy (MBCT, see http://www.mbct.co.uk) shows potential as a brief group programme for people with recurring depression. In two studies it has been shown to halve the rates of depression recurring compared to usual care.This trial asks the policy research question, is MBCT superior to m-ADM in terms of: a primary outcome of preventing depressive relapse/recurrence over 24 months; and, secondary outcomes of (a) depression free days, (b) residual depressive symptoms, (c) antidepressant (ADM) usage, (d) psychiatric and medical co-morbidity, (e) quality of life, and (f) cost effectiveness? an explanatory research question asks is an increase in mindfulness skills the key mechanism of change? METHODS/DESIGN: the design is a single blind, parallel RCT examining MBCT vs. m-ADM with an embedded process study. To answer the main policy research question the proposed trial compares MBCT plus ADM-tapering with m-ADM for patients with recurrent depression. Four hundred and twenty patients with recurrent major depressive disorder in full or partial remission will be recruited through primary care. Depressive relapse/recurrence over two years is the primary outcome variable. The explanatory question will be addressed in two mutually informative ways: quantitative measurement of potential mediating variables pre/post-treatment and a qualitative study of service users' views and experiences. DISCUSSION: If the results of our exploratory trial are extended to this definitive trial, MBCT will be established as an alternative approach to maintenance anti-depressants for people with a history of recurrent depression. The process studies will provide evidence about the effective components which can be used to improve MBCT and inform theory as well as other therapeutic approaches. TRIAL REGISTRATION NUMBER: ISRCTN26666654.

Abstract. Author URL.

Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants. Infant Behav Dev, 33(4), 685-688. Abstract. Author URL.

Richards DA, Hughes-Morley A, Hayes RA, Araya R, Barkham M, Bland JM, Bower P, Cape J, Chew-Graham CA, Gask L, et al (2009). Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol. BMC Health Serv Res, 9 Abstract. Author URL.

Hayes RA, Slater, A.M. Longmore, C.A. (2009). Rhyming abilities in 9-month-olds: the role of the vowel and coda explored. Cognitive Development, 24, 106-112.

Hayes RA, Slater, A. (2008). Three-month-olds’ detection of alliteration in syllables. Infant Behavior and Development, 31, 153-156.

Slater AM, Brown EM, Hayes RA, Quinn PC (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19(2), 207-218.

Brookes H, Slater A, Quinn PC, Lewkowicz DJ, Hayes R, Brown E (2001). Three-month-old infants learn arbitrary auditory-visual pairings between voices and faces. INFANT AND CHILD DEVELOPMENT, 10(1-2), 75-82. Author URL.

Hayes RA, Slater A, Brown E (2000). Infants' ability to categorise on the basis of rhyme. COGNITIVE DEVELOPMENT, 15(4), 405-419. Author URL.

Hayes RA, Slater, A. Brown, E. (2000). Infants’ ability to categorise on the basis of rhyme. Cognitive Development, 15, 405-419.

Slater A, Bremner, J.G. Johnson, S.P. Sherwood, P. (2000). Newborn infants’ preference for attractive faces: the role of internal and external facial features. Infancy, 1, 265-274.

Quinn, P. Hayes, R. Brown, E. (2000). The role of facial orientation in newborn infants’ preference for attractive faces. Developmental Science, 3, 181-185.

Slater A, Quinn PC, Brown E, Hayes R (1999). Intermodal perception at birth: intersensory redundancy guides newborn infants' learning of arbitrary auditory-visual pairings. DEVELOPMENTAL SCIENCE, 2(3), 333-338. Author URL.

Chapters

Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual processes in infant addition/subtraction experiments. In Oakes LM, Cashon CH, Casasola M, Rakison DH (Eds.) Early perceptual and cognitive development, Oxford, UK.: Oxford University Press, 85-110. Abstract.

Conferences

Cohen Z, DeRubeis R, Hayes R, Watkins E, Lewis G, Byng R, Byford S, Crane C, Kuyken W, Dalgleish T, et al (2021). The Development and Internal Evaluation of a Predictive Model to Identify for Whom Mindfulness-Based Cognitive Therapy Offers Superior Relapse Prevention for Recurrent Depression Versus Maintenance Antidepressant Medication. Author URL.

Publications by year

In Press

2023

Abstract.

2022

Abstract.

Abstract. Author URL.

2021

2020

Cohen ZD, DeRubeis R, Hayes R, Watkins ER, Lewis G, Byng R, Byford S, Crane C, Kuyken W, Dalgleish T, et al (2020). The development and internal evaluation of a predictive model to identify for whom Mindfulness-Based Cognitive Therapy (MBCT) offers superior relapse prevention for recurrent depression versus maintenance antidepressant medication.

2019

2018

2017

2016

2015

Abstract. Author URL.

2014

Abstract. Author URL.

2011

Slater AM, Bremner JG, Johnson SP, Hayes RA (2011). The Role of Perceptual Processes in Infant Addition/Subtraction Experiments. Abstract.

2010

BACKGROUND: Depression is a common and distressing mental health problem that is responsible for significant individual disability and cost to society. Medication and psychological therapies are effective for treating depression and maintenance anti-depressants (m-ADM) can prevent relapse. However, individuals with depression often express a wish for psychological help that can help them recover from depression in the long-term. We need to develop psychological therapies that prevent depressive relapse/recurrence. A recently developed treatment, Mindfulness-based Cognitive Therapy (MBCT, see http://www.mbct.co.uk) shows potential as a brief group programme for people with recurring depression. In two studies it has been shown to halve the rates of depression recurring compared to usual care.This trial asks the policy research question, is MBCT superior to m-ADM in terms of: a primary outcome of preventing depressive relapse/recurrence over 24 months; and, secondary outcomes of (a) depression free days, (b) residual depressive symptoms, (c) antidepressant (ADM) usage, (d) psychiatric and medical co-morbidity, (e) quality of life, and (f) cost effectiveness? an explanatory research question asks is an increase in mindfulness skills the key mechanism of change? METHODS/DESIGN: the design is a single blind, parallel RCT examining MBCT vs. m-ADM with an embedded process study. To answer the main policy research question the proposed trial compares MBCT plus ADM-tapering with m-ADM for patients with recurrent depression. Four hundred and twenty patients with recurrent major depressive disorder in full or partial remission will be recruited through primary care. Depressive relapse/recurrence over two years is the primary outcome variable. The explanatory question will be addressed in two mutually informative ways: quantitative measurement of potential mediating variables pre/post-treatment and a qualitative study of service users' views and experiences. DISCUSSION: If the results of our exploratory trial are extended to this definitive trial, MBCT will be established as an alternative approach to maintenance anti-depressants for people with a history of recurrent depression. The process studies will provide evidence about the effective components which can be used to improve MBCT and inform theory as well as other therapeutic approaches. TRIAL REGISTRATION NUMBER: ISRCTN26666654.

Abstract. Author URL.

2009

Hayes RA, Slater, A.M. Longmore, C.A. (2009). Rhyming abilities in 9-month-olds: the role of the vowel and coda explored. Cognitive Development, 24, 106-112.

2008

Hayes RA, Slater, A. (2008). Three-month-olds’ detection of alliteration in syllables. Infant Behavior and Development, 31, 153-156.

2001

Slater AM, Brown EM, Hayes RA, Quinn PC (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19(2), 207-218.

2000

Hayes RA, Slater A, Brown E (2000). Infants' ability to categorise on the basis of rhyme. COGNITIVE DEVELOPMENT, 15(4), 405-419. Author URL.

Hayes RA, Slater, A. Brown, E. (2000). Infants’ ability to categorise on the basis of rhyme. Cognitive Development, 15, 405-419.

Slater A, Bremner, J.G. Johnson, S.P. Sherwood, P. (2000). Newborn infants’ preference for attractive faces: the role of internal and external facial features. Infancy, 1, 265-274.

Quinn, P. Hayes, R. Brown, E. (2000). The role of facial orientation in newborn infants’ preference for attractive faces. Developmental Science, 3, 181-185.

1999

Rachel_Hayes Details from cache as at 2023-09-29 19:34:31

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External Engagement and Impact

I am a professional author with the organisation MindEd who provide free educational resources on children and young people's mental health for any adult who works with them, for example, parents, teachers, therapists. I regularly work with the Education Endowment Foundation (EEF) who are an independent charity dedicated to breaking the link between family income and educational achievement. I am also a research advisor for Place2Be and was delighted to be invited to be a judge on the Place2Be Wellbeing in Schools Awards 2019.

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Dr Rachel Hayes

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Publications by category

Journal articles

Abstract:Increases in external sensory observing cross-sectionally mediate the repair of positive affect following Mindfulness-Based Cognitive Therapy in individuals with residual depression symptoms.

Abstract:Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

Abstract:Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study

Abstract:Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol

Abstract:The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools.

Abstract:Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren

Abstract:The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression.

Abstract:What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be

Abstract:Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils

Abstract:The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial

Abstract:The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

Abstract:The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool

Abstract:Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Abstract:Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account.

Abstract:Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Abstract:Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial.

Abstract:The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study).

Abstract:Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial.

Abstract:The Role of Perceptual Processes in Infant Addition/Subtraction Experiments

Abstract:Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial.

Abstract:The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants.

Abstract:Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol.

Chapters

Abstract:The role of perceptual processes in infant addition/subtraction experiments

Conferences

Publications by year

In Press

Abstract:Increases in external sensory observing cross-sectionally mediate the repair of positive affect following Mindfulness-Based Cognitive Therapy in individuals with residual depression symptoms.

Abstract:Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

2023

Abstract:Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study

2022

Abstract:Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol

Abstract:The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools.

2021

2020

Abstract:Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren

Abstract:The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression.

Abstract:What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be

2019

Abstract:Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils

Abstract:The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial

2018

Abstract:The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

Abstract:The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool

2017

Abstract:Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Abstract:Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account.

2016

2015

Abstract:Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Abstract:Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial.

Abstract:The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study).

2014

Abstract:Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial.

2011

Abstract:The Role of Perceptual Processes in Infant Addition/Subtraction Experiments

2010

Abstract:Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial.

Abstract:The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants.

Abstract:The role of perceptual processes in infant addition/subtraction experiments

2009

Abstract:Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol.

2008

Abstract:
Increases in external sensory observing cross-sectionally mediate the repair of positive affect following Mindfulness-Based Cognitive Therapy in individuals with residual depression symptoms.

Abstract:
Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

Abstract:
Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study

Abstract:
Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol

Abstract:
The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools.

Abstract:
Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren

Abstract:
The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression.

Abstract:
What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be

Abstract:
Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils

Abstract:
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial

Abstract:
The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

Abstract:
The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool

Abstract:
Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Abstract:
Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account.

Abstract:
Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Abstract:
Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial.

Abstract:
The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study).

Abstract:
Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial.

Abstract:
The Role of Perceptual Processes in Infant Addition/Subtraction Experiments

Abstract:
Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial.

Abstract:
The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants.

Abstract:
Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol.

Abstract:
The role of perceptual processes in infant addition/subtraction experiments

Abstract:
Increases in external sensory observing cross-sectionally mediate the repair of positive affect following Mindfulness-Based Cognitive Therapy in individuals with residual depression symptoms.

Abstract:
Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

Abstract:
Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study

Abstract:
Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol

Abstract:
The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools.

Abstract:
Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren

Abstract:
The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression.

Abstract:
What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be

Abstract:
Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils

Abstract:
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial

Abstract:
The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

Abstract:
The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool

Abstract:
Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Abstract:
Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account.

Abstract:
Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Abstract:
Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial.

Abstract:
The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study).

Abstract:
Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial.

Abstract:
The Role of Perceptual Processes in Infant Addition/Subtraction Experiments

Abstract:
Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial.

Abstract:
The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants.

Abstract:
The role of perceptual processes in infant addition/subtraction experiments

Abstract:
Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol.